Overview

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.

Full Product Details

Author:   Sam Humphrey ,  Pippa Chillman (De Montfort University, Leicester)
Publisher:   Lantern Publishing Ltd
Imprint:   Lantern Publishing Ltd
Dimensions:   Width: 10.50cm , Height: 1.00cm , Length: 14.80cm
ISBN:  

9781914962288

ISBN 10:   1914962281
Pages:   108
Publication Date:   31 July 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Spiral bound
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

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

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Author Information

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.

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