Wk5: Systems Theory and Practice Issues
Wk5: Systems Theory and Practice Issues
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:
1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1)
2. Apply concepts of person-centered care to nursing practice situations (CO2)
3. Analyze essential skills needed to lead within the context of complex systems (CO3)
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4)
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted on Sunday (i.e. student will receive an automatic 0 for any portion of the discussion not posted by that time). Week 8 discussion closes on Saturday
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday , and that week’s assignments are due by the next Sunday. Week 8 opens at Sunday and closes at Saturday.
A zero is the lowest score that a student can be assigned.
Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.
Total Points Possible: 75
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. Wk5: Systems Theory and Practice Issues
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 must occur before Sunday, 11:59 p.m. MT.
· 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.
· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
· 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.
a. 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).
· Contains references for sources cited
· Written by a professional or scholar in the field and indicates credentials of the author(s)
· Is no more than 5 years old for clinical or research article
b. What is not considered a scholarly resource?
· Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
· Information from Wikipedia or any wiki
· Website homepages
· The weekly lesson
· Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
c. Can the lesson for the week be used as a scholarly source?
· Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
d. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
· Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
e. Are websites acceptable as scholarly resources for discussions?
· Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources
IV. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
V. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
VI. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Preparing the Assignment
This graded discussion will explore the impact of systems theory on a practice problem or issue. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 5. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria. Wk5: Systems Theory and Practice Issues
Many of you have experience in complex adaptive systems whether you realize it or not. Thinking about your current or future practice area, identify an issue or concern. In your initial response, please describe the concern. Does the concern primarily occur at the micro, meso, or macro level? How would you address this issue? What impact might your solution have on the other levels of the system? In what ways could interprofessional collaboration be used to resolve the issue?
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
REFERENCES TO USE IN ASSIGNMENT
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Washington, DC: Author.
Chandler, J., Rycroft-Malone, J., Hawkes, C., & Noyes, J. (2015). Application of simplified Complexity Theory concepts for healthcare social systems to explain the implementation of evidence into practice. Journal of Advanced Nursing, 72(2), 461-480. doi: 10.1111/jan.12815
Crowell, D. M. (2015). Complexity leadership: Nursing’s role in health care delivery (2nd ed.). Philadelphia, PA: F.A. Davis Company.
Lis, G. A., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing education in the context of complex adaptive systems: Implications for master’s and DNP curricula. Journal of Professional Nursing, 30(6), 456—462. doi: 10.1016/j.profnurs.2014.05.003
Marshall, E.S. (2016). Transformational leadership in nursing (2nd ed.). New York, NY: Springer Publishing Company.
Marquis, B.L., & Huston, C.J. (2017). Leadership roles and management functions in Nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.
McCormack, B. & McCance T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.). Oxford: Wiley Blackwell.
Mensik, J. (2014). Lead, drive, & thrive in the system. Silver Spring, MD: American Nurses Association.
National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. New York, NY: National League for Nursing.
National Organization of Nurse Practitioner Faculties. (2011). Nurse practitioner core competencies. Washington, DC: Author.
Zaccagnini, M.E. & Waud White, K. (2017). The doctor of nursing practice essentials: A new model for advanced practice nursing (3rd ed.). Burlington, MA: Jones & Bartlett Learning.