Author: assignment-help

Choose and discuss a SHRM White paper peer review on workplace bullying.

1.List and define the five elements of culture. For each element, explain how it contributes to social problems and give examples to illustrate your explanations.

2.What are the physical, psychological, economic and marital consequences of intimate partner violence? How does witnessing intimate partner violence affect children? Describe the problems associated with corporal punishment.

3.Describe how the three sociological theories explain illness and healthcare. Give specific examples to illustrate your explanations.

4.List and explain four welfare myths and their realities.

5.Explain the differences among the three major theoretical perspectives in sociology (structural-functionalism, conflict theory, and symbolic interactionism) in their view of social problems.

Write a thesis-driven essay in which you examine an everyday item or items (a building or set of buildings, a public space, commercial breaks during a TV show, a store interior, product displays, etc.) of your choice from a cinematic perspective. You may not use a TV show or film as the object of study for this paper

What “message” does the item send through its mise-en-scene, framing, colors, sound, etc.? How can the theories of cinema help us to understand the larger forces in society that shape our responses and ideas?

Explain why violent video games do not cause violence.

The Institute of Medicine (2001) noted that redesigning our healthcare system would require better collaboration and communication among clinicians. Group learning, within the context of a complex adaptive system (CAS), is intimately tied to communication. McMurtry, Rohse, & Kilgour (2016) note that communication breakdowns are often tied to errors in clinical environments. In this dilemma is also an opportunity for group learning. In my recent roles as CNO we had safety event review processes that I brought to my current hospital. When a harmful event happens, we bring together a group of stakeholders from different roles and departments to help find the root cause and identify opportunities to prevent recurrence. Building a review team that is diverse in its make-up has been identified as being a key to successful learning in a CAS (Arrow & Henry, 2010). The strength of this strategy relates to leveraging the diverse perspectives and skills that each representative brings, as well as the social relationships that exist among the members (Arrow & Henry, 2010). Being thoughtful about diversity also enhances the quality and quantity of possible solutions (McMurtry, Rohse, & Kilgour, 2016). Just by going through the collaborative event review process, the dynamics between members are altered, and those changes in turn affect the larger CAS they belong to, how they each fulfill their roles, and the outcomes that are produced by the system (Holden, 2005). One concern with group learning in diverse CAS groups is related to power imbalances, particularly how they can influence less powerful members to stay silent or avoid conflict (Arrow & Henry, 2010). Using the role of the leader to support developing collegial relationships and promote open dialogue is one way to mitigate this barrier (Holden, 2005).

Arrow, H., & Henry, K.B. (2010). Using complexity to promote group learning in health care. Journal of Evaluation in Clinical Practice, 16(4), 861-866. doi:10.1111/j.1365-2753.2010.01500.x
Holden, L.M. (2005). Complex adaptive systems: Concept analysis. Journal of Advanced Nursing, 52(6), 651-657.
Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Retrieved from:
http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf
McMurtry, A., Rohse, S., & Kilgour, K.N. (2016). Socio-material perspectives on interprofessional team and collaborative learning. Medical Education, 50, 169-180. doi: 10.1111/medu.12833

Complex adaptive systems (CAS) are systems that involve groups of agents that are interconnected and able to evolve. This is actually a concept based on complexity science. Martin (2018) suggests that CAS thinking in health care is necessary to achieve better performance and optimize health improvement for patients. This is true in my workplace as we always strive to keep up with changes that lead to advances in patient care.
In the article by the Institute of Medicine (IOM) the committee developed 10 rules to help reform the health system. One of these is that knowledge is shared and information flows easily (Institute of Medicine [IOM], 2001). I see the CAS impact on learning as the transition to improve health care with this particular rule as a positive means to promote collaborative learning. In healthcare organizations, this is a good way to foster and facilitate patient centered care. Agents engage in learning through interactions by asking questions and seeking feedback (Mendes, Gomes, Marques-Quintero, Lind, & Curral, 2016).
I feel that I promote collaborative learning everyday in my practice. For instance, I work with colon cancer patients and I find that keeping them in the loop is imperative to ensure that they are well informed about their plan of care. In addition, I often serve as a liaison between patients and their medical oncologist to ensure continuity of care. I help educate them about their surgeries and latest colon/rectal cancer care guidelines. Mendes et al. (2016) suggest that CAS generate creative ideas that will drive innovations, learning and adaptability among individuals.
References
Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Retrieved from: http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf (Links to an external site.)
Martin, C. (2018). Complex adaptive systems approaches in healthcare- A slow but real emergence? [Editorial], Journal of Evaluation in Clinical Practice, 24(1), 266-268. doi: 10.1111/jep.12878
Mendes, M., Gomes, C., Marques-Quintero, P., Lind, P., & Curral, L. (2016). Promoting learning and innovation in organizations through complexity leadership theory. Team Performance Management, 22(5/6), 301-309. doi: 10.1108/TPM-02-2016-0004

Cesar Barbin
Reply to student #3
Complex adaptive system (CAS) is a paradigm of a dynamic system composed of dynamic parts that interact with one another in a changing and sensitive environment that is influenced by the actions, movements, reactions, and interaction of the parts in the system (Holden, 2005). The concept of complex adaptive system is applied to different branches of science including nursing leadership and practice.
I work as nurse anesthetist in a Women’s hospital where we do gynecological surgeries on a regular basis. As a nurse anesthetist, I am part of a complex adaptive system that is comprised of culturally diverse group of nurse anesthetists, anesthesiologists and anesthesia technicians, registered nurses, patients and is embedded in other overlapping complex adaptive systems like the Surgery department, Nursing department, Operating Room team and Post Anesthesia Recovery Unit which in turn are parts of a healthcare system that is a level 2 trauma center owned by physicians. My CAS has a high differentiation and there is spontaneous self-organization among the members balanced with integration. Learning in a CAS requires shared attention to information which leads to collective access to knowledge, development of shared understandings and ability to meet goals (Arrow, & Henry, 2010)
The CAS paradigm can impact the changes and improvements delineated by IOM through increased flow of communications, interactions and consideration of moral, social, legal factors. Shared attention to information results in increased collective access to knowledge, development of shared understandings which enhance the accomplishment of goals. Moreover, Crew resource management and task forces creation can promote learning and adaptation of new norms and changes in and organization (Arrow, & Henry 2010).

References:
Arrow, H., & Henry, K. B. (2010). Complexity to promote group learning in healthcare. Journal of Evaluation in Clinical Practice, 16(4):861-866. doi: 10.1111/j.1365-2753.2010.01500.x