Multidisciplinary Working

A pocket guide for nursing and health care
Erscheinungsjahr 2025
ISBN: 978-1-914962-28-8
Verlag: Lantern Publishing Ltd

Buch, Englisch, 108 Seiten, Format (B × H): 150 mm x 110 mm, Gewicht: 96 g

Working in multidisciplinary teams (MDTs) is an essential part of providing patient-centred care. This pocket guide has been written primarily by students, guided by two experienced lecturers, and is aimed at nursing, allied health and social care students seeking to develop their teamworking skills.

This book will help you to understand the principles of collaboration and teamwork. You will learn:

- the core principles of multidisciplinary working, student roles within the MDT and why different perspectives are vital to enhance patient experience

- about the importance of civility and inclusivity towards each other

- about the complexity of managing differing priorities, potential conflicts between professionals and communication strategies

- how effective MDT working not only benefits patients but also boosts professional growth and development

- strategies, tips and tools to enhance your ability to collaborate effectively with diverse teams of health and social care professionals.

Written by students for students, and developed with the support of the Council of Deans of Health Student Leadership Programme.

Autoren/Hrsg.

Chillman, Pippa

Humphrey, Sam

Inhaltsverzeichnis

Preface; List of contributors; Acknowledgements; Abbreviations

Preparing for multidisciplinary team (MDT) working

1. Introducing multidisciplinary working

2. The MDT and professions ‘grab-sheet’

3. Nursing fields and common nursing roles  3.1 Adult nursing  3.2 Children’s nursing  3.3 Mental Health nursing  3.4 Learning Disability nursing

4. Allied Health Professionals  4.1 How AHPs contribute to the MDT  4.2 Learning more about AHPs

5. Social care professions  5.1 The role of social care and its links with other professions  5.2 The biopsychosocial model in social care

6. Common situations requiring MDT input  6.1 Example A: Emergency and trauma  6.2 Example B: Mental health  6.3 Example C: Obstetric emergency  6.4 Example D: Disability and rehabilitation

7. Student roles within the MDT  7.1 Getting involved  7.2 Expectations for students in the MDT  7.3 Benefits of involvement  7.4 Involvement challenges (and solutions)  7.5 Practical tips

8. Building confidence  8.1 Speaking up  8.2 Reflecting on mistakes  8.3 Supporting patients to be confident  8.4 Ways to build confidence

Collaborative working within the MDT

9. Integrating into teams  9.1 What are the benefits to staff and patient care?  9.2 Potential difficulties of integrating when you are ‘the student’

10. Communication strategies to support integration  10.1 SBAR  10.2 Demonstrating active listening and assertiveness  10.3 Understanding hierarchies and overcoming communication barriers to build relationships

11. Civility  11.1 The Civility Saves Lives campaign  11.2 Acting on civility

12. Inclusivity and teamwork within care  12.1 Key principles of inclusivity and teamwork  12.2 Benefits of inclusivity and teamwork  12.3 Challenges facing inclusivity and teamwork  12.4 Building an inclusive team environment

13. Managing differing priorities and potential conflict  13.1 Balancing urgent and non-urgent needs  13.2 Managing differing priorities in an MDT  13.3 Potential conflict in MDTs

14. Use of language  14.1 Common language barriers in MDTs  14.2 Strategies for clear communication and language

15. MDT working: good practice advice

Enhancing the MDT experience

16. Professional identity  16.1 The role of professional identity in MDT working  16.2 Strengthening professional identity in MDTs

17. Collaboration with stakeholders  17.1 Key principles of collaboration with stakeholders

18. Co-production with patients/service users  18.1 Core principles of co-production

19. Patient safety  19.1 The role of the MDT in patient safety  19.2 Strategies for enhancing patient safety

20. Professional development opportunities  20.1 Types of professional development opportunities for MDT members  20.2 How to get started with professional development in an MDT

21. Scenarios for guided reflection and action planning  21.1 Common scenarios

22. Further understanding: ethics and integrity in MDT working

23. The importance of self-care for health and social care professionals working within the MDT

Über Autor(innen)

Humphrey, Sam
Sam Humphrey is a Lecturer in Learning Disability Nursing at De Montfort University. His initial background upon qualifying as a learning disability nurse was working in residential nursing services for adults with profound and multiple physical and learning disabilities. Sam then moved into a primary care liaison nursing role supporting general practice and primary care colleagues in their work with people with learning disabilities and became a trained reviewer as part of the national Learning Disabilities Mortality Review (LeDeR) programme.