Explain how systems thinking helps leaders to build strong interprofessional and organizational relationships NUR 550

Explain how systems thinking helps leaders to build strong interprofessional and organizational relationships NUR 550

Topic 1 DQ 2

The establishment of the Inter-Professional Education Collaborative approach by six national associations in 2009 signaled the beginning of increased collaboration among various healthcare professions and professionals. Since then, these organizations have collaborated to define interprofessional collaboration around four core competencies: values and ethics, roles and responsibilities, interprofessional collaboration communication practices, and interprofessional collaboration teamwork (Patel et al., 2017). As history demonstrates, developing strong interprofessional relationships fosters collaboration and improves patient outcomes by implying that health care teams collaborate to provide better care through increased communication and understanding of their respective roles and responsibilities.

Collaboration improves patient outcomes by minimizing avoidable adverse events, lowering mortality and morbidity, and optimizing medication dosage. Collaboration has a number of advantages, including the reduction of additional workload and an increase in overall patient satisfaction (Guraya & Barr, 2018). Accountability, discipline, coordination, and a clear purpose all contribute to the success of any multidisciplinary medical team. Individuals can form interprofessional teams and collaborate to support initiatives and improve patient outcomes in a variety of ways. These include effective communication and the development of shared values and ethics in order to facilitate accountability and teamwork.

Explain how systems thinking helps leaders to build strong interprofessional and organizational relationships NUR 550

Team members should prioritize doing what is best for patients, which requires them to emerge from their professional cocoons and collaborate to improve outcomes and delivery of care. The emergence of new health delivery models and ongoing reforms in response to increased demand and population diversity imply that collaboration and teamwork will remain critical components of effective patient care delivery. The emphasis on fostering collaboration across healthcare professions will enable practitioners to provide the best care possible using evidence-based practice interventions. demonstrate how systems thinking assists leaders in developing strong interprofessional and organizational relationships

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Explain how systems thinking helps leaders to build strong interprofessional and organizational relationships NUR 550 References

Guraya, S. Y., & Barr, H. (2018). The effectiveness of inter-professional education in healthcare:

a systematic review and meta-analysis. The Kaohsiung journal of medical sciences, 34(3), 160-165. doi: 10.1016/j.kjms.2017.12.009.

Patel, G. T., Brisolara, K. F., Davis, A. H., & Moore, R. (2017). Aligning inter-professional

education collaborative sub-competencies to a progression of learning. Journal of Inter-Professional Care, 31(3), 394-396. doi: 10.1080/13561820.2017.1285273. explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

Explain how systems thinking helps leaders to build strong interprofessional and organizational relationships NUR 550 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.