The Rogers Evolutionary Approach Analyze the System Thinking Concept - Paper Example

This paper aims to use the Rogers evolutionary approach analyze the system thinking concept. Systems thinking is a broad concept that can be applied in various settings. On the other hand, an evolutionary method is based on the identification of a concept within a specific perspective (Tofthagen & Fagerstrom, 2010). System thinking, in this case, focuses on the context of nursing education. The belief that systems thinking is critical in improving the ability of students to understand complex ideas has long been held by many instructors (Arnold & Wade, 2015). It is an important skill that helps nurses to work efficiently beyond regulations by bodies responsible for the quality improvement in their roles of providing care (Dolansky &Moore, 2013). In effect, quality care to individual patients and their families results in an overall improvement and safety of services in health facilities.

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The institute director of Quality and Safety Education for Nurses (QSEN) and her colleague indicate that a contemporary approach incorporating systems thinking is required in assessing the quality nursing care (Dolansky &Moore, 2013). QSEN outlines six competencies that need to be integrated into the nursing curriculum. They include evidence-based practice, patient-centered care, quality improvement, teamwork and collaboration, safety and informatics, and quality improvement. While on these strategies, the application should be made to individual patients rather than at the systems level. However, these competencies can only have their full effect of improving quality and safety of care if applied at both levels (Dolansky & Moore, 2013).

Literature Reviews in Identifying the Concept

The definition of systems thinking should put into consideration the two words therein (Stalter et al., 2016). According to Stalter, Philips, Ruggiero, and colleagues (2016), system thinking refers to "a set of organized parts from which to process deliberate reasoning." This definition comes from the two words as it appears in the dictionary. Arnold and Wade (2015) suggests another way of defining systems thinking by viewing it as a system by itself. Given this instance, the definition must, therefore, consider the three elements contained in systems thinking. These elements comprise of the characteristics of the system, their interrelationship and effect on each other, and a purpose or function (Meadows, 2008). Going through multidisciplinary scholarly works, the definitions appear to be similar and incorporating the above-mentioned elements. The only difference that comes about is in the provision of elements for the various kinds of systems according to the context. Additionally, the difference could also come about when some authors give more details by considering all aspect of systems thinking Arnold & Wade, 2015).

Barry Richmond, the man who coined the phrase system thinking,' defined it a science and art that makes a credible conclusion about how someone behaves by understanding the cause (Richmond, 1994). On the other hand, Peter Senge indicates that it is a discipline that views the bigger picture and interrelationships rather than just occurrences (Senge, 1990). He also suggests that people who can handle complex concepts and ideas work on an intuitive domain not even considered in education theories. Accordingly, he dismisses the fact that systems thinking have an intuitive property (Benson, Borysenko, Comfort, Dossey, & Siegel, 1985). However, the definition by Senge appears vague although it presents an interesting line of thought. Although he describes some important aspects of systems thinking, he does not give the importance of systems thinking. Such a loophole gives a chance for its criticism that it is not understandable. Additionally, he does not recognize or even specify the interrelations between these elements.

According to Oshry (2007), one's thoughts and behaviors in a particular environment are also influenced by the cultural, technical, and social contexts. In this case, looking at the nursing profession, systems thinking can be illustrated in a continuum. It is evident in the provision of nursing care when there is an inter-professional collaboration rather than reliance of commands from the authorities (Dolansky & Moore, 2013). In this case, there is increased awareness about interdependence among health workers reduced personal efforts on an individual. From a nursing point of view, the nurse, the patient, and the health are the critical components of nursing that are related to each other (Stalter et al., 2016). Systems thinking interconnects the behavior of an individual and their environment. This way, according to Stalter et al. (2016), nurses can evaluate their ability, skills, and knowledge with influence from the procedures and physical outlook of the health facility they work. Considering that most nurses work in complicated settings, they are capable of improving safety, streamlining decision making, and promoting inter-professional collaboration to improve the quality of care in their facilities (Dolansky & Moore, 2013). Additionally, their ability to apply systems thinking is critical in providing safe and quality care. Finally, an operational definition for systems thinking is evident in an interprofessional setting. Systems thinking in an organization has a positive impact on the individual members, teams within, and the organization. Complex problems therein can be solved by collaborating and using the different personal abilities to improve the functionality of the organization.

Theoretical Frameworks

System" comes from three background origins. One is its expression in "cybermetrics," then the demands demand for its man-made machines and engineering discipline, and the need for a systemic theoretical framework (Drack & Pouvreau, 2015). In 1920, multidisciplinary scholars with contributions in chemistry, physics, biology, and other sciences raised the need for an approach to a holistic explanation and understanding of complex phenomena in social and biological fields. Accordingly, many scientists started to recognize the synergistic effects of the living organism (Skttytner, 2005, p. 37-38). That marked the beginning of the systems thinking approach, and its application was escalated in 1954 by Kenneth Boulding and Ludwig Von Bertalanffy from General System Theory (GST). The aim of GST is to bring together sciences, promote intercommunication among them, and come up with a theoretical framework Skyttner, 2005, p.39). It works on the principle that the system is composed of elements whose interactions needs to be understood. This approach was critical in the holistic explanation of social and biological phenomena (Skyttner, 2005, p. 37-38). In GST, a system is defined as a "set of elements that is coherently organized and interconnected in a structure that produces a characteristic set of behaviors, often classified, as its purpose" (Meadows, 2008, p.188).

The interacting components that make up a system constantly change and adapt according to the situation. The level of inter-relationship among them indicates that if any of them changes, the others are bound to be affected too (Norman, 2009; Wilson et al., 2001; de Savigny & Adams, 2009; Resnicow & Page, 2008). These components interact with each other because a change in any of them affects the entire system (Consulting n.d). Additionally, according to Meadows (2008), they can be tangible or intangible. Accordingly, Meadows (2008) also indicates that interconnection is "the relationships that hold the elements together." The structures within a system are designed in a way as to aid functions and vice versa. A system consists of input and output. The maintenance input energizes the system and makes it ready to perform, while the signal input provides the system with information to be processed (Berrien, 1968, p.24-25). Another important concept is the black box which produces output without the observer knowing how the process came about. The gray box shows only a part of the process while the white box shows a clear view of the processes (Skyttner, 2005).

Any system has a stock as its foundation. The stock refers to the information that has accumulated in the system for some time (Meadows, 2008). It is because communication, in this case, is seen as a dynamic process that is cybernetic. When an element in the system transmits a message, it travels to another element to respond and gives out the feedback (McCann, 2009). Therefore, a feedback loop in which a stock's change causes an inflow or outflow of the same stock is created (Meadows, 2008). The number of disorders found in a system is referred to as entropy while the imported energy to the system to get that entropy managed is referred to as negetropy (Skyttner, 2005). However, it is difficult to have a control over systems or figuring them out but we can dance to their tune (Meadows, 2008, p. 170). For systematic thinking, there is a need for people to shift their thoughts to the relationship that is not linear where the cause and effects are not proportional (Meadows, 2008). According to Senge (2006), to achieve it, it is paramount to look into the underlying structure of the system rather than the outcome. Regarding the use of this concept, systems thinking is applicable in non-medical disciplines that involve complex systems such as biology, engineering, and management (Swanson et al., 2012). These concepts have also been applied in various organizations and has changed them for the greater good (Consulting, n.d). In nursing, systems thinking relates the environment of a person to their behaviors. As nurses offer care in health facilities, they have to understand and value how individual care for patients is affected by the complex health care system.

Theoretical Definition of Concept as it Relates to Nursing

Systems thinking is a skill essential in identifying the underlying elements of systems, understanding their behaviors and the non-linear interrelationship. It is also useful in predicting the outcomes and adjusting the outcomes of the systems appropriately (Arnold &Wade, 2015). Applying that definition to nursing education, it requires the nursing students to have a smooth relationship with the clients, colleagues, and the entire clinical setting beyond the individual level. In effect, it fosters a dynamic system whose components are inter-related to each other. Nurses should also be equipped with the skills and knowledge in systems thinking. In their provision of care, the knowledge about components of the systems and how they affect each other improves their ability to solve problems, set priorities, delegate efficiently, interact and collaborate with other cadres, and make critical decisions. Furthermore, systems thinking can be presented as a continuum that ranges from the individual capacity to the other components of the internal and external environment. For instance, when turning patients to prevent bed sores, a system thinker nurse would not just turn the patient but would also take a step in reminding others about the products that prevent ulcers and compare the incident rates to benchmarks provided in the facility.

Concept Implication

The analysis of this concept creates a platform for inter-professional instructors to consider the upcoming pedagogies, and as well as alternative models for the curriculum. According to Philip et al. (2016), a model that promotes system thinking is ideal. Additionally, Dolansky and Moore (2013) indicate that scholars have the ability to evaluate systems thinking and other educational interventions such as STS. Inter-professional collaboration, if enhanced, can achieve quality and safety standards in the care of patients across different setting...