Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

Sample Answer for Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514 Included After Question

Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

Topic 1 DQ 2

Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. Discuss some system thinking tools nursing leaders can apply to increase interprofessional collaboration to benefit patient outcomes or organizational initiatives. Make sure to incorporate the Interprofessional Education Collaborative (IPEC) competencies in your response.

Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514
Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

A Sample Answer For the Assignment: Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

Title: Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

REPLY TO DISCUSSION

Unread

To better understand the corporate world, organizations have turned to system thinking in management consulting and organizational development. System thinking is the basic idea of any business whether for-profit or nonprofit organization can be understood as a system regardless of size but in parts of an ecosystem. Healthcare organizations use this methodology where leaders are encouraged to healthcare, not as a collection of individuals, but as an interconnected set of individuals working as a team to achieve a common goal.

Healthcare organizations have different parts that work together toward a shared goal and this togetherness minimizes time spent on redundant tasks and improves teamwork to produce the desired goal thus everyone wins. As an experienced RN, I have noticed the importance of nurse leaders encouraging interprofessional collaboration with peers through training and education. This ensures that the nursing staff has the required skills to efficiently and effectively perform their duties. increased performance knowledge provides the necessary technical skills to provide care to patients and keeps healthcare workers updated on the latest information.

REPLY

Unread

Leaders that use systems thinking can better perceive the big picture and comprehend how the many system components work together. Systemic thinking assists leaders in forging strong inter-professional bonds and can help decision-makers spot potential problems and find solutions that benefit the entire system by utilizing their capacity to recognize the links and interactions between a system’s various components. The team is only as good as its leader, and when a team leader or head nurse is dedicated to their work and sets a positive example for others to follow, and then team members follow quite readily. Delegation, encouragement, transparency, management, support, learning, tolerance, leadership, and caring for themselves and the members of the team are all characteristics of good leaders, and these traits naturally flow to the patients and family members they serve. By integrating the Interprofessional Education Collaborative (IPEC) competencies into normal activities, nursing leaders can promote interprofessional collaboration. The following is a list of these skills:

  1. Maintain a culture of respect and common ideals by cooperating with people from diverse professions (IPEC, 2016). Nursing leaders can serve as role models by collaborating with other disciplines, promoting open communication, and upholding mutual respect and collaborative judgment. I have observed this competency during my work at the clinic in that clinic-related staff always discusses any pressing patient care issues politely and cooperatively.

 

  1. To analyze and meet patients’ healthcare requirements and to encourage public health services, individual and collaborative efforts should be used in the appropriate context. They can use evidence-based approaches because the database in EBP is a collection of outcomes confirmed by research and clinical experience of other practitioners that are valid and reliable.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

  1. Professionals should be capable of alert and responsive interaction with patients, family, community, and other experts in the healthcare system and other related professions. The promotion and maintenance of the public’s health, as well as the promotion of disease diagnosis and treatment, fall under the purview of healthcare professionals.

 

  1. Nursing leaders should prioritize team relationships that enable members to perform well in a variety of team roles while planning, delivering, and evaluating patient- or community-centered service. They should be able to create health policies and programs that are timely, cost-effective, equitable, and adapted to the demands of the people (Zorek et al., 2021).

 

References:

 

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://ipec.memberclicks.net/assets/2016-Update.pdf

 

Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021). Leveraging the Interprofessional Education Collaborative Competency Framework to Transform Health Professions Education. American Journal of Pharmaceutical Education85(7), 8602. https://doi.org/10.5688/ajpe8602

REPLY

Unread

I liked when you state that when leaders set a positive example team members follow quite easily. Linneusson, G, et.al. (2022) conducted research on a small very successful unit. What they found that made their innovative transformation successful was the nurturing and innovative culture and how their unit leader displayed system thinking as a way of providing that support and vision. This is a great testimony to the positive effects of system thinking with nursing leaders and their ability to inspire team members to deliver quality results whether that be in technology as in this study or bedside nursing or other areas. I also appreciate how you broke down each IPEC competencies.

Reference

 

Linneusson, G., Andersson, T., Kjellsdotter, A., & Holmen, M. (2022). Using systems thinking to increase understanding of the innovation system of healthcare organisations. JOURNAL OF HEALTH ORGANIZATION AND MANAGEMENT36(9), 179–195. https://doi-org.lopes.idm.oclc.org/10.1108/JHOM-01-2022-0004

REPLY

SS

Shae Saint-Amour

Nov 14, 2022, 9:43 PM

Unread

Discussion #2 Topic 1

Systems thinking is a form of transformational leadership. This type of thinking describes a way to understand the big picture, change perspectives to improve understanding and problem-solving techniques, and identify meaningful connections within a system (Henry, 2019). This thinking provides fluid responses and solutions for a complex and dynamic environment. This way of thinking gives leaders the autonomy to address workflows and initiatives with a customized approach to help support optimal patient outcomes. Using this method helps establish trust between the interprofessional team.

For example, I am currently working to develop interprofessional education for code response. We are using systems thinking to create education. Considering institution policies, best practices, current research, and the dynamics of the patient population will provide optimal education plans for each individual. By considering all roles and customizing the education to everyone, we establish trust and build an education that will improve our current outcomes. As part of the project, we are using the IPEC core competencies to engage the interprofessional team members and learn together to build a relationship between the teams. The four competencies are values/ethics, roles/responsibilities, interprofessional communication, and groups/teamwork (Interprofessional Education Collaborative, 2016). By keeping these four competencies as a guide to developing the curriculum, we will help improve our code response and implement best practices to improve patient outcomes.

Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships. NUR 514

References:

 

Henry, T. (2019, September 11). Why you need to be a systems thinker in health care. American Medical Association. https://www.ama-assn.org/education/accelerating-change-medical-education/why-you-need-be-systems-thinker-health-care

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://ipec.memberclicks.net/assets/2016-Update.pdf

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • 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
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • 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.