Individuals were ecstatic if they discovered they shared professional alignment with specific team members during the initial contact and forming phase, which was focused on identities. Although individuals had no say in who they worked with, finding themselves in the same communities with people with whom they had previously connected seemed to bring happiness. The attitude problem stemmed from the assumption that people from similar backgrounds would have similar beliefs and ideas. Lingard, Reznick, DeVito, and Espin (2002) expand on this impression, stating that inexperienced service providers communicate based on a predetermined persona. Team members are classified as either insiders or outsiders. The implicit categorization is based on the construction of otherness, and is responsible for the social chaos in inter-professional engagements. Lingard, Reznick, DeVito, & Espin, (2002) propose that educators need to adopt sound rhetoric approaches so as subdue professional sense of relevance. The strategy enhances shared value among providers and enables team communication.
How it felt to communicate with others as a member of a team
While it evoked a feeling of strangeness on the first encounter, continued interaction led to notable adventurousness, where members questioned each other on the aspirations that led to the professional choice. The cooperation among team members also exhibited a structure of situated language practice, where the choice of words and non-verbal expressions improved as the discussion progressed. Lingard, Reznick, DeVito, & Espin, (2002) explain the trend, noting that human beings tend to socialize better when they share activities more often. The supposition is evident in nursing training and practice, where inter-professional interactions are based on discourse, where social forces influence interactional relationships, distribution of responsibility, and negotiations.
What communication strategies worked best?
The erratic sequence seemed work better as responses were more rapid than both open and closed discussions. Rather than asking questions in an orderly way, the moderator asked the interrogative statements unpredictably, thus encouraging honest personal contribution, including members accepting they did have a sound answer and needed help from the team (Hargie, 2016).
What plan the student (as a health professional) put into place for their ‘case’ and how did the student negotiate this with other members of the team
The explanations and examples given by each member seemed to be influenced by their backgrounds, where arguments echoed professional understandings. Nevertheless, individuals negotiated through active listening to encourage presenters to elaborate on their ideas, asking questions to seek clarification, as well as giving constructive feedback (Hammick (2009).
Integration of relevant literature that provides evidence for best practice in communication within teams
The current stock of literature recognizes that identity does play a significant role in professional roles and motivations. (Hammick (2009) notes that the issue is a source of tension in teamwork and call for resolving the concern as interaction is at the heart of care provision. One approach to creating effective team-working relationships and encouraging interprofessional communication is ackowledgeing unique differences that exist among specialties and working along with them to create multidimensionality (Reeves, Lewin, Espin, & Zwarenstein, 2011). The recommendation is based on the fact that self-image is the main setback for productive engagements among practitioners with different backgrounds. To overcome the challenge, health service providers need to drop beliefs of self-importance and assume interprofessional formations that acknowledge the contributions of other people. Practitioners should continually build on the competence through self-awareness and reflective practice of how they behave as members of the team (Hammick, 2009).
Hammick, M. (2009). Being interprofessional. Polity.
Hargie, O. (2016). Skilled interpersonal communication: Research, theory and practice. Routledge
Lingard, L., Reznick, R., DeVito, I., & Espin, S. (2002). Forming professional identities on the health care team: discursive constructions of the ‘other’in the operating room. Medical education, 36(8), 728-734
Reeves, S., Lewin, S., Espin, S., & Zwarenstein, M. (2011). Interprofessional teamwork for health and social care (Vol. 8). John Wiley & Sons.