This week has contributed immensely to my personal and professional growth. I developed an understanding of the impact of systems theory and complexity science on the role of nurse practitioners. Systems theory and complexity science enables nurse practitioners to understand the interrelationship that exist between and among variables that influence care. The understanding enables them to develop effective care plans that address the variables that affect the health and wellbeing of their patients negatively. Nurse practitioners currently work in environments characterized by highly complex, emerging healthcare problems affecting their populations. Effective management of these conditions require nurse practitioners to adopt care interventions that are dynamic in responding to the ever-changing patient needs (Braithwaite et al., 2018; Pype et al., 2018). In this case, systems theory and complexity science helps nurses to see the whole picture of the different care needs of patients, interaction of variables, and responsive interventions to promote optimum health outcomes for them.
The week’s activities also exposed me to the different nurse practitioner practice models in healthcare. A reflection of my practice site shows it to adopt the collaborative practice model. The collaborative practice model utilizes healthcare teams, with the nurse practitioners being part of the collaboration team. The nurse practitioner works with other healthcare providers such as physicians and nurses to develop care plans. I am satisfied with the model since it promotes accountability, teamwork, and responsibility among the staff involved in the patient care process (Wei et al., 2020). I believe that the drivers for practice models for advanced practice nursing in my state include the evolving role of nurse practitioners, increasing recognition of nurse practitioner influence on care outcomes, and emerging patient needs that demand responsive care models. The changes in healthcare landscape due to factors such as healthcare policies and technological advancements also increase the need for transformative healthcare models in nursing.
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Braithwaite, J., Churruca, K., Long, J. C., Ellis, L. A., & Herkes, J. (2018). When complexity science meets implementation science: A theoretical and empirical analysis of systems change. BMC Medicine, 16(1), 63. https://doi.org/10.1186/s12916-018-1057-z
Pype, P., Mertens, F., Helewaut, F., & Krystallidou, D. (2018). Healthcare teams as complex adaptive systems: Understanding team behaviour through team members’ perception of interpersonal interaction. BMC Health Services Research, 18(1), 570. https://doi.org/10.1186/s12913-018-3392-3
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Wei, H., Corbett, R. W., Ray, J., & Wei, T. L. (2020). A culture of caring: The essence of healthcare interprofessional collaboration. Journal of Interprofessional Care, 34(3), 324–331. https://doi.org/10.1080/13561820.2019.1641476
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)
Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or faculty
Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the threadNo connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition
2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.
6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirementsper discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirementper discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
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 at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
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