Patient record-based ward rounds as an example of “course of action” coordination among doctors and nurses
Nadot Ghanem, Nicole
Patient record-based ward rounds as an example of “course of action” coordination among doctors and nurses - 2013.
3
Working in hospitals involves collective work that requires collaboration and coordination. Characterizing the way in which individual activities contribute to the construction of a collective activity is important for better understanding teamwork. A phenomenological research approach was applied in order to analyze the situated activity of nurses and physicians during patient record-based ward rounds, using the theoretical and methodological “course of action” framework. Our findings revealed ward rounds comprising not only an information exchange but a privileged space and moment of construction of knowledge and coordination. Two processes were derived from the actors’ commitments and concerns, and from their articulation: “seeking to contribute to a shared interpretation of the situation” and “seeking to develop a precise working knowledge of the situation.” These processes contribute to characterizing the coordination between the professionals involved in hospital care. Future educational activities for health care professionals should consider the importance of the perception of and meanings for the involved professionals and consider training actions to foster reflection on and during action.
Patient record-based ward rounds as an example of “course of action” coordination among doctors and nurses - 2013.
3
Working in hospitals involves collective work that requires collaboration and coordination. Characterizing the way in which individual activities contribute to the construction of a collective activity is important for better understanding teamwork. A phenomenological research approach was applied in order to analyze the situated activity of nurses and physicians during patient record-based ward rounds, using the theoretical and methodological “course of action” framework. Our findings revealed ward rounds comprising not only an information exchange but a privileged space and moment of construction of knowledge and coordination. Two processes were derived from the actors’ commitments and concerns, and from their articulation: “seeking to contribute to a shared interpretation of the situation” and “seeking to develop a precise working knowledge of the situation.” These processes contribute to characterizing the coordination between the professionals involved in hospital care. Future educational activities for health care professionals should consider the importance of the perception of and meanings for the involved professionals and consider training actions to foster reflection on and during action.
Réseaux sociaux