NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

Grand Canyon University NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships                           

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships                         

The introduction for the Grand Canyon University NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships                         

After the introduction, move into the main part of the NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

Re: Topic 1 DQ 2

Systems thinking involves exploring the characteristics of components within a system (e.g., work tasks and technology) and how they interconnect to improve understanding of how outcomes emerge from these interactions (McNab et al., 2020). This approach helps leaders build strong interpersonal and organizational relationships by promoting collaboration, communication, and shared decision-making. Systems thinking is necessary when investigating incidents where harm has, or could have, occurred and when designing improvement interventions (McNab et al., 2020).

Preventing pressure injuries is a challenge within the hospital setting. In my experience as a WOC RN, a program was developed that involved the following individuals from each unit within the hospital setting: pressure injury committee, WOC RNs, unit managers, Clinical Nurse Specialists, Certified Nurse Educators, Nutritionists, physical therapist, occupational therapy, nurses, nurse skin champions, and patient care assistants. First, instead of educating the health care staff on hospital-acquired pressure injuries (HAPI) through educational videos, CNS, CNE, and WOC RNs provided in-person education and included different case scenarios of previous HAPI occurrences. Then, one of our tasks is for each WOC RN to be assigned to several units every morning to start the day by reviewing the list of patients in the electronic health record. This list provides information on each patient, such as age, Braden score, and if pressure injury was present on admission. We review/audit the charts of patients at risk and who have pressure injuries, then we collaborate with CNS and go to each patient’s room to assess and make sure preventative measures are taking place and make any necessary recommendations. We also developed a pressure injury protocol for nurses and incorporated the Leaf System, which is a wearable patient sensor that provides personalized care for each patient, digital turn reminders (in the room and at the nurses’ station), confirms the quality of patient turns and automatically generates reports (Smith & Nephew, 2024). Nutritionists, PTs, and Ots will be involved depending on assessment and needs. Of course, we are educating the patient and family regarding pressure injury risks and prevention. These are some examples of this program that was initiated a couple of years ago.

The goal of Interprofessional Education Collaborate core competencies is to help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes (Interprofessional Education Collaborate [IPEC], 2016). The Interprofessional Education Collaborate (IPEC) core competencies utilized are:

Values/Ethics for Interprofessional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values.

Roles/Responsibilities: Use the knowledge of one’s role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.

Interprofessional Communication: Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

Teams and Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

References:

Core competencies for Interprofessional Collaborative Practice: 2016 update. IPEC. (2016). https://ipec.memberclicks.net/assets/2016-Update.pdf

LEAF Patient Monitoring System. Smith & Nephew. (2024). https://www.sn-leaf.com/

McNab, D., McKay, J., Shorrock, S., Luty, S., & Bowie, P. (2020). Development and application of ‘systems thinking’ principles for quality improvement. BMJ Open Quality, 9(1). https://doi.org/10.1136/bmjoq-2019-000714

Sample Answer 2 for NUR 514 Based on your experience, explain how systems thinking helps leaders to build strong interprofessional and organizational relationships

The healthcare system is a large (and sometimes complex) ecosystem. Similar to the biological community of interacting organisms, a hospital is an interconnected system starting at a small level, but advancing to the whole organization. Each hospital is divided into units/specialties, within those specialties are teams, and each of those teams is run by leaders. Each unit has a uniqueness to them, but they must follow system or organization rules as well. Nursing leaders have a significant responsibility when it comes to workload and accountability in managing staff. Not all staff members learn the same. A manager must understand employees, their experience level, their learning styles, and familiarity with the organization. Managers must understand that when disseminating information to their staff, they have to hit their target audience by understanding what their needs are. There is an inter-professional education collaborative organization that educates on systems thinking and the nursing leadership approach. Nursing leaders can use the IPEC core competencies as guidelines/framework when making system changes (that not only affect the units but the organization as a whole). The four core competency domains are values and ethics, roles and responsibilities for collaborative practice, inter-professional communication, and teamwork and team-based care. When nursing leadership refers to these competencies, the goal is to take a collaborative measure to solve challenging problems that will make a difference for the entire organization or hospital. When nursing leadership focuses on system changes, they might look at a specific policy/procedure, or care practice, and want to make improvements. Systems thinking gives nursing leadership and opportunity to build strong interprofessional and organizational relationships by collaborating with other interdisciplinary teams to make a change. Good leaders will focus on collaboration, patient outcomes, as well as the patient’s experience. A system thinker/nursing leader likes to problem solve and understands that sometimes there are multiple right ways of completing a task.

References

Guest, J., Swan, B. A., & Baggett, R. (2024). IPEC core competencies in action: Developing Emory’s IPE-ACTS program through collaborative interprofessional teamwork. Intersections: The Health Education Journal of the Woodruff Health Sciences Center. https://doi.org/10.59450/gyyr2002

RABII, N. (2021). HTTPS://www.ijherjournal.com/journaldetail/comparative-religions-reality-and-challenges-methodological-approach_118#:~:text=COMPARATIVE%20RELIGIONS%2C%20REALITY%20AND%20CHALLENGES%3A%20METHODOLOGICAL%20APPROACH. International Journal of Humanities and Educational Research, 03(05), 213-224. https://doi.org/10.47832/2757-5403.5-3.19

NUR 514 Topic 2 DQ 2 Sample Answer

After education, nursing students take an oath on providing service to patients prior to practice. Servant leadership is also reflected when nurse students enroll in nursing schools and most of these learners develop natural feeling on the need to serve patients first (Parris & Peachey, 2013). Nurses often give priority to patient care. In health institutions where there are inadequate staff, nurse work for long hours and double shifts which indicates their desire to serve the patient community. The vocation of nursing is a key indicator of servant leadership as observed through their professional practice. 

Nurses listen to patients during and after care delivery. Often, nurses are the health professionals who spent the longest time with patients. They are therefore well conversant with the status and the health needs of the patients (Foli et al., 2014). Just like in servant leadership, nurses listen to patients and explains to them about their health condition in addition to helping them to make a decision on care. For instance, nurses explain the reasons for medical investigations and nursing procedures in the continuum of care. The professionals also issue informed consent and disclose the cost of care to enable patients to make options on the medical examinations to be administered to them. 

Servant leaders emulate empathy to the feelings of subjects, and this is also evident in the nursing practice. Nurses understand the need of patients such as timely administration of food, prescription drugs, and fluids. They empathize with patients and assure them of healing (Foli et al., 2014). Besides, just like servant leaders, nurses help patients to resolve their problems by informing them on the aspects of self-care to establish a conducive healing environment. The professionals also use a holistic approach to persuade patients in adhering to medication assigned to them and prompt reporting of emerging symptoms for management (Parris & Peachey, 2013). In my practice as a nurse, I believe the best way to practice servant leadership is through stewardship in which one takes the lead to help and serve others. Subordinates will observe the actions of the leader and emulate the same during practice.  

References 

Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of leadership behaviors in undergraduate nursing students: A service-learning approach. Nursing education perspectives, 35(2), 76-82. 

Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts. Journal of business ethics, 113(3), 377-393.