Multidisciplinary Working

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.

• Preface; List of contributors; Acknowledgements; AbbreviationsPreparing for multidisciplinary team (MDT) working1. Introducing multidisciplinary working2. The MDT and professions ‘grab-sheet’3. Nursing fields and common nursing roles3.1 Adult nursing3.2 Children’s nursing3.3 Mental Health nursing3.4 Learning Disability nursing4. Allied Health Professionals4.1 How AHPs contribute to the MDT4.2 Learning more about AHPs5. Social care professions5.1 The role of social care and its links with other professions5.2 The biopsychosocial model in social care6. Common situations requiring MDT input6.1 Example A: Emergency and trauma6.2 Example B: Mental health6.3 Example C: Obstetric emergency6.4 Example D: Disability and rehabilitation7. Student roles within the MDT7.1 Getting involved7.2 Expectations for students in the MDT7.3 Benefits of involvement7.4 Involvement challenges (and solutions)7.5 Practical tips8. Building confidence8.1 Speaking up8.2 Reflecting on mistakes8.3 Supporting patients to be confident8.4 Ways to build confidenceCollaborative working within the MDT9. Integrating into teams9.1 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 integration10.1 SBAR10.2 Demonstrating active listening and assertiveness10.3 Understanding hierarchies and overcoming communication barriers to build relationships11. Civility11.1 The Civility Saves Lives campaign11.2 Acting on civility12. Inclusivity and teamwork within care12.1 Key principles of inclusivity and teamwork12.2 Benefits of inclusivity and teamwork12.3 Challenges facing inclusivity and teamwork12.4 Building an inclusive team environment13. Managing differing priorities and potential conflict13.1 Balancing urgent and non-urgent needs13.2 Managing differing priorities in an MDT13.3 Potential conflict in MDTs14. Use of language14.1 Common language barriers in MDTs14.2 Strategies for clear communication and language15. MDT working: good practice adviceEnhancing the MDT experience16. Professional identity16.1 The role of professional identity in MDT working16.2 Strengthening professional identity in MDTs17. Collaboration with stakeholders17.1 Key principles of collaboration with stakeholders18. Co-production with patients/service users18.1 Core principles of co-production19. Patient safety19.1 The role of the MDT in patient safety19.2 Strategies for enhancing patient safety20. Professional development opportunities20.1 Types of professional development opportunities for MDT members20.2 How to get started with professional development in an MDT21. Scenarios for guided reflection and action planning21.1 Common scenarios22. Further understanding: ethics and integrity in MDT working23. The importance of self-care for health and social care professionals working within the MDT