Incivility and the use of systems thinking to promote healthy voluntary organisations

© Policy Press 2019 Incivility in voluntary organisations is critically burdensome on a global level, but there is a dearth of literature on how to contend with the problem. This paper provides a description and an evaluation of and reflection on a workshop conducted to propose an evidence-based systems awareness model (SAM) for volunteers in professional organisations to use in mitigating incivility. Implications of the SAM model for a culture of caring in the voluntary sector are described

Concept Analysis of Systems Thinking in the Context of Interprofessional Practice and Improved Patient Outcomes

Aim: The purpose of this study was to explore the definition and application of systems thinking (ST) in interprofessional practice and improved patient outcomes. Background: Nurse educators need a universal definition of ST to implement in curricula to foster quality and safety while enhancing outcomes for nursing students. Method: The QSEN RN-BSN Task Force used the hybrid model of concept analysis to identify the process of fostering ST in clinical and didactic learning experiences and how ST changed over time from the perspective of educators. Results: The definition of ST in the context of interprofessional practice and outcomes was a dynamic, analytical process that looks at complex patterns, relationships, and connections within elements and structures, resulting in the ability to recognize the whole picture. Conclusion: The concept of ST in the context of interprofessional practice and improved patient outcomes may be integrated within nursing curricula

Incivility and the Use of Systems Thinking To Promote Healthy Voluntary Organisations

Incivility in voluntary organisations is critically burdensome on a global level, but there is a dearth of literature on how to contend with the problem. This paper provides a description and an evaluation of and reflection on a workshop conducted to propose an evidence-based systems awareness model (SAM) for volunteers in professional organisations to use in mitigating incivility. Implications of the SAM model for a culture of caring in the voluntary sector are described

Using Systems Thinking to Implement the QSEN Informatics Competency

There is an urgent need to improve the use and usability of the electronic health record (EHR) in health care to prevent undue patient harm. Professional development educators can use systems thinking and the QSEN competency, Informatics, to educate nurses about such things as nurse-sensitive indicators in preventing medical errors. This article presents teaching tips in using systems thinking to champion communication technologies that support error prevention (betterment)

Teaching Innovations Using Systems Thinking to Guide Fieldwork Projects in RN-to-BSN Education

Background: A critical need exists to improve quality and safety within RN-to-BSN education through innovative teaching strategies. RN-to-BSN students are poised to improve patient outcomes through system-level awareness by use of scholarly fieldwork projects within practice settings. The purpose of this scholarship of teaching project was to use an adapted version of the Systems Awareness Model to develop and categorize RN-to-BSN students’ learning experiences and capstone-type fieldwork projects guided by systems thinking. Faculty members of the Catalysts for Change Community led this project. Methods: A modified Delphi technique using multiple iterations to reach consensus by faculty experts was used in the design of this scholarship of teaching project. The philosophical underpinning guiding this project was collaborative scholarship. The seven steps of the System Awareness Model adapted for leadership and management were used to guide faculty championing quality and safety of innovative teaching strategies in face-to-face, hybrid, or online teaching-learning environments. Results: Faculty described examples of evidence-based practice (EBP), change, and practice projects including ideas, titles, and descriptions in alignment with Quality and Safety Education for Nurses (QSEN) competencies and with newly adopted American Association of Colleges of Nursing Education Essentials. A grading rubric is provided for evaluating fieldwork student project outcomes. Conclusions: The teaching strategies and fieldwork projects described in this paper reinforce the American Association of Colleges of Nursing (AACN) RN-to-BSN White Paper and the Commission on Collegiate Nursing Education (CCNE) Teaching Standards. Suggestions for future research are offered

Using Systems Thinking to Implement the QSEN Informatics Competency

There is an urgent need to improve the use and usability of the electronic health record (EHR) in health care to prevent undue patient harm. Professional development educators can use systems thinking and the QSEN competency, Informatics, to educate nurses about such things as nurse-sensitive indicators in preventing medical errors. This article presents teaching tips in using systems thinking to champion communication technologies that support error prevention (betterment)

Teaching Innovations Using Systems Thinking to Guide Fieldwork Projects in RN-to-BSN Education

Background: A critical need exists to improve quality and safety within RN-to-BSN education through innovative teaching strategies. RN-to-BSN students are poised to improve patient outcomes through system-level awareness by use of scholarly fieldwork projects within practice settings. The purpose of this scholarship of teaching project was to use an adapted version of the Systems Awareness Model to develop and categorize RN-to-BSN students’ learning experiences and capstone-type fieldwork projects guided by systems thinking. Faculty members of the Catalysts for Change Community led this project. Methods: A modified Delphi technique using multiple iterations to reach consensus by faculty experts was used in the design of this scholarship of teaching project. The philosophical underpinning guiding this project was collaborative scholarship. The seven steps of the System Awareness Model adapted for leadership and management were used to guide faculty championing quality and safety of innovative teaching strategies in face-to-face, hybrid, or online teaching-learning environments. Results: Faculty described examples of evidence-based practice (EBP), change, and practice projects including ideas, titles, and descriptions in alignment with Quality and Safety Education for Nurses (QSEN) competencies and with newly adopted American Association of Colleges of Nursing Education Essentials. A grading rubric is provided for evaluating fieldwork student project outcomes. Conclusions: The teaching strategies and fieldwork projects described in this paper reinforce the American Association of Colleges of Nursing (AACN) RN-to-BSN White Paper and the Commission on Collegiate Nursing Education (CCNE) Teaching Standards. Suggestions for future research are offered