Complex Adaptive Systems (CAS) Healthcare Essay Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Complex Adaptive Systems (CAS) Healthcare Essay Project
Jayesh Mahesh Bellara
Discussion Week 1
COLLAPSE
In the simplest form, Complex Adaptive Systems (CAS) can be defined as a way of thinking and analyzing things based on their complexity, patterns, and inter-relationships rather than focusing on the cause and effect. Since this is an early definition, there have been many changes since this term was coined.The most recent and accepted definition of CAS is “complex and patterned output arising from simple, fundamental principles, but requires many actors and multiple interactions over time to produce the emergent complexity. Yet, this characterization represents only a sample of the myriad of different facets of complexity” (Dodder R, 2000). A CAS may be sensitive to specific small changes in initial conditions.
An apparently trivial difference in the beginning state of the system may result in enormously different outcomes.
This phenomenon is sometimes called the “butterfly effect.” However, this sensitivity has to do with the complex system’s exact path into the future rather than its general pattern. CAS, including the weather, tends to maintain generally bounded behavior, sometimes called an “attractor,” regardless of small changes in initial conditions.
As a result, CAS is robust or fit. They exhibit the ability to alter themselves in response to feedback. Complex systems possess a range of coupling patterns, from tight to lose (Marion, R., 2000). These different patterns help organizations survive a variety of environmental conditions. CAS has been used to inform thinking about leadership and organizational development in various sectors outside of healthcare services. These sectors are economics, engineering, urban planning, engineering, management, etc. (Burns, L., 2011).
Healthcare remains the major field where CAS is applied extensively for its day-to-day management. Significant areas of focus in healthcare management are organizational development, workforce development, service delivery, behavior change, clinical analysis, and leadership management.
A US hospital used complex adaptive systems thinking to grow organizational capacity and cope with unexpected surges in demand for services. Seventeen improvement projects were implemented over two years. Using a complex adaptive systems approach, improvement ideas ’emerged’ from the microsystem at the point of care.
Rigorous reporting and testing of process adaptations and staff motivation and interactions drove innovation. Hundreds of clinical and administrative staff at all levels were encouraged to redesign processes and roles to increase organizational capacity.
Capacity increased, and this approach was cost-effective. The authors concluded that complex adaptive systems thinking could encourage multiple, coordinated, and concurrent projects that will create a more significant impact than possible with a single improvement project (MacKenzie R, 2008).
Researchers in England used complex adaptive systems thinking to explore why the effect of a single intervention incorporated into a complex clinical environment may be different from what is expected. Demographic and health information was collected from all patients admitted to a UK hospital between January 2003 and June 2004.
Using charts, continuous process monitoring was undertaken to detect planned or unplanned organizational process changes affecting mortality outcomes (Cockings JG, 2006). These examples show that complex adaptive systems thinking has been used increasingly frequently to analyze development and delivery, organizational planning, and research development tools in healthcare, with favorable results.
Since around 2000, complex leadership (CL) has been applied in health care management and organization. Leadership is regarded as behavior or set of behaviors that emerge from the interaction among individuals and groups in organizations occurring throughout the organization, not a role or function formally assigned to an individual. However, CL and organizational performance in healthcare are not as developed as some of the other fields. Many researchers emphasized the need to pay closer attention to the quality and nature of leadership in the field of healthcare in order to have lasting effectiveness (Belrhiti, Z.,2018). A survey conducted by Burns JP in 2001 found that healthcare leaders intuitively support the principles of complexity science.
The authors argue that building on complex adaptive systems thinking principles can help leaders focus less on prediction and control and more on fostering relationships and creating conditions so systems can evolve and produce creative outcomes (Burns JP, 2001).
References-
Burns, L., Bradley, E., & Weiner, B. (2011). Shortell and Kaluzny’s healthcare management: Organization design and behavior. Cengage Learning
Dodder R, Dare R (2000). Complex Adaptive Systems and Complexity Theory: Inter-related Knowledge Domains. Massachusetts: Massachusetts Institute of Technology
Marion, R. and J. Bacon. 2000. “Organizational Extinction and Complex Systems.” Emergence 1(4):71-96
MacKenzie R, Capuano T, Durishin LD, Stern G, Burke JB (2008). ‘Growing organizational capacity through a systems approach: one health network’s experience.’ Jt Comm J Qual Patient Saf 34(2):63-73
Cockings JG, Cook DA, Iqbal RK (2006). ‘Process monitoring in intensive care with the use of cumulative expected minus observed mortality and risk-adjusted P charts.’ Crit Care 10(1): R28
Belrhiti, Z., Nebot Giralt, A., & Marchal, B. (2018). Complex Leadership in Healthcare: A Scoping Review. International journal of health policy and management, 7(12), 1073–1084. https://doi.org/10.15171/ijhpm.2018.75
Burns JP (2001). ‘Complexity science and leadership in healthcare.’ J Nurs Adm 31(10):474-82)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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