Week 5: Systems Theory and Practice Issues
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required.
Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1)
Apply concepts of person-centered care to nursing practice situations (CO2)
Analyze essential skills needed to lead within the context of complex systems (CO3)
Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4)
Requirements:
Discussion Criteria
I. Application of Course Knowledge: of Course Knowledge:
The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
II. Engagement in Meaningful Dialogue: I. The student responds to a student peer and course faculty to further dialogue.
a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response must occur on a separate day from the initial posting.
The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response must occur on a separate day from the initial posting.
This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
III. Integration of Evidence:
The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Description
One concern in my current workplace is patient delays in care. In my department there are scheduled outpatients and then inpatient tests are added on as needed. It can become pretty hectic very quickly. For two specific tests, patients are brought from a different department for their stress portion and then return to that department after for their imaging. When the patient is brought over, their chart is just placed on a desk in the hallway near the testing room, the nursing station is down the hall. If everyone is in a room testing, making calls and adding on inpatients it is very easy for that patient to end up waiting quite a while. This issue occurs in the microsystem. According to our lesson, “The microsystem is where point-of-care or direct services are provided” (Chamberlain College of Nursing, n.d.).
This issue can be solved with better communication between departments. “Enhanced communication skills used in conjunction with emotional intelligence can improve inter professional collaboration, which, in turn, increases the quality of care” (Hayward, 2021). There are many options, the other department could physically find someone to inform them they are dropping off a patient, they could place the chart in the nursing station with the secretary or they could call the charge nurse and inform her of the patient. This could effect the mesosystem in a positive way. If more patients are happy with their experience, they will return as well as refer other patients. In addition it will help prevent bad outcomes of patient falls, blood sugar issues, etc while the patient is waiting. Both departments should collaborate to find a system that works for both and best serves the patient.
Chamberlain College of Nursing. (n.d.). Week 5: Systems structure and function. In NR500NP: Foundational concepts and advanced practice roles:
July, 2019 [Lesson].
Hayward, C. (2021). Community specialist practitioner’s role in enhancing interprofessional collaboration. British Journal of Community Nursing,
26(7), 354–357.
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