“Imagine a clinical world without family systems thinking."

2017 ◽  
Vol 35 (4) ◽  
pp. 395-398
Author(s):  
Colleen T. Fogarty ◽  
Larry B. Mauksch
Keyword(s):  
Systems Thinking ◽  
Family Systems

Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool

2019 ◽  
Vol 26 (1) ◽  
pp. 5-14
Author(s):  
Wendy S. Looman
Keyword(s):  
Nursing Students ◽  
Systems Thinking ◽  
Student Development ◽  
Family Systems ◽  
Nursing Practice ◽  
Clinical Skills ◽  
The United States ◽  
Nursing Assessment ◽  
Family Nursing ◽  
Assessment Of Competence

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.

“Imagine a clinical world without family systems thinking”: Response.

2018 ◽  
Vol 36 (2) ◽  
pp. 259-260
Author(s):  
Colleen T. Fogarty ◽  
Larry B. Mauksch
Keyword(s):  
Systems Thinking ◽  
Family Systems

scholarly journals Classrooms Can Use Therapy Too

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Elizabeth D. Burris
Keyword(s):  
Classroom Management ◽  
Systems Theory ◽  
Systems Thinking ◽  
Family Systems ◽  
Repetitive Behaviors ◽  
Human Interaction ◽  
Attitudes And Behaviors ◽  
Teacher Students ◽  
Management Techniques ◽  
Humberto Maturana

Paul Dell, a family systems therapist inspired by the systems thinking of Humberto Maturana, posits that family systems achieve pathology because of what he calls “epistemological errors”: either the refusal to acknowledge reality or the desire to control reality. Reality, in Dell’s definition, is the coupled nature of human interaction, or structure determinism. Applying Dell’s definition to classrooms, I identify two epistemological errors commonly committed by teachers: valuing content more highly than relationships in the classroom and attempting to control students through classroom management techniques. When these two practices are viewed through the systems lens rather than through the modernist, objectivist lens, the relationships that are enacted in a classroom among teacher, students, and the content under study come into focus, and pathology, or repetitive behaviors that obviate desired learning, is more easily discerned. Given the emphasis systems theory places on relationships, I claim that, as with family systems, classroom systems can benefit from the kind of analysis—or “therapy”—that exposes the “coherence,” or the tight relational couplings, within the system that, in some cases, invites non-educative interactions. Such therapy can help teachers shift their own attitudes and behaviors so as to influence those of their students.

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