NR 500 Week 6: Systems-Structure and Function

Chamberlain University NR 500 Week 6: Systems-Structure and Function– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 500 Week 6: Systems-Structure and Function 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 NR 500 Week 6: Systems-Structure and Function

Whether one passes or fails an academic assignment such as the Chamberlain University NR 500 Week 6: Systems-Structure and Function 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 NR 500 Week 6: Systems-Structure and Function

The introduction for the Chamberlain University NR 500 Week 6: Systems-Structure and Function 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 NR 500 Week 6: Systems-Structure and Function

After the introduction, move into the main part of the NR 500 Week 6: Systems-Structure and Function 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 NR 500 Week 6: Systems-Structure and Function

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 NR 500 Week 6: Systems-Structure and Function

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 NR 500 Week 6: Systems-Structure and Function

Many of you have experience in complex adaptive systems whether you realize it or not. Thinking about your future practice specialty area, identify a situation in which an issue or concern common to your future specialty would impact that system. (Note: This can be the same practice issue identified in Week 5.) In your initial response, please identify your specialty track, as well as the issue or concern. Discuss how this issue or concern will impact the system at the micro, meso, and macro levels. How will you address this issue or concern at each of those levels? What is the expected impact on each of these system levels using your solution(s)? Remember you can use an information technology-based solution to address the issue or concern.

The majority of nurses and advanced practice nurses today are working in complex adaptive systems. As science and evidence-based practice have evolved, so have complex adaptive systems (CAS). Complex adaptive systems or complexity science in nursing is a non-linear, unpredictable model of behavior with many diverse components that are interconnected, all functioning together towards new and improved care models (D’Agata & McGrath, 2016). CAS’s are interactive systems, involving an array of disciplines. They have multiple components that often challenge the way things were always done towards a new and improved method of thinking and doing that is science based. Once CAS’s are embraced by the healthcare community, great stride towards a better functioning healthcare system can and will evolve.

As a future nurse educator, I see the need for greater understanding and involvement in complex adaptive systems. One issue that I would like to see further advanced is that of family centered care in the neonatal intensive care unit (NICU) environment. Clinical nurse educators have become increasingly valuable resources to nurses, other healthcare disciplines, patients, and their families. This advanced practice role can provide the necessary education and role modeling that can ultimately transition current models of care into improved future models of care. As I researched this discussion question, I found a clinical issue that I could identify with and one that I would like to see my future role as a nurse educator impact. Through exploration of interconnected relationships between the parent, nurse, and patient, the need for increased parental involvement in direct care is an identifiable need for promoting the neurodevelopment in the NICU patient (D’Agata & McGrath, 2016). Educating nurses to allow for supportive parental caregiving right from the start in NICU stays, offers a stronger potential for improved parent attachment to their infant and possibly impacting premature brain development (D’Agata & McGrath, 2016).

Premature infants are presenting to hospitals across our country with earlier gestations and more complicated medical needs than ever before. Their survival rates have greatly improved. However, the neurodevelopmental outcomes long after NICU stay is the clinical issue that needs to be addressed. There is rising evidence that poorer brain development caused by premature births lead to “cognitive, emotional, and behavioral deficits” (D’Agata & McGrath, 2016). Anxiety, attention deficits, autism, depression, cognitive deficits, and social difficulties have manifested in these individuals, long after NICU stay (D’Agata & McGrath, 2016). Family centered care is not a new concept in nursing, especially in the neonatal and pediatric settings. Incorporating the family into care, specifically the patient’s parents is one that is overall an accepted part of care but there is room for growth.

In the NICU setting where the patient is in a complex and fragile medical state, the bedside nurse is the primary caregiver and coordinator of care for the baby. In an essence, the nurse acts as the gateway between newborn and parents. Parents can often feel a lack of control or inadequacy in this type of situation. The neonate will likely experience factors that are abnormal early life experiences like stress, pain, and separation which can negatively affect the premature brain (D’Agata & McGrath, 2016). D’Agata & McGrath (2016) go on to describe research proving that chronic stress can alter the course for normal brain development. For example, a normal diaper change should not be a stressful event but accompanied by vital signs, heel sticks, repositioning, and bathing might be too much for a little one who has no reserve. Increased incorporation of parental participation in hands on care early in NICU stay has shown potential for improving short and long-term outcomes for the neonate (D’Agata & McGrath, 2016).

The pathway of letting go of some of the rigidity that occurs in NICU care and adapting to a less linear approach to family centered care would help foster the crucial emotional connection needed to be formed between parent and child. The nurse educator can intervene by sharing recommendations for parental involvement with the staff and encouraging the incorporation of parents as co-care providers (D’Agata & McGrath, 2016). A nurse educator would educate NICU nurses on how to refocus their nursing care delivery by supporting them and helping staff to understand the need to coach and educate new parents in the NICU and ultimately piece the family unit back together.

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At the microsystem level, there are infant-nurse-parent interactions. The direct care provided to the infant and the incorporation of family centered care is evidenced at this stage of complex adaptive care. The NICU department and the polices that the nursing staff are expected to follow in regards to family visitation and involvement in care is also part of the microsystem. The hospital that houses the NICU would be the mesosystem. The administrators and managers that direct the philosophy of this system ultimately affect nursing education and nursing care in the NICU (microsystem). The community surrounding the hospital is the macrosystem. Government legislation, funding, and research ultimately play a role at the macro level for complex adaptive systems as described. Improved access to technology and funding for advancement of research on neurodevelopment of the neonate at the macro level would trickle down to the mesosystem where a hospital administrator would see the need for nurse educator positions in the NICU, allowing for more open jobs. A nurse educator with a graduate degree would accept the clinical educator position in the NICU (microsystem) and implement the complex adaptive changes for improving parental involvement in the care of their infant through education, role modeling, and supportive care to the entire team. The embracement of a complex adaptive care system by the nursing profession, healthcare systems, various disciplines, and the community supports evidence-based practice and improved care for the NICU patient and family unit.

Reference

D’Agata, A., & McGrath, J. (2016). A framework of complex adaptive systems: Parents as partners in the neonatal intensive care unit. Advances in Nursing Science, 39(3), 244-256. doi: 10.1097/ANS.0000000000000127

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Sample Answer 2 for NR 500 Week 6: Systems-Structure and Function

Transitioning NICU care from where parents are ‘allowed’ to participate in simple care tasks to embracing them as partners in the primary care of their baby will empower the family unit. Improved support for each individual family, sharing and collaborating on care decisions will be evidenced at the microsystem level. While it may be a newer concept at first, I believe over time it would result in accepted practice at the micro level, much like kangaroo care became an accepted and now encouraged practice over time. D’Agata & McGrath (2016) described a study where this complex adaptive approach was implemented in a NICU setting. After 21 days of this type of intervention, a decrease in retinopathy was recorded as was an increase in breast feeding at discharge (D’Agata & McGrath, 2016). Decreased parental stress levels at discharge would also be a likely outcome at the micro level. At the mesosystem level, hospital leadership will likely see better patient outcomes and improved hospital ratings through standard survey methods that are sent out. This would open the door towards more administrative support of evidence-based practice at the micro level. At the macrosystem level, there has already been a trial called COPE (Creating Opportunities for Parent Empowerment) that supports “educational-behavioral intervention” focused on improving the mental and behavioral development of the child and supporting parent interactions (D’Agata & McGrath, 2016). Further funding and promotion of such programs will increase community awareness and healthcare systems will take notice and become more open to change.

Reference

D’Agata, A., & McGrath, J. (2016). A framework of complex adaptive systems: Parents at partners in the neonatal intensive care unit. Advances in Nursing Science, 39(3), 244-256. doi: 10.1097/ANS.0000000000000127

Sample Answer 3 for NR 500 Week 6: Systems-Structure and Function

The more I learn, the more excited and motivated I become. There are so many opportunities for change and improvement in the mental health field and I am ready to be a part of that change. I, unfortunately, do not have the support at this time to implement change. I understand and relate to some of the research I have found regarding barriers to change, such as leadership and teamwork. In my experience, leadership and management play a huge part in whether change will be effectively implemented or not. I have work in a great facility that was constantly evolving and improving and I have worked in a facility that was very resistant to change and the difference was astounding. I will first need to do my research and find the right facility to work in, as that makes a huge difference on whether I will be able to implement change. I am looking forward to implement EBP and improving processes and outcomes in the field of mental health.

I found both of your posts to be very interesting. I have been personally fascinated by the use of VR simulation as a supplemental tool for teaching students’ clinical skills in the (micro level) classroom setting. However, I imagine that there will be other areas in which its implementation will help significantly. There is a need for nursing education strategies that engage students in critical thinking while allowing practice in safe environments. Opportunities to train for some health-related events are severely limited. For example, mass casualty incidents infrequently occur in any given location, but practice is needed to prepare a well-trained Healthcare team to respond to these disasters. Federally declared disasters occur at a rate of approximately one per week across the United States (Federal Emergency Management Agency, 2011). As a result, there is an ongoing need to improve the education of healthcare workers training for disaster response (Chapman and Arbon, 2008). Preparation for disasters may be hindered by limited access to disaster training opportunities; live disaster drills are costly and difficult to coordinate. An alternative method to train responders is to simulate such disasters with VRS (Heinrichs, Youngblood, Harter, Kusumoto, & Dev, 2010).

According to a study done by Farra, Miller, & Hodgson (2015), although VRS has been demonstrated as an effective education modality in disaster training, it requires further investigation with larger samples. Given that most hospitals have mandatory annual staff training, knowledge retention studies spanning at least one year in length are highly recommended. Also, research must be performed that examines whether the knowledge presented in VRS translated into actual performance behaviors in real disasters (Farra, Miller, & Hodgson 2015).
Because VRS is an active learning strategy allowing students to learn by doing in a controlled environment, any environment (real or imagined) can be manufactured in a VRS. Plus, students are safe to explore in a digital environment where repetition of experience can easily be accomplished. With the increased emphasis on digital media, social networks, and gaming as viable teaching strategies, it is imperative that nurse researchers perform targeted investigations to expand the body of evidence regarding these educational approaches. It will be up to the (mezzo level) community, mass media, and health agencies to continue to promote technologies for change like VRS, For now, the more academic institutions and political systems can foster these type of virtual programs, the better off patient populations as a whole (the macro level) will be at disaster relief preparedness.

Chapman, K., Arbon, P., (2008). Are nurses ready? Disaster preparedness in the acute setting. Australasian Emerg. Nur. J. 11 (3), 135e144. Retrieved from http://dx.doi.org/10.1016/j.aenj.2008.04.002

Farra, S. L., Miller, E. T., & Hodgson, E. (2015). Virtual reality disaster training: Translation to practice. Nurse Education in Practice. 15 (1), p53-p57, 5p. Retrieved from url=http://search.ebscohost.com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=edswsc&AN=000350519600010&site=eds-live&scope=site

Federal Emergency Management Agency, 2011. Federal Disaster Declarations.
Retrieved from HTTP://www.fema.gov/news/disasters.fema?year¼2011. Healthcare workers need training to respond to disasters.ese educational approaches.

Heinrichs, W.L., Youngblood, P., Harter, P., Kusumoto, L., Dev, P., (2010). Training healthcare personnel for mass-casualty incidents in a virtual emergency department: VED II. Prehospital. Disaster. Med. 25 (5), 424e431. Retrieved from url=http://search.ebscohost.com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=nup&AN=T901605&site=eds-live&scope=site

Sample Answer 4 for NR 500 Week 6: Systems-Structure and Function

I agree with some of your concerns related to the rising opioid drug use. I have observed opioid abuse by patients and fellow nurses. The increased deaths related to opioid use have caused some physicians to issue prescriptions for Narcan to prevent death from overuse of the medications. Some patients will go from provider to provider so that they can get opioid prescriptions. Hence, I have noticed that more healthcare providers are referring patients to the pain management physician for treatment of their chronic pain. Nonpharmacologic therapies are also used by the physicians to treat pain so that the amount of opioid medications that patients take can be lessened. As a healthcare provider, we are obligated to treat patients with dignity and respect. We are also supposed to support their decisions and provide unbiased care. Pain is a subjective symptom; therefore, healthcare providers must take the patient at their word by entrusting them to be honest. Healthcare providers may observe patients that complain of pain participating in behaviors that are not congruent with their description of pain. Some patients will complain of excruciating pain while laughing, talking on the cell phone, and eating. Healthcare providers must document their observations, but I don’t think that they should withhold medication from the patient. The patients’ vital signs should be taken into consideration prior to administering the opioid medications. Healthcare providers must be cautious when prescribing opioid medications. They must devise strategies that will provide patients with quality care while maintaining their safety when prescribing opioid medications.