DNP-815A Topic 7 DQ 1 Explain the common characteristics of complex adaptive systems

DNP-815A Topic 7 DQ 1 Explain the common characteristics of complex adaptive systems

DNP-815A Topic 7 DQ 1 Explain the common characteristics of complex adaptive systems

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Topic 7 DQ 1

Aug 18-20, 2022

Explain the common characteristics of complex adaptive systems. How can the DNP-prepared nurse apply the concepts of a complex adaptive system to patient care?

REPLY TO DISCUSSION

RD

Ruby Minda Dangan

Aug 20, 2022, 10:11 PM

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Replies to Ruby Minda Dangan

Organizational and clinical procedures such as innovations, suppliers, new technologies, and growing knowledge are seemingly growing complex in today’s health systems. Complex adaptive systems (CAS) theory to nursing practice has a significant impact on the processes and structures of health services, where nurses increase their focus on creative adaptation promotion, diversity, and information flow (Kvilience & Blazeviciene, 2019). Variables increase the flow of information through the nursing process and the promotion of timely nursing, leading to improve patient outcomes, whereas barriers can lead to adverse events and errors. The health system and the nursing profession can be viewed as CAS to gain new insight. One characteristic of the CAS is emergence, where the system develops new patterns of behavior over time and emerges in response to internal and external factors (Munro et al., 2020).

Healthcare developed complex science as a theoretical framework to better understand complex situations. The principles in CAS provide a framework enabling insight into how those operating within social networks communicate with each other to manage any concerns that are relevant to determining actions. It is very important to pay attention to the nurses’ work (Kiviliene & Blazeviciene, 2019). When caring for an individual patient, the nurse must always keep in mind to look at the bigger picture of the possibility of being disturbed by unexpected possibilities.

 

The use of complex adaptive systems as a tool such as process optimization and quality assessment is taking an important role in nursing and health care, which can be used to guide nurses in assessing the needs of the patients, nursing process optimization, improving teamwork, and learning needs analysis (Kiviliene & Blazeviciene, 2019). A DNP nurse should look into the inclusion of complexity science into nursing leadership practice and encourages new ways of looking at the organization and the ideals and expected results of skilled nursing.

 

 

References

 

Kiviliene, J., & Blazeviciene, A. (2019). Review of complex adaptive systems in nursing practice. Journal of Complexity in Health Sciences2(2), 46–50.

https://doi-org.lopes.idm.oclc.org/10.21595/chs.2019.21169

 

Munro, S., Kornelsen, J., Wilcox, E., Kaufman, S., Bansback, N., Corbett, K., & Janssen, P. (2020). Implementation of shared decision-making in healthcare policy and practice: A complex adaptive systems perspective. Evidence & Policy: A Journal of Research, Debate and Practice16(3), 393–411.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1267967&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

 

 

  • JC

Jenevieve Chibuike

replied toRuby Minda Dangan

Aug 21, 2022, 7:23 PM

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Replies to Ruby Minda Dangan

Yet another strong post from you. Two important characteristics of complex adaptive system worth mention are that the system is self-organized and control is distributed rather than centralized. Self-organization is a cardinal characteristics of complex adaptive system that operates on stability-instability dynamics (Butts & Richs, 2017), requiring an appropriate condition far from equilibrium or on the chaotic edge. This is simply a point where change needs to occur as the system is closer to instability. Further, control in complex adaptive system is distributed rather than centralized. Here agents or components of the system cannot operate from a blueprint or direction within or outside the system. Better explained, there exists no central control that accounts for emergent behavior or structure. Complex adaptive system is a system consisting of agents working together without any central control.

Thanks for sharing.

Butts, J. B., & Rich, K. L. (2017). Philosophies theories and for advanced nursing practice (3rd ed.). Jones & Bartlett Learning.

  • EW

Emilia Wogu

replied toRuby Minda Dangan

Aug 23, 2022, 11:56 PM

Replies to Ruby Minda Dangan

Great post Ruby

Complexity science belongs to the latest generation systems thinking.  Complexity science has been introduced in healthcare as a theoretical framework to better understand complex situations. Interdisciplinary healthcare teams can be viewed as Complex Adaptive Systems (CAS) by focusing more on the team members’ interaction with each other than on the characteristics of individual team members. The way clinicians handle uncertainty during the diagnostic process, the way physiological processes regulate, for instance, blood glucose levels and the way healthcare practices organize themselves according to a number of simple rules are examples of complex system behavior that cannot be fully understood through linear thinking alone.

 

Reference

Pype, P., Mertens, F., Helewaut, F.(2018) Healthcare teams as complex adaptive systems: understanding team behaviour through team members’ perception of interpersonal interaction. BMC Health Serv Res 18, 570 . https://doi.org/10.1186/s12913-018-3392-3

EV

Elizabeth Vidales

Aug 20, 2022, 6:58 PM

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Complex adaptive systems in health care are networks that interact with one another but are seen as independent and join with a common goal. This system has principles that define it. Paype et al. (2017) explain it with seven principles. First, it must have multiple components in which rich interaction must occur. It does not include only understanding the organization’s structure. Second, the interactions that occur are not always predictable behaviors. Third, there is a history and sensitivity, including initialing conditions. Fourth, their interactions are influenced by the environment. Fifth, an interaction that occurs is non-linear. Therefore, the result is dependent on elements and the input. If minor inputs occur, they can have significant effects, and major effects can have negligible effects. Sixth interactions create emergent behaviors, but this does not mean that the study of elements can explain and cannot be predicted. Lastly, as the systems are open when they are being observed, the individual that is an observer is part of the system.

A doctoral nurse prepared (DNP) nurse can use these concepts to improve the delivery of patient care. This tool assists in adapting to an ongoing change. With the increased needs of patients and changing societal contexts, a DNP must understand this system to effectively implement change and identify clinical needs. For example, Paype et al. (2017) use this approach with a focus on increasing interpersonal interaction. They implemented a Complex Adaptive Leadership Organisational Capability Questionnaire. The tool was demonstrated to be feasible for evaluating day-to-day operations and identifying quality improvements.

 

Another example is Munro et al. (2020) study which used complex adaptive systems to implement shared decision-making. They found that this approach goes beyond the limits of reductionism and disentangled. It fragmented the problem into barriers, facilitators, and outcomes. They were also able to have greater insight into implementation and address challenges. It explored patterns, self-organization, and interactions. In this study, this approach helped to identify solutions to address the patients, providers, and policy factors that influence the implementation of shared decision-making. These are two great examples of how this complex adaptive system can improve patient care.

DNP-815A Topic 7 DQ 1 Explain the common characteristics of complex adaptive systems
DNP-815A Topic 7 DQ 1 Explain the common characteristics of complex adaptive systems

References:

Munro, S., Kornelsen, J., Wilcox, E., Kaufman, S., Bansback, N., Corbett, K., & Janssen, P. (2020). Implementation of Shared Decision-Making in Healthcare Policy and Practice: A Complex Adaptive Systems Perspective. Evidence & Policy: A Journal of Research, Debate and Practice16(3), 393–411.

 

Pype, P., Krystallidou, D., Deveugele, M., Mertens, F., Rubinelli, S., & Devisch, I. (2017). Healthcare teams as complex adaptive systems: Focus on interpersonal interaction. Patient Education and Counseling100(11), 2028–2034. https://doi.org/10.1016/j.pec.2017.06.029

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

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  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
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  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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