Complexity Theory: A Long-Term Care Specialty Practice Exemplar for the Education of Advanced Practice Nurses

A scoping review of complexity science in nursing

AIM

To describe how complexity science has been integrated into nursing.

DESIGN

A scoping review.

DATA SOURCE/REVIEW METHOD

Academic Search Elite, Scopus, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, PubMed and Web of Science were searched November 2016, updated in October 2017 and January 2020. The working process included: problem identification, literature search, data evaluation, synthesizing and presentation.

RESULTS

Four categories were found in the included 89 articles: (a) how complexity science is integrated into the nursing literature in relation to nursing education and teaching; (b) patients' symptoms, illness outcome and safety as characteristics of complexity science in nursing; (c) that leaders and managers should see organizations as complex and adaptive systems, rather than as linear machines; and (d) the need for a novel approach to studying complex phenomena such as healthcare organizations. Lastly, the literature explains how complexity science has been incorporated into the discourse in nursing and its development.

CONCLUSION

The review provided strong support for use in complexity science in the contemporary nursing literature. Complexity science is also highly applicable and relevant to clinical nursing practice and nursing management from an organizational perspective. The application of complexity science as a tool in the analysis of complex nursing systems could improve our understanding of effective interactions among patients, families, physicians and hospital and skilled nursing facility staff as well as of education.

IMPACT

Understanding complexity science in relation to the key role of nurses in the healthcare environment can improve nursing work and nursing theory development. The use of complexity science provides nurses with a language that liberates them from the reductionist view on nursing education, practice and management.

A Systematic Review: A Collaborative Partnership on Evaluating Graduate Nursing Education in Chronic Symptomatic Disease

The Institute of Medicine, the U.S. Department of Health and Human Services, and the Centers for Medicare and Medicaid are engaged in initiatives to address the escalating population of patients who are living with chronic symptomatic disease. These federal initiatives, escalating costs of care, and the increasing prevalence of chronic disease has prompted an evaluation and analysis of the academic preparation for graduate nurses who will provide care and services to this growing patient population. Graduate nurses represent nursing leadership as clinicians, educators, and researchers. These professionals require the knowledge and skills to meet the burgeoning health care demands of the largest segment of the adult American population. The objective of this systematic review was to identify and summarize the existing evidence that demonstrates the inclusion of chronic disease and its associated management in graduate nursing curriculum. A collaboration of 9 doctoral faculty members representing 5 universities preformed a comprehensive review of the literature over 5 months through the use of multiple databases and several formats of search and MeSH terms. A predefined protocol was developed to reduce bias and included the objectives, inclusion criteria, and exclusion criteria used to guide the review. Findings revealed limitations in current curriculum regarding chronic disease education specifically related to symptom and self-management.

Connecting the learners: improving uptake of a nursing home educational program by focusing on staff interactions

PURPOSE OF THE STUDY

The CONNECT intervention is designed to improve staff connections, communication, and use of multiple perspectives for problem solving. This analysis compared staff descriptions of the learning climate, use of social constructivist learning processes, and outcomes in nursing facilities receiving CONNECT with facilities receiving a falls education program alone.

DESIGN AND METHODS

Qualitative evaluation of a randomized controlled trial was done using a focus group design. Facilities (n = 8) were randomized to a falls education program alone (control) or CONNECT followed by FALLS (intervention). A total of 77 staff participated in 16 focus groups using a structured interview protocol. Transcripts were analyzed using framework analysis, and summaries for each domain were compared between intervention and control facilities.

RESULTS

Notable differences in descriptions of the learning climate included greater learner empowerment, appreciation of the role of all disciplines, and seeking diverse viewpoints in the intervention group. Greater use of social constructivist learning processes was evidenced by the intervention group as they described greater identification of communication weaknesses, improvement in communication frequency and quality, and use of sense-making by seeking out multiple perspectives to better understand and act on information. Intervention group participants reported outcomes including more creative fall prevention plans, a more respectful work environment, and improved relationships with coworkers. No substantial difference between groups was identified in safety culture, shared responsibility, and self-reported knowledge about falls.

IMPLICATIONS

CONNECT appears to enhance the use of social constructivist learning processes among nursing home staff. The impact of CONNECT on clinical outcomes requires further study.

Teaching evidence-based nursing practice in geriatric care settings: the geriatric nursing innovations through education institute

Evidence-based practice holds tremendous potential to optimize care outcomes for older adults, yet many nurses are ill prepared to identify, interpret, and apply the best evidence to their practice. The Geriatric Nursing Innovations through Education (GNIE) Institute is a 39-contact-hour, hybrid distance learning continuing education model designed to strengthen RNs'clinical knowledge, leadership skills, and capacity for implementing evidence-based geriatric care. The GNIE Institute combines reflective, learner-centered instructional approaches with a practicum during which evidence-based guidelines are implemented.The experiences of 128 RNs suggest that the GNIE Institute supports the implementation of a variety of best practices, including management of acute pain, dehydration, delirium, oral hygiene, urinary incontinence, and falls prevention. Participant feedback has shown low initial awareness of practice guidelines but high satisfaction with their use. The GNIE Institute thus represents a viable model for building the capacity of practicing RNs to implement evidence-based approaches to the care of geriatric syndromes across the care continuum.

Translating Research on Incontinence Into Practice

BACKGROUND

Translating research evidence into clinical practice (TRIP) is an important initiative for health services so that care delivered is cost-effective, is efficient, and improves patient outcomes. Most TRIP studies have reported on disseminating and implementing clinical practice guidelines, protocols, or care pathways and have been undertaken in acute rather than community settings.

OBJECTIVES

To identify the factors that influence incontinence TRIP and to present key international studies on incontinence TRIP.

METHODS

Existing literature on TRIP was analyzed to generate a plan for future research.

RESULTS

Several methods to effect incontinence TRIP are described, including clinical practice guidelines and protocols, clinical pathways, partnerships between organizations, a model for incorporating UI research based on generic questions, and implementation strategies that incorporate change theory and consideration of barriers.

CONCLUSIONS

Future research is needed on incontinence TRIP in the following areas: barriers, the best theoretical approaches, the effectiveness of empowerment approaches, the value of mentors, effective strategies for nurses and unlicensed personnel, the impact of international collaboration, and regulations across settings.