NUR 464 Module 5 Interprofessional Collaboration Discussion Example

Reviewed by Ingrid Vasterling, MSN, RN Arizona State University Updated October 2026

This NUR 464 Module 5 sample is the interprofessional collaboration discussion, in which capstone students describe how other professions shaped their project. ASU NUR 464 is the RN to BSN capstone course, and Module 5 pairs this board with videos and CAIPER microlearning modules on collaborative practice in clinical settings. The composite writer's hearing amplifier project on a Tucson medical unit involved a speech-language pathologist, an audiologist, interpreter services and the patient experience office. Her post explains what each contributed, maps the experience onto the collaborative competency framework her course uses, admits one collaboration that went poorly, and replies to a classmate.

CourseNUR 464 Capstone The Synthesis of Professional Nursing
ModuleModule 5
Paper typeDiscussion post with peer reply
LengthAbout 489 words
FormatDiscussion post with APA 7 citations
SchoolArizona State University
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NUR 464 Module 5

1

Discussion: Interprofessional Collaboration, Capstone Project Experience

Five Professions and Four Amplifiers: What Interprofessional Collaboration Added to a Nursing Capstone

Initial Post

My capstone started as a nursing project: nurses screening for hearing difficulty and offering personal amplifiers during teaching, consent and discharge conversations. It became an interprofessional project, and it is better for it.

The speech-language pathologist on our unit reviewed my teaching guide and pointed out that I had confused hearing with comprehension. Some patients with mild cognitive impairment heard well with the amplifier but still could not follow long explanations. She suggested short sentences, one topic at a time and teach-back, and she gave a ten-minute session at our huddle. Her advice echoed an earlier acute care feasibility study in which nurses found amplified devices made conversations more efficient when they were paired with simple teaching habits (Kimball et al., 2018). The hospital's outpatient audiologist explained which patients amplifiers suit, mainly mild to moderate age-related loss, and which need other help, such as patients with cochlear implants. Interpreter services helped us set up the amplifier with the video interpreter cart for Spanish-speaking patients. The patient experience office let us add our two discharge questions to their bedside survey tablets, which saved nurses time.

The national competency framework for collaborative practice sorts the needed skills into four groups, which I would put as: shared values, knowing who does what, talking across professions, and working as a team (Interprofessional Education Collaborative, 2023). My experience touched all four. We shared the value of patients understanding their care. I learned roles I had not understood, especially the speech-language pathologist's expertise in cognition and communication. Communication improved when I stopped sending long emails and asked for ten minutes in person. And the project worked as a team, with each profession owning a piece.

One collaboration went poorly. I asked the hospital's information technology department to add the screening question to the electronic admission form without first explaining the project. My request sat in a queue for weeks. When I finally attended their change meeting and explained the purpose, they placed it in the next update. I learned that collaboration starts with understanding what the other group needs from you, not just what you need from them.

This matters for the project's results. Clinical studies of these devices, gathered in one scoping review, show better speech understanding but patchy use by staff who did not know about them or could not keep them working (Koerber et al., 2024). Involving other professions spread awareness beyond nursing and solved practical problems nurses could not solve alone.

Reply to a Classmate

Derrick, your capstone on early mobility relied on physical therapy, and you said the hardest part was scheduling. I had the same experience with the speech-language pathologist, whose caseload is heavy. What helped was asking for one short, specific contribution, a huddle talk, instead of ongoing involvement. Could a physical therapist give a single training session that nurses then carry forward?

References

Interprofessional Education Collaborative. (2023). IPEC core competencies for interprofessional collaborative practice: Version 3. https://www.ipecollaborative.org/ipec-core-competencies

Kimball, A. R., Roscigno, C. I., Jenerette, C. M., Hughart, K. M., Jenkins, W. W., & Hsu, W. (2018). Amplified hearing device use in acute care settings for patients with hearing loss: A feasibility study. Geriatric Nursing, 39(3), 279-284. https://doi.org/10.1016/j.gerinurse.2017.10.009

Koerber, R. M., Kokorelias, K. M., & Sinha, S. K. (2024). The clinical use of personal hearing amplifiers in facilitating accessible patient-provider communication: A scoping review. Journal of the American Geriatrics Society, 72(7), 2195-2205. https://doi.org/10.1111/jgs.18784

Reading the NUR 464 Module 5 assignment instructions

The posted NUR 464 syllabus puts this board in Module 5, Interprofessional Teams and Collaboration, with videos on interprofessional collaboration and on continuing to practice collaborative skills, plus the CAIPER microlearning modules worth 6 points. Expect questions about which disciplines took part in your capstone, what each one added, how collaboration affected the project, and what you learned, often using a recognized competency framework, then to respond to classmates. Because the capstone is underway, real examples from your project are expected. Check Canvas for the required framework, reply count and source requirements. Expect to refer to at least one framework or concept from the videos or microlearning modules. Some sections ask for a short reflection on the CAIPER modules in the same post.

Inside the NUR 464 Module 5 example

The post describes four collaborators and the specific contribution of each, so the reader sees collaboration as concrete actions. The experience is then mapped onto the four competency areas of a national framework in the writer's own words. A paragraph about a collaboration that went poorly, with information technology, adds honesty and a lesson. Bringing in a scoping review on spotty device use, the writer shows why help from outside nursing was essential. The reply offers a classmate a practical strategy based on the writer's experience. Each collaborator's contribution is tied to a specific change in the project, so the reader can see what the team added. Three sources are cited where their findings are used.

Reading the NUR 464 Module 5 grading rubric

Faculty usually reward concrete teamwork examples, correct use of a competency framework, candor about the parts that went badly, a link to the capstone's results and replies that help classmates, plus format and deadlines. Graders look for collaboration with real roles and contributions rather than a list of professions. Honest reflection on a difficult collaboration often shows more learning than a story where everything went smoothly. Citing the framework your course uses is expected. Posts that link collaboration to the project's data or design choices show synthesis, which is the purpose of the capstone course. Reflection on how you will collaborate after graduation can add depth.

NUR 464 Module 5 help: mistakes that cost marks

Students often list every profession in the hospital without explaining what any of them did. Describe a few collaborators in detail. Another weakness is naming the framework without applying it. Map your experience onto its areas. Include one challenge and what you learned. Keep names of colleagues out of the post. Link collaboration to your project's results. The desk can help you write up the teamwork in your own capstone if you list who took part and what each did. If your capstone relied mostly on nurses, describe who else could have helped and why. Finish the CAIPER modules first, since their ideas will strengthen your post.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

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NUR 464 Module 5 questions, answered

Where can I find a free NUR 464 Module 5 sample paper?

The interprofessional collaboration discussion is on this page in full: four professions' contributions to a hearing amplifier capstone, the IPEC competency areas applied, one collaboration that went poorly, a reply and references.

Which framework fits the NUR 464 interprofessional discussion?

Most programs use the Interprofessional Education Collaborative's competency set, which groups the skills into four areas covering shared values, roles, communication and teamwork.

What if my NUR 464 capstone involved few other professions?

Describe the ones you did work with, even informally, and explain how more collaboration might have helped.

What are the CAIPER modules in NUR 464?

The syllabus lists CAIPER microlearning modules, about an hour of interactive content on interprofessional practice in clinical settings, worth 6 points.

Should I describe problems with collaboration in NUR 464?

Yes. An honest account of a difficult collaboration and what you learned shows reflection that faculty value.