NR 500 Week 6: Systems-Structure and Function

Sample Answer for NR 500 Week 6: Systems-Structure and Function Included After Question

NR 500 Week 6: Systems-Structure and Function

NR 500 Week 6 Systems-Structure and Function

Transitioning NICU care from where parents are ‘allowed’ to participate in simple care tasks to embracing them as partners in the primary care of their baby will empower the family unit. Improved support for each individual family, sharing and collaborating on care decisions will be evidenced at the microsystem level. While it may be a newer concept at first, I believe over time it would result in accepted practice at the micro level, much like kangaroo care became an accepted and now encouraged practice over time. D’Agata & McGrath (2016) described a study where this complex adaptive approach was implemented in a NICU setting. After 21 days of this type of intervention, a decrease in retinopathy was recorded as was an increase in breast feeding at discharge (D’Agata & McGrath, 2016). Decreased parental stress levels at discharge would also be a likely outcome at the micro level. At the mesosystem level, hospital leadership will likely see better patient outcomes and improved hospital ratings through standard survey methods that are sent out. This would open the door towards more administrative support of evidence-based practice at the micro level. At the macrosystem level, there has already been a trial called COPE (Creating Opportunities for Parent Empowerment) that supports “educational-behavioral intervention” focused on improving the mental and behavioral development of the child and supporting parent interactions (D’Agata & McGrath, 2016). Further funding and promotion of such programs will increase community awareness and healthcare systems will take notice and become more open to change.

NR 500 Week 6: Systems-Structure and Function Reference

D’Agata, A., & McGrath, J. (2016). A framework of complex adaptive systems: Parents at partners in the neonatal intensive care unit. Advances in Nursing Science, 39(3), 244-256. doi: 10.1097/ANS.0000000000000127

A Sample Answer For the Assignment: NR 500 Week 6: Systems-Structure and Function

Title: NR 500 Week 6: Systems-Structure and Function

Bobbie,

NICU family care centers is a great concept for nurses and families to assist with the bonding and healing between the infant and parent. Parents with infants in NICU at times feel guilty, anxious, fearful, and lost. Many times parents are not sure how they can help assist with the recovery of their infant and shy away from bonding and offering assistance. The monitor, cords, IV’s, and pumps connected to a tiny infant; to parents seem intimating and overwhelming. NICU care centers allow for the bonding and promote education needed to assist parents feel empowered and confident to help with simple task such as changing diapers, clothing, and cuddling with the infant. The American Family Children’s Hospital is one of many pediatric medical facilities that promotes a family friendly, nonthreatening place specifically designed to be patient and family centered in the care of sick infants and children (Pediatric Care Center, 2018). This concept of caring have proven to help improve the patient’s well-being and clinical outcomes (Pediatric Care Center, 2018). The NICU patient care concept can be properly designed at all systems level. The micro level is where the nurse educate and promote bonding between the infant and parent, in the meso level the directors and managers implement policies and procedures to promote a patient center unit, and at a macro level wide spread system change of care is promoted.

NR 500 Week 6: Systems-Structure and Function Reference:

PEDIATRIC CARE CENTER. (2014). Healthcare Design, 14(7), 180-183.

My specialty track is Family Nurse Practitioner (FNP). The issue that I have identified that is related to my specialty track is the increasing rise of opioid-related deaths and opioid addiction related to the over prescribing of opioids. Opioids are prescribed more frequently for pain that non-opioids or other non-pharmacological methods. Opioid over prescribing affects every level of system and by finding solutions for one level the others will be affected. As stated by Marquis and Huston (2012) a change in any element of the healthcare system causes changes in other elements of the system.

The overuse of opioid treatment for pain affects the system at the micro level by introducing opioids to opioid naive patients. By doing so this increases the risk of addiction to opioids. It also increases the probability of requesting opioids in the future for pain management. Opioid addiction can cause financial problems by the costliness of the prescriptions and resulting to buying opioids on the street if unable to get a prescription. Opioid addiction also causes family conflict and strains. At this level I would address the issue by decreasing the amount of opioid prescriptions for pain and use alternatives such as non-opioid treatment or non-pharmacological methods such as physical therapy, massage etc. Thompson (2017) stated that non-pharmacologic methods help to lessen patients’ focus on the time remaining until their next dose of opioids. By implementing this solution the amount of opioid prescriptions will decrease thus decreasing request for opioid prescriptions and opioids as first line of treatment for pain.

The overuse of opioid treatment for pain affects the meso level by increasing visits to the emergency department for chronic pain management. It also impacts the hospital by increasing opioid overdose and death related visits/admissions to the hospital. Psychiatric related visits are also increased due to opioid related addiction. Incidents involving violence in the hospital are also increased by opioid addiction. I will address these issues by not treating chronic pain in the emergency department. By not treating chronic pain in the emergency room setting there will be less visits for patients drug seeking thus decreasing incidents involving violence.

The overuse of opioid treatment for pain affects the macro level by increasing the cost to community through increasing cost of health insurance and home insurance. Increasing addiction rate correlates with increasing theft thus increasing home insurance. Emergency department wait times are increased with opioid addiction and drug seekers. HCAHPS scores asks about pain management and if the patient feels pain wasn’t properly managed than some organizations get decreased reimbursements. Legislation has started to decrease over prescribing of opioids. To address this issue I will advocate for increased legislation on opioid over prescribing. I will also increase education to the population of the dangers of opioids and alternative treatments to pain.

Marquis, B.L., & Huston, C.J. (2012). Leadership roles and management functions in Nursing: Theory and application (7th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

Thompson, C. A. (2017). HCAHPS survey to measure pain communication, not management. American Journal Of Health-System Pharmacy: AJHP: Official Journal Of The American Society Of Health-System Pharmacists, 74(23), 1924-1926. doi:10.2146/news170084

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Marquis, B.L., & Huston, C.J. (2012). Leadership roles and management functions in Nursing: Theory and application (7th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

NR 500 Week 6: Systems-Structure and Function Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.