DNP-815A Topic 7 DQ 2 Examine change theories in scholarly literature

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Topic 7 DQ 2

Aug 18-22, 2022

Examine change theories in scholarly literature. Describe the application of a change theory from the perspective of a DNP-prepared nurse in relation to the proposed changes in your DNP Project.

A Sample Answer For the Assignment: DNP-815A Topic 7 DQ 2 Examine change theories in scholarly literature

Title: DNP-815A Topic 7 DQ 2 Examine change theories in scholarly literature

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Emilia Wogu

Aug 23, 2022, 12:02 AM

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Replies to Emilia Wogu

Change is inevitable in health care. A significant problem specific to health care is that almost two-thirds of all change projects fail for many reasons, such as poor planning, unmotivated staff, deficient communication, or excessively frequent changes. (Barrow, et al 2021). All healthcare providers, at the bedside to the boardroom, have a role in ensuring effective change. Using best practices derived from change theories can help improve the odds of success and subsequent practice improvement

Lewin.s change theory singled out unfreezing, moving, and refreezing as significant phases of change. The existing hospital fall prevention program with limited exercise/physical therapy is not efficient. Awareness of the problem leads to the demand for change. Thus, it is supposed that interventions of patient education and regular exercises can be effective for senior hospitalized patients. The second stage of the theory will contribute to the development of a detailed plan of patient education interventions. Moreover, this stage defines the responsible parties and outlines the expected outcomes. Also, it is important to assess the possible risks of the planned interventions. Finally, the third stage of the theory is used to manage the assessment of the planned interventions. In case they are efficient, it is possible to use them on a regular basis. On the whole, Lewin’s Three-Step Change Theory is useful for managing the process of change in nursing because it helps to follow all-important stages and make the change project more efficient.

Barrow, J. M., Annamaraju, P., & Toney-Butler, T. J. (2021). Change Management. In StatPearls. StatPearls Publishing

Jenevieve Chibuike

replied toEmilia Wogu

Aug 23, 2022, 7:47 AM

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Replies to Emilia Wogu

I must commend you for this poignant post. Let me respond to your post by noting that leadership, effective communication, and teamwork are the essential ingredients needed to effect a planned change. Leadership skills and style, more that any character, are needed to accomplish the successful implementation of a planned chain. Mitchell (2013) identified three leadership style, autocratic, democratic, and carefree, that can influence a planned change and went further to highlight the features of each one. Understanding the weaknesses and strengths of these leadership styles is essential before embarking on change. Mitchell (2013) noted that a thorough grasp of these characteristics is the first and meaningful step that greatly impact the outcome of a change. It is worthy to note that attempt to implement change can be daunting. It is, therefore, imperative to use tested model, like that of Lewin’s, to guide the process of planned change to desired outcomes.

You are appreciated for sharing this educative post.

Reference

Mitchell, G (2013). Selecting the best theory to implement planned change. Nursing Management, 20 (1), 33-37.

Usama Saleh

replied toEmilia Wogu

Aug 23, 2022, 8:43 AM

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Replies to Emilia Wogu

Interesting discussion! Planned change in nursing practice is necessary for a wide range of reasons, but it can be challenging to implement. Understanding and using a change theory framework can help managers or other change agents to increase the likelihood of success. Can you please comment on how you select which theory for change success?

Emilia Wogu

replied toUsama Saleh

Aug 24, 2022, 11:54 PM

Replies to Usama Saleh

The planned behavior theory predicts an individual’s intention to engage in a behavior at a specific time and place. The theory was intended to explain all behaviors over which people have the ability to exert self-control. The key component to this model is behavioral intent which are influenced by the attitude about the likelihood that the behavior will have the expected outcome and the subjective evaluation of the risks and benefits of that outcome.

Hence for this to be applied to my proposed DPI project on patient centered fall prevention the patient needs motivation and ability to perform. the patient is expected to have actual control over the behavior, this theory has been applied in a wide range of health behaviors and intentions including smoking, drinking, health services utilization, breastfeeding, and substance use, among others with great success and I believe it can be achievable through education and communication if applied to patients at fall risks who has certain behaviors that needs a change in attitudes (such as use of call lights,). and ability to exert self-control.

The proposed change model is Lewin’s change model, which offers a simplified approach to change implementation. This model proposes three fundamental strategies, i.e. unfreezing, movement and refreezing. This is considered valuable for successful implementation. This change model contemplates three distinct stages. The first is refreezing, which supposes disruption. It supposes creating awareness about the need for change, thereby promoting support for said change. The second stage is movement, which means deciding on how to proceed with actual implementation of the change intervention. The third and final stage, i.e., refreezing, implies assimilating and normalizing the change intervention as standard practice (Teguh et al., 2019).

For this change model to be achievable and successful been open to feedbacks , regular communication , education and getting everyone involved is the key .

Teguh, A., Hariyati, R. T. S., & Muhaeriwati, T. (2019). Applicability of Lewin’s change management model for optimization management function in nursing delegation between head nurse and team leader: A mini project in Jakarta military hospital. International Journal of Nursing and Health Services (IJNHS), 2(2), 66-74.

Ruby Minda Dangan

Aug 22, 2022, 10:30 PM

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Replies to Emilia Wogu

Chronic diseases such as hypertension, diabetes, and end-stage renal disease are a few of the complex chronic conditions with high costs of chronic care, and health care organizations continuously demonstrate implementation of program designs to manage chronic conditions (Gilman, 2021). Chronic care management is a highly complex phenomenon requiring innovative frameworks. Complex adaptive systems (CASs) as a means of interactions within chronic care environments and understanding relationships can help develop a more comprehensive chronic care model to improve service excellence, quality of care, and quality of life of individuals with chronic conditions (Gilman, 2021).

Complex adaptive systems (CAS), as a framework for an integrated patient-care model, incorporates a holistic approach to strategies to improve health outcomes, improve quality of life, and decreased health care costs. The healthcare burden of chronic disease remains high, wherein the healthcare system’s resources continue to be challenged. Patient engagement in health care results to lower healthcare costs and better clinical outcomes. The self-care theory of Virginia Henderson would definitely benefit the population of patients with chronic conditions such as adherence to nutrition, lifestyle, and compliance with medications, and patients would feel empowered by their self-managed care actions (Santana, 2020).

As DNP-prepared nurses, we need to identify any areas for improvement and develop care models and innovative programs to promote quality of life and improve health care quality for individuals with chronic conditions and continually assess best strategies or explore new horizons to decrease or reduce health care costs.

References

DNP-815A Topic 7 DQ 2 Examine change theories in scholarly literature

Gilman, P. (2021). Complex adaptive systems: a framework for an integrated chronic care model. Advances in Nursing, 44 (4), 330-339.

https://oce-ovid-com.lopes.idm.oclc.org.article/00012272-202110000-00006/HTML

Santana, M.B.A., Vieira da Silva, D.M.G., Echevarria-Guanilo, M.E., Lopes, S.G.R., Romanoski, P.J., & Boelli, J.E.W. (2020). Self-care in individuals with chronic kidney disease on hemodialysis. Revista Gaucha de Enfermagem, 41.

https://doi.org/10.1590/1983-1447.2020.20190220

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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.	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.

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