TY  - JOUR
T1  - Healthcare Team in Ward Round: Roles and Responsibilities from the Perspective of Pediatric Surgical Residency Teachers
TT  - Klinik Vizitlerde Sağlık Ekibi: Çocuk Cerrahisi Eğiticilerinin Perspektifinden Roller ve Sorumluluklar
AU  - Çelik, Nazmiye
PY  - 2023
DA  - May
DO  - 10.4274/atfm.galenos.2023.93824
JF  - Ankara Üniversitesi Tıp Fakültesi Mecmuası
PB  - Ankara University
WT  - DergiPark
SN  - 0365-8104
SP  - 56
EP  - 65
VL  - 76
IS  - 1
LA  - en
AB  - Objectives: The aim of this study is to determine the roles and responsibilities of healthcare team members in ward rounds from the view ofpediatric surgery teachers.Materials and Methods: A qualitative design was used with semi-structured interviews were conducted with six pediatric surgery teachers.Results: The consultant physician on ward rounds has a critical role and responsibilities. Concerning the duties of residents/senior residents andother surgeons, the importance of complying with hierarchical communication, patient management, and preparation before and during wardrounds were stressed. The roles and responsibilities of the supervisor nurse were defined as specifying medical information and observations duringward rounds and ensuring the flow of information among team members. The teachers described the nurses’ roles as passive-listening, completingthe resident deficiencies and fulfilling the doctor’s instructions. Effective communication, teamwork and continuing professional development areamong the important roles of the healthcare team.Conclusion: The roles and responsibilities of residents differed by their experiences and competencies. It was determined that nurses are notexpected to actively participate in the decision-making process regarding patient care and have a passive role as an observer. It should be notedthat it is expected of doctors in the ward round team to maintain “hierarchical communication”.
KW  - Ward Rounds
KW  - Improving Health Quality
KW  - Qualitative Research
N2  - Amaç: Bu çalışmanın amacı, çocuk cerrahisi eğiticilerin gözünden klinik vizitlerde sağlık ekibi üyelerinin rol ve sorumluklarını belirlemektirGereç ve Yöntem: Araştırma niteliksel desene sahip olup, altı çocuk cerrahisi eğitici ile yarı-yapılandırılmış görüşmeler yapılmıştırBulgular: Klinik vizitlerde vizit sorumlu doktorunun kritik rol ve sorumlukları vardır. Asistan/kıdemli asistan ve diğer cerrahi doktorlarının hastahakimiyeti başta olmak üzere, vizit öncesinde hazırlık ve vizit sırasında hiyerarşik iletişime uymalarının önemi öne çıkmıştır. Sorumlu hemşireninrol ve sorumlukları ise vizit sırasında tıbbi bilgi ve gözlemlerini belirtme, ekip üyeleri arasında bilgi aktarımını sağlama olarak tanımlanmıştır.Eğiticilerin hemşirenin vizit sürecine aktif kalımına ilişkin görüş farklıkları olduğu dinleme asistan eksiklerini tamamlama ve hekim direktifleriniyerine getirilmesi pasif rollerinin olduğu görülmüştür. Vizit sürecinde yapıcı iletişimde bulunma, ekip işbirliği içinde çalışma ve sürekli mesleki gelişimsağlık ekibinin önemli rolleri arasındadır.Sonuç: Asistanların rol ve sorumlulukları deneyim ve düzeylerine göre farklılık gösterdiği görülmüştür. Hemşirenin hasta bakımı ile ilgili karar vermesürecine aktif olarak katılımının beklenmediği, pasif izleyici rolünün tanımlandığı belirlenmiştir. Değişik deneyimlere sahip olan vizit ekibi içindekidoktorların “hiyerarşik iletişimi” sürdürme beklentisinin öne çıktığı dikkat çekmektedir.
CR  - 1. Royal College of Physicians, Royal College of Nursing. Modern ward rounds good practice for multidisciplinary inpatient review. London; 2021; Available at: www.rcplond such on.ac.uk/modern-ward-rounds. Accessed January 30, 2021.
CR  - 2. Thörne K, Andersson-Gäre B, Hult H, et al. Co-producing interprofessional round work: Designing spaces for patient partnership. Qual Manag Health Care. 2017;26:70.
CR  - 3. Nugus P, Greenfield D, Travaglia J, et al. How and where clinicians exercise power: Interprofessional relations in health care. Soc Sci Med. 2010;71:898-909.
CR  - 4. Nørgaard K, Ringsted C, Dolmans D. Validation of a checklist to assess ward round performance in internal medicine. Med Educ. 2004;38:700-707.
CR  - 5. Reader TW, Flin R, Mearns K, Cuthbertson BH. Team situation awareness and the anticipation of patient progress during ICU rounds. BMJ Qual Saf. 2011;20:1035-1042.
CR  - 6. Bharwani AM, Harris GC, Southwick FS. Perspective: a business school view of medical interprofessional rounds: transforming rounding groups into rounding teams. Acad Med. 2012;87:1768-1771.
CR  - 7. Royal College of Physicians and Royal College of Nursing. Ward Rounds in Medicine: Principles for best practice. London. 2012; Available at: https://www.colleaga.org/sites/default/files/attachments/ward_rounds_in_medicine.pdf. Accessed November 20, 2020.
CR  - 8. Walton V, Hogden A, Johnson J, et al. Ward rounds, participants, roles and perceptions: literature review. Int J Health Care Qual Assur. 2016;29:364-369.
CR  - 9. Lane D, Ferri M, Lemaire J, et al. A systematic review of evidence-informed practices for patient care rounds in the ICU. Crit Care Med. 2013;41:2015-2029.
CR  - 10. Cook KD, Gutowsky RB. Teaching during rounds. Clin Podiatr Med Surg. 2007;24:27-36.
CR  - 11. Walton V, Hogden A, Long JC, et al. Patients, health professionals, and the health system: influencers on patients’ participation in ward rounds. Patient Prefer Adherence. 2019;13:1415-1429.
CR  - 12. McCarthy MW, Fins, JJ. Teaching clinical ethics at the bedside: William Osler and the essential role of the hospitalist. AMA J Ethics. 2017;19:528-532.
CR  - 13. Ende J. What if Osler were one of us? Inpatient teaching today. J Gen Intern Med. 1997;12(Suppl 2):41-48.
CR  - 14. Kolb DA. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: prentice-Hall, 1984.
CR  - 15. Walton V, Hogden A, Long JC, et al. How do interprofessional healthcare teams perceive the benefits and challenges of interdisciplinary ward rounds. J Multidiscip Healthc. 2019;12:1023-1032.
CR  - 16. O’Hare JA. Anatomy of the ward round. Eur J Intern Med. 2008;19:309-313.
CR  - 17. Manias E, Street A. Nurse–doctor interactions during critical care ward rounds. J Clin Nurs. 2001;10:442-450.
CR  - 18. Reece A, Klaber R. Maximising learning on ward rounds. Arch Dis Child Educ Pract Ed. 2012;97:61-67.
CR  - 19. Falco C, Balmer D. Teamwork on rounds on an inpatient ward team: An ethnographic study. Hosp Pediatr. 2018;8:353-360.
CR  - 20. Jensen BE, Found PA, Williams SJ, et al. Improving the efficiency and effectiveness of ward rounds. Int J Qual Serv. 2016;8:279-297.
CR  - 21. Busby A, Gilchrist B. The role of the nurse in the medical ward round. J Adv Nurs. 1992;17:339-346.
CR  - 22. Patton QM. Qualitative research and evaluation methods (4th ed.). Thousand Oaks, California, Sage; 2015.
CR  - 23. Miles MB, Huberman AM. An Expanded Sourcebook: Qualitative Data Analysis (Second edition). Thousand Oaks, CA: SAGE Publications; 1994.
CR  - 24. Ramani S, Mann K, Taylor D, et al. Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106. Med Teach. 2016;38:642-655.
CR  - 25. Rice K, Zwarenstein M, Conn LG, Ket al. An intervention to improve interprofessional collaboration and communications: a comparative qualitative study. J Interprof Care. 2010;24:350-361.
CR  - 26. Bould MD, Sutherland S, Sydor DT, et al. Residents’ reluctance to challenge negative hierarchy in the operating room: a qualitative study. Can J Anaesth. 2015;62:576-86.
CR  - 27. Robson W. Eliminating avoidable harm: time for patient safety to play a bigger part in professional education and practice. Nurse Educ Today. 2012;34:e1-e2.
CR  - 28. Foronda C, MacWilliams B, McArthur E. Interprofessional communication in healthcare: An integrative review. Nurse Educ Pract. 2016;19:36-40.
CR  - 29. Catangui EJ, Slark J. Nurse-led ward rounds: a valuable contribution to acute stroke care. Br J Nurs. 2012;21:801-805.
CR  - 30. Hill K. The sound of silence--nurses’ non-verbal interaction within the ward round. Nurs Crit Care. 2003;8:231-239.
CR  - 31. Bridges D, Davidson RA, Soule Odegard P, et al. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online. 2011;16:6035.
CR  - 32. Hall P. Interprofessional teamwork: Professional cultures as barriers. J Interprof Care. 2005;19(Suppl 1):188-196.
CR  - 33. Mertens F, de Groot E, Meijer L, et al. Workplace learning through collaboration in primary healthcare: a BEME realist review of what works, for whom and in what circumstances: BEME guide no. 46. Med Teach. 2018;40:117-134.
UR  - https://doi.org/10.4274/atfm.galenos.2023.93824
L1  - https://dergipark.org.tr/en/download/article-file/4916767
ER  -