May 30, | nursing, med, NURS, Paper
Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.
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In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.
To Prepare:
Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle.
By Day 3 of Week 9
Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle.
*Please use APA style, no running head or cover page needed. At least three references dated the last 5 years. Please include doi and follow APA style particularly with in-text citations and references.
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NURS 6051C
Involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system is all about buy-in to innovation and change, a concern that is becoming increasingly important for the organization success. Failing to involve nurses can result in four consequences. Firstly, loss of initial engagement as the nurses’ attention is not grabbed. Secondly, loss of trust in the change process, and implementers experience and competence. Thirdly, difficulty to balance options as the new system introduces competing priorities that reduce the nurses’ interest causing frustration and burnout. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle. Finally, loss of personal connection to the new system since the nurses’ core beliefs and individual goals may not be aligned with those of the organization (French-Bravo & Crow, 2015). Through including nurses in each stage of the SDLC, the nurses’ commitment to the new system will be stimulated through initial engagement. In addition, they will be able to relate the system to care delivery thereby developing a personal connection as they began motivated to help patients and seek to improve care. Also, this empowers them to focus their time and energy on the successful implementation of the new system (Cherry & Jacob, 2016; Stanley, 2017). On the other hand, failing to involve nurses implies that they will have first contact with the system at its implementation. This implies that the nurses did not know any details about the new system prior to its implementation and will only be given a very short period of time familiarize themselves with its operation. Some of the nurses will be unable to attend training on how to use the new system, reducing their capacity to use it and slowing up the workflow. It will not be surprising for some of them to make mistakes, entering random commands into the system and hoping for the best. The result would be the system’s benefits not being realized and being evaluated as a failure (Cherry & Jacob, 2016; Stanley, 2017) Discussion: The Inclusion of Nurses in the Systems Development Life Cycle.
References
Cherry, B. & Jacob, S. (2016). Contemporary nursing: issues, trends, & management. Amsterdam: Elsevier Health Sciences.
French-Bravo, M. & Crow, G. (2015). Shared Governance: The Role of Buy-In In Bringing About Change. OJIN: The Online Journal of Issues in Nursing, 20(2). DOI: 10.3912/OJIN.Vol20No02PPT02. Retrieved http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-20-2015/No2-May-2015/Articles-Previous-Topics/Role-of-Buy-In-In-Change.html
Stanley, D. (ed) (2017). Clinical leadership in nursing and healthcare: values into action (2nd ed.). Hoboken NJ: John Wiley & Sons, Ltd. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
May 30, | nursing, med, NURS, Paper
Erik Erikson psychosocial theory essay
Erik Erikson psychosocial theory essay
The classical developmental theory that I chose to discuss is the psychosocial theory by Erik Erikson. This theory expands and furthers Freud’s original psychoanalytical theory, which states human functioning is dependent upon the interaction of unconscious drives and forces per individual (McLeod, 2017). Further, Erikson expands the idea of development by noting that there are set stages/milestones in childhood and the stages also advance into adulthood. Moreover, psychosocial theory highlights the importance of culture and socialization on an individual’s social and emotional development. This theory also posits that early experiences in childhood will set the (staged) course for later development (Berk, 2018) Erik Erikson psychosocial theory essay.
The contemporary theory I chose to discuss is the ethology and evolutionary developmental theory. Traced back to the work of Darwin in evolutionary theory, ethology is a biological perspective concerned with human behavior, and social interaction in regards to survival (Berk, 2018). A major concept coined through research within this theory is that of a “critical period” (Berk, 2018, p. 21). The critical period is defined as an imperative stage or time in which an individual is biologically available to learn a new behavior. (Berk, 2018).
These two theories have similarities in that they both emphasize social and emotional development, and they both postulate that early experiences set a specific course for later human development. An example of this within the psychosocial theory by Erikson is his first developmental stage “basic Trust versus mistrust” (Berk, 2018, p. 15). Within this set stage, infants will learn trust from responsive caregiving. The opposite end of this spectrum would be mistrust due to neglect. In a similar vein, Ethology coined “imprinting” which was originated by observing young birds following and imitating the behavior of their mother for survival purposes. (Berk, 2018 p. 21). Imprinting inspired the concept of a critical period (noted above) which argues that social and emotional behavior is learned at a certain and optimal time. Both psychosocial theory and ethology highlight the necessity to have positive experiences in early development Erik Erikson psychosocial theory essay.
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A limitation for both developmental processes is that these theories could be too deterministic. These theories suggest that an individual’s social and emotional processes are determined by our child hood experiences and unconscious thoughts (McLeod, 2017). This does not allow for personal choice or free will.
References
Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson Education, Inc.
McLeod, S.A. (2017) Psychodynamic approach. Retrieved from: Psychodynamic Approach | Simply Psychology
Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists
While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget’s cognitive developmental theory emphasizes fixed stages during which the mind’s capacities allow an individual to learn about the world. Vygotsky’s sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment.
Contemporary theories (e.g., Langer’s theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer’s theory of mindfulness contains similarities to classical theories, such as Vygotsky’s sociocultural theory, in that they both agree that development is contextual and the organism is an active “mindful” participant. Langer took Vygotsky’s theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget’s classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget’s theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better Erik Erikson psychosocial theory essay.
For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology.
To prepare for this Discussion:
Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives
Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional).
Classical Theories
Contemporary Theories
Psychoanalytic/Psychosexual
Psychosocial
Behaviorism/Learning
Social Learning
Cognitive-Developmental
Information Processing
Developmental Cognitive Neuroscience
Ethology/Evolutionary Developmental
Sociocultural
Systems Theory
By Day 4
Post a brief description of the two theories you selected (one classical and one contemporary). Contrast the theories you selected. Specifically, identify important similarities and differences, including an explanation of the strengths and limitations of each theory in explaining developmental processes (i.e., cognitive, physical, and social-emotional). Note: Your descriptions should be in paragraph form, not bullet points. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations.
By Day 6
Respond to at least one of your colleagues’ posts and search the Internet and/or the Walden Library and select a current article (within the last 5 years) that is related to the same developmental process (i.e., cognitive, physical, and social-emotional) that your colleague posted. Summarize the article and describe the theory identified within the article.
Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments Erik Erikson psychosocial theory essay.
response
ou did a good job in explaining both theories; it was easy for me to understand. I found an interesting article by Nyam and Szymczynska(2016), purporting a link between current dementia activity programs to developmental psychology theories of aging. Facilitating people with dementia’s engagement in meaningful activities is an important feature of their care. They can be encouraged to participate in meaningful activities in both casual and formal settings to help them feel better. Memory cafes and organizations planned for peer support, reading, or singing for the brain’ are examples of this informally, (Nyam & Szymczynska, 2016).
This aspect of an individuals’ life is considered by socio-emotional development theories. The change in an individual’s understanding of, attitudes toward, and behavior toward others over time is referred to as social development, (Susskind, 2005). Erikson’s psychosocial theory suggests that personality is developed is a sequential order through the eight stages of development. The theory suggests that as each conflict is resolved at each stage an individual will acquire the necessary “attitudes” and “skills” to contribute positively to society, (Berk, 2014).
According to Nyam and Szymczynska (2016), spirituality and religion plays an integral role in providing meaning in life for dementia patients. It also aids the person with dementia in mentally preparing for death. Death, according to Erikson’s theory, is the ultimate objective for which people should strive, and that achieving this goal helps create a sense of purpose, with acceptance of death as the end of one’s life story.
This was a good article.
Reference
Berk. L.E. (2014). Development through the lifespan (7th ed.). Pearson Education.
Nyman, S. R., & Szymczynska, P. (2016). Meaningful activities for improving the wellbeing of people with dementia: beyond mere pleasure to meeting fundamental psychological needs. Perspectives in Public Health, 136(2), 99–107.
https://doi.org/10.1177/1757913915626193
Susskind, J. (2005). Social development. In Neil J. Salkind (Ed.), Encyclopedia of Human Development (pp.1191-1197) Erik Erikson psychosocial theory essay.
