Transitioning From Closed to Open Systems 2025

Transitioning From Closed to Open Systems How do effective nurse leaders and others approach problem solving and decision making in organizations? As suggested in this week’s Learning Resources, systems theory provides a valuable way to assess situations and prepare to address problems. For this week’s Discussion, you identify an issue or process that could be improved and apply knowledge and strategies related to systems theory. Note: You may find it helpful to view the Assignment instructions and use the same problem for this Discussion. To prepare: Review the information presented in this week’s Learning Resources on systems theory and the difference between open and closed systems. Reflect on the practices and processes with which you are familiar in your organization. Identify one problematic issue or process that could be improved. Consider the problem from a closed-system perspective. Then think about how the issue or process you selected could be addressed by viewing it from an open-system perspective. How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes? Post (1) a description of the problem that you identified in your selected organization. (2) Explain the problem from a closed-system perspective. Then, (3) describe how the problem could be addressed by viewing it from an open-system perspective, and (4) explain how this modification would help you and others improve health care outcomes . Required Resources . Readings Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Review Chapter 7, “Strategic and Operational Planning” See especially Figure 7.1 on page 147. Chapter 8, “Planned Change” Organizational Change Associated With Nonlinear Dynamics (pp. 172–176) Read this section of Chapter 8 on planned change. Consider the role of leaders in effectively managing planned change. Chapter 12, “Organizational Structure” “Organizational Culture” (pp. 274–276) There are many structures organizations take, and these structures influence how the organization functions. This chapter discusses many different organizational structures and provides insights into how these structures influence the change process, as well as leadership and management. Johnson, J. K., Miller, S. H., & Horowitz, S. D. (2008). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Retrieved from http://www.ahrq.gov/downloads/pub/advances2/vol2/Advances-Johnson_90.pdf This article addresses the importance of systems-based practice (SBP) in health care workplaces. The authors state that SBP knowledge is one of six core competencies that physicians have to know in order to provide safe and proper care for their patients. Manley, K., O’Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred, safe and effective care: Organisational transformation using practice development methodology. FoNS 2014 International Practice Development Journal 4 (1) [2]. Except from Abstract: A shared purpose is an essential part of developing effective workplace cultures and one of the founding principles of practice development in establishing person-centred, safe and effective practices that enables everyone to flourish. When units within health care organizations recognize their interdependence, they can create an interdisciplinary practice through systems integration. Meyer, R. M., & O’Brien-Pallas, L. L. (2010). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66 (12), 2828–2838. Retrieved from the Walden Library databases. In this article, the authors examine the effects of nursing services delivery theory in large-scale organizations. Among other benefits, this theory supports multilevel phenomena and cross-level studies, and it can guide future research and the management of nursing services. Optional Resources Glennister, D. (2011, July). Towards a general systems theory of nursing: A literature review . Paper presented at the 55th Annual Meeting of the International Society for the System Sciences, Hull, United Kingdom. Retrieved from http://journals.isss.org/index.php/proceedings55th/article/viewFile/1717/569 Hayajneh, Y. (2007). Management for health care professionals series: Systems & systems theory. Retrieved from http://www.hayajneh.org/a/readings/Systems-Theory.pdf

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WK 6 DISCUSSION 2025

Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders Case Study 2: Kaitlyn is a 4-year-old with a 2-day history of nasal congestion and cough in the early morning. Her mother reports thick, green nasal discharge. She is afebrile, and appetite and sleep are normal. Physical examination reveals: lungs clear to auscultation, tympanic membranes pearly gray without fluid in a neutral position, no cervical adenopathy, nasal turbinates are red, and clear rhinorrhea and postnasal drip. To prepare: •Review “Eye Disorders ” and “Ear Disorders” in the Burns et al. text. • Review your selected case studies. Analyze the patient information, including the parent’s perspective. • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. •Consider strategies for educating parents on the child’s disorder and reducing any concerns/fears presented in the case study. : Post 1 to 2 page paper on : An explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating parents on their child’s disorder and reducing any concerns/fears presented in the case study. References Readings • Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier. ◦Chapter 28, “Eye Disorders” (pp. 622–651) ◦Chapter 29, “Ear Disorders” (pp. 652–668) American Academy of Pediatrics. (2004). Clinical practice guideline: Diagnosis and management of acute otitis media. Pediatrics, 113(5), 1451–1465. Chow , A.W., Benninger, M.S., Brook, I., Brozek, J.L., Goldstein, E.J.C., Hicks, L.A., Pankey, G.A., Seleznick, M., Volturo, G., Wald, E.R., & File Jr, T.M. (2012). IDSA clinical practice guideline for acute bacterial rhinosinusitis in children and adults. Clinical Infectious Diseases , 54(8), 72-112.

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Artistic Expression: Caring Concept Assignment 2025

This assignment is worth 10% of your overall grade. Based on selected form of artistic expression, this assignment may require you to submit two different files, one for the artistic expression and a paper. Please submit both files at the same time. Requirements Criteria for Content Take a moment to reflect on how you demonstrate caring in your current professional practice. Create an artistic representation of your perception on caring in nursing. The artistic expression can be a drawing, sculpture, collage, poem, short story, or dance. Videos are to be 1 to 3 minutes in length. Poems and short stories should not exceed one-page, double-spaced wording. Drawings, pictures, or collages should be formatted on an 8 x 10 document. Sculptures submitted as a jpg. In a one- to two-page written paper, address the following. The importance of caring to nursing practice and the profession A personal definition of caring; include principles of holistic care Definitions of caring found in nursing literature that support your perspective on caring An explanation of the artistic expression you chose and how it represents caring Summary of key concept presented in the paper

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Psychotherapy With Children and Adolescents 2025

Counseling Adolescents The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. To prepare: · Review this week’s Learning Resources and reflect on the insights they provide. · View the media, Disruptive Behaviors . Select one of the four case studies and assess the client. · For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources. Note: To complete this Assignment below, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment. Assignment Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature. Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 17, “Psychotherapy With Children” (pp. 597–624) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9 (2), 4–8. doi:10.1037/h0100991 Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59 (11), 1247–1256. PMID:14566959 McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84 (5), 453–464. doi:10.1037/ccp0000081 Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51 (1), 93–103. doi:10.1037/a0030930 Required Media Laureate Education (Producer). (2013a). Disruptive behaviors – Part 1 [Multimedia file]. Baltimore, MD: Author. Laureate Education (Producer). (2013a). Disruptive behaviors – Part 2 [Multimedia file]. Baltimore, MD: Author. Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.

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