General Systems and Change Theory Quiz

General Systems Theory

• Developed by Ludwig von Bertalanffy in 1936
• Analyzes the relationship between parts of a whole system
• Focuses on how parts work together
• A system is made up of interrelated components that share a common purpose
• Input is information entering the system, output is the end product
• Key assumptions:
  • All systems are goal-directed
  • A system is more than the sum of its parts
  • Systems are constantly changing, and changes in one part affect the whole
  • Systems have implicit boundaries and are open and dynamic

Change Theory

• Developed by Kurt Lewin, considered the father of social psychology
• Views behavior as a dynamic balance of opposing forces
• Driving forces push towards change, restraining forces resist change
• Equilibrium occurs when driving and restraining forces are equal, resulting in no change
• Stages:
  • Unfreezing: Letting go of old patterns
  • Change: Moving to a new level, altering thoughts, feelings, or behavior
  • Refreezing: Establishing the change as a new habit
• Key assumptions:
  • People grow and change throughout their lives
  • Change happens daily
  • Reactions to change stem from basic human needs
  • Change involves modification or alteration

Cybernetics Theory

• Transdisciplinary approach exploring regulatory systems, their structures, constraints, and possibilities
• Focuses on control and communication in animal, machine, and social systems
• Key goal: Understand how systems with goals participate in circular causal chains (action, sensing, comparison with desired goal, action)
• Focuses on how systems process information, react to information, and change to improve those tasks
• Scope and application:
  • Basis of modern communication systems
  • Application in cognitive science for modeling and learning
  • Application in management science
• Applicable in disciplines relying on feedback processes, including health sciences, sociology, and psychology

Cognitive Learning Theory

• Explains how the brain processes and interprets information during learning
• Two key theories:
  • Social Cognitive Theory: Considers behavioral, environmental, and personal factors
  • Cognitive Behavioral Theory: Describes the role of cognition in predicting behavior

Social Cognitive Theory

• Considers three variables:
  • Behavioral factors
  • Environmental factors (extrinsic)
  • Personal factors (intrinsic)
• Basic concepts:
  • Observational learning
  • Reproduction
  • Self-efficacy
  • Emotional coping
  • Self-regulatory capability

Cognitive Behavioral Theory

• Developed by Aaron Beck
• Describes how cognition (knowing) influences behavior patterns

The Novice to Expert Theory

• Developed by Hubert and Stuart Dreyfus (Dreyfus Model) and applied to nursing by Patricia Benner (1984)
• Explains the progression of skill acquisition
• Applicable to:
  • Development of nursing informatics skills and expertise
  • Development of technological system competencies in practicing nurses
  • Education of nursing students
  • Transition from graduate nurse to expert nurse
• Levels of expertise:
  • Novice: Relies on memorization and rules
  • Advance Beginner: Starts recognizing patterns and applying rules to different situations
  • Competent: Understands rules and facts, can make judgments
  • Proficient: Perceives the whole situation, not just individual components
  • Expert: Responds intuitively based on experience

The DIKW Theory

• Developed by Fricke and Russell Ackoff
• Model for transforming data into wisdom
• DIKW:
  • Data: Raw, unorganized information
  • Information: Data given meaning through connections
  • Knowledge: Useful information that answers "how" questions
  • Wisdom: Considering all levels of DIKW to answer "why" questions

The “Data” of DIKW

• Raw data collection is essential
• Examples: Website visits, measurements, logs, records

The “Information” of DIKW

• Data given meaning through relationships
• Example: Number of users visiting specific website sections, demographics of visitors

The “Knowledge” of DIKW

• Useful collection of information that answers "how" questions
• Example: Using information about visitors to understand how student nurses use the website

The “Wisdom” of DIKW

• Top level of DIKW, uses knowledge to answer "why" questions
• Example: Identifying why certain groups visit the website more frequently

Role of Nurse in Nursing Informatics

• Nurse informaticists are experts in both nursing and information technology
• They are liaisons between the two worlds
• Nurses are major end-users of electronic medical records and clinical information systems
• Nurses are essential in selecting, designing, implementing, and evaluating these systems

Nursing Informatics Specialist

• Responsible for providing clinical information and data analysis
• Works with computer systems, data, and information analysis systems
• Ensures optimal healthcare delivery

Specific Role of Nurse Information Specialist

• Employs informatics theories, concepts, and tools
• Designs, selects, implements, and evaluates information systems
• Facilitates the creation of new nursing knowledge

Nursing Informatics Competencies

• Knowledge and skills in electronic documentation
• Ability to obtain, store, retrieve, and communicate data, information, knowledge, and wisdom
• Skill levels:
  • Beginning Nurses (Level 1): Basic information management and computer skills
  • Experienced Nurses (Level 2): Proficient in their area of practice and information management
  • Informatics Specialists (Level 3): Registered nurses with advanced informatics knowledge and skills
  • Informatics Innovators (Level 4): Lead in informatics research and theory development