NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

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NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

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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.

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A Sample Answer For the Assignment: NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

Title: NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

JB

Jamie Buchanan

Oct 4, 2022, 10:42 AM

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Designing healthcare delivery system change at the advanced nursing practice level will involve a number of leadership attributes. These attributes include an understanding of organizational behavior as well as an appreciation for the utility of various theoretical foundations necessary to support practice and research. According to Sargeant (2009), theories aid understanding and implementation of interprofessional education. Using complexity theory, Sargeant makes the case for future interprofessional collaboration among healthcare delivery system team members. As a leader in healthcare delivery system change and advancement of informatics in nursing practice, the advanced practice nurse can provide much-needed direction for the future of effective healthcare, but will need to evidence the knowledge, skills, and integrative abilities associated with such organizational theories as complexity, chaos, change, and innovation.

Thank you for such a great first week of discussions!

Take care,

Dr. B

References: NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

Sargeant, J. (2009). Theories to aid understanding and implementation of interprofessional education. Journal of Continuing Education in the Health Professions, 29(3), 178–184.

 

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JB

Jamie Buchanan

Sep 30, 2022, 1:18 PM

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Physician shortages, increased demand for highly specialized nurses, a great emphasis on primary health care, and home-based services, and the increased acuity and complexity of hospitalized patients are among the issues motivating decision makers to rethink provision of health-care services. There is also a predicted global deficit of 12.9 million physicians, nurses, and midwives by 2035!

Consider these factors contributing to international growth in advanced nursing practice:

• Escalating disease burden worldwide: Communicable and noncommunicable disease
• Increased inpatient acuity and complexity of treatment
• Impact of technological innovations and new therapeutic approaches
• Increased emphasis on PHC and community-based services
• Increasing requests for and complexity of home-based care
• General global shortage of health-care workers stimulating consideration of skill mix, task-shifting, and task reallocation options
• Physician shortages
• Increased demand for specialized nurses
• Nursing’s desire for a clinical career ladder and professional advancement
• Better-informed health-care consumers
• Intensified demand for options to address out-of-control health-care costs
• Search to improve quality of and access to health-care services

From this list, which would you consider close to your own personal goals for advancing your degree and developing your skills as an advanced practice nurse?

Thank you for sharing!

Take care,

Dr. B

References: NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

DeNisco, S. M. (2021). Advanced Practice Nursing: Essential Knowledge for the Profession. (4th ed.). Jones & Bartlett Learning

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• CH

Oct 1, 2022, 7:29 PM

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When looking at the prospective physician and nursing shortages, especially in specialty and high acuity areas, I think a systems approach is the best way to think about this situation. Many systems thinking tools allows for mapping and reflection of changes that have occurred (Wilkinson, et al., 2018). I am curious, “What has happened to all the nurses and physicians?” We can look at this system and try to find, are nurses leaving the profession? Are they simply moving to less acute areas in nursing? Are fewer people considering a career in nursing or medicine all together? The list of questions are endless! When looking toward the future as a nurse educator, I wonder what challenges lie ahead. How can we innovate RN entry education to create more advanced nurses? Can we make changes to the way we educate and view our students to encourage to improve nursing as a whole? Systems thinking in healthcare is still in early stages, but I think we will see a great increase in its need and implementation (Wilkinson, et al., 2018).

Wilkinson, J., Goff, M., Rusoja, E., Hanson, C., & Swanson, R. C. (2018). The application of systems thinking concepts, methods, and tools to global health practices: An analysis of case studies. Journal of Evaluation in Clinical Practice, 24(3), 607–618. https://doi-org.lopes.idm.oclc.org/10.1111/jep.12842

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• SW

Oct 4, 2022, 4:22 PM

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Corina, I really like all of the questions that you asked as I think they are all essential to figuring out how we move forward with our

health care system. One of the biggest factors that I think needs to be incorporated in nursing and all medical professional education moving forward is self care. It is a term that is talked about often, but I think that employers need to do a better job of promoting and supporting it. I think many employers think that if they promote self care for their employees then people will just call in sick for mental health days all the time. What I’ve been learning recently is that self care is so much more than mental health days. It’s learning to take time to take a walk outside, eat a healthy meal, or listen to a favorite song. There are so many opportunities for employers to promote small acts of self care throughout bedside nursing shifts, in home care, or in long term care settings. I think this gets lost in the always increasing list of tasks that we all need to complete during our work days, but I really think that small moments of self care could have a profound impact on employee satisfaction. Increasing employee satisfaction leads to lower rates of turnover and could help to address the significant physician and nursing shortage that we are currently facing.

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NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships 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.

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