NR 506 Week 5 Discussion Systems Theory and Practice Issues
University:
Chamberlain University
NR 506 Week 5 Discussion Systems Theory and Practice Issues
Paper Instructions
Discussion Criteria
I. Application 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
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.
B. 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
- Textbooks
- 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.
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Sample Answer
One will experience a complex adaptive system in any profession given enough time. Some systems are not as fluid, or flexible as one would imagine. During a CVPCU stent, a patient underwent an exploratory laparoscopy to fix an intussusception. The patient was experiencing excruciating pain even after receiving a pain regimen of morphine, oxycodone, Robaxin, and Toradol. During the assessment, the patient was becoming more nervous and anxious, the pain even after every two hours of morphine was not improving.
After reaching out to the trauma residents and voicing concern that something is wrong with her intestines again. X-ray and CT scanning were done. The issue was that the attending physician was trying to make a learning scenario out of it while the patient was withering in pain. The attending was trying to say, “What if this was a new patient who had just presented in the ER?” Well, this was not a patient that just walked into the ER and the patient has had eyes on her for the last 9 hours, but the attending felt that her work was adequate and was not listening to the nursing staff. It was infuriating and flagrantly disrespectful.
Even though this scenario is at the microsystem level, this entails the entire interdisciplinary team. According to DeNisco & Barker (2016), “the key to success is to listen to those involved in and affected by the change and to take their ideas and concerns seriously.” Had the attending physician listened to the second-year resident, chief resident, and primary nurse the patient would have had surgery immediately and not after experiencing 10/10 pain for 14 hours. It was determined that the patient’s procedure had failed but egos got in the way of patient care.
Unfortunately, today’s healthcare is more of physician-dominant fragmented care. An interdisciplinary team is a group of professionals all working collaboratively working towards a common goal (Registered Nurse, 2023). In this case, it was the patient’s recovery.
Nursing is typically the backbone of the healthcare system. Nurses are the eyes, ears, and voice of the patient to the physician. When one chain is broken, the interdisciplinary team fails. A solution to this problem should have been instead of making it a learning experience or an egotistical power trip, to make the patient a priority and administer comprehensive care to help achieve a more satisfactory experience for the patient. The interdisciplinary team needed a leader. The dictionary definition of a leader is a person who leads or commands a group, organization, or country.
This situation needed transformational leadership. Transformational leadership knows how to encourage, inspire, and motivate employees to perform (UMass Global, N.D.). The physician should have listened to the rest of the team, instead of deferring it as an educational experience. Trust begets trust. Though the physician did not trust the rest of the interdisciplinary team actions were made to see that the patient was still taken care of to the best of their abilities.
To influence change there are four distinct phases that need to happen assessing the problem, setting change objectives, implementing change, and evaluating the outcomes of the change (DeNisco & Barker, 2016). Assessing the problem was that there was a broken part of the team, and that communication was not being sent or received efficiently. Changing the objectives would have been to make sure the patient was well taken care of and not to sit on the phone for an hour making it a teaching experience and neglecting the patient’s pain.
Implementing change would be to maybe go over the attending next time by reaching out to management and seeing if there was a way to get to the chief of medicine or another attending physician on the case. Evaluating change, in the end, the patient did receive a second surgery after 14 hours of dealing with pain that was unnecessary.
References
- DeNisco, Susan M & Barker, Anne M. (2016). Advanced Practice Nursing Essential Knowledge for the Profession. Jones & Bartlett Learning, LLC. Burlington, MA
Registered Nurse (2023). Collaboration with interdisciplinary team Nclex-RN. Available from https //www.registerednursing.org/nclex/collaboration-interdisciplinary-team/Links to an external site. - University of Massachusetts Global (N.D.). What is transformational leadership? Understanding the impact of inspirational guidance. Available from https //www.umassglobal.edu/news-and-events/blog/what-is-transformational-leadershipLinks to an external site.
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