Assignment: Stages in Concept Analysis

Assignment: Stages in Concept Analysis
Assignment: Stages in Concept Analysis
Assignment: Stages in Concept Analysis
Week 3 discussion Steps of Concept Analysis At the end of Week 4 your concept analysis is due. This discussion provides an opportunity to start this assignment. Select a nursing concept (be sure to use a nursing theory) and then provide a response to each one of the steps included in a concept analysis regarding your selected concept. This information does not have to be comprehensive but provides a foundation to the upcoming assignment. Be sure to include a scholarly reference.
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Systems-Based Practice (SBP) is one of the six competencies introduced by the ACGME for physicians to provide high quality of care and also the most challenging of them in performance, training, and evaluation of medical students. This concept analysis clarifies the concept of SBP by identifying its components to make it possible to differentiate it from other similar concepts. For proper training of SBP and to ensure these competencies in physicians, it is necessary to have an operational definition, and SBP’s components must be precisely defined in order to provide valid and reliable assessment tools.
Walker & Avant’s approach to concept analysis was performed in eight stages: choosing a concept, determining the purpose of analysis, identifying all uses of the concept, defining attributes, identifying a model case, identifying borderline, related, and contrary cases, identifying antecedents and consequences, and defining empirical referents.
Based on the analysis undertaken, the attributes of SBP includes knowledge of the system, balanced decision between patients’ need and system goals, effective role playing in interprofessional health care team, system level of health advocacy, and acting for system improvement. System thinking and a functional system are antecedents and system goals are consequences. A case model, as well as border, and contrary cases of SBP, has been introduced.
he identification of SBP attributes in this study contributes to the body of knowledge in SBP and reduces the ambiguity of this concept to make it possible for applying it in training of different medical specialties. Also, it would be possible to develop and use more precise tools to evaluate SBP competency by using empirical referents of the analysis.
Keywords: Accreditation, Medical education, Competency-based education, Concept
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Since 1998, The Accreditation Council for Graduate Medical Education (ACGME) and American Board of Medical Specialties (AMBS) have defined 6 essential competencies for physicians to provide high quality of care including patient care, medical knowledge, practice-based learning and improvement (PBLI), communication skills, professionalism, and system based practice (SBP) (1).Green et al. (2) maintain that this process has affected the accreditation in USA since July 2002 and this paradigm shift hailed as the Flexnerian revolution of the 21stcentury, is aimed to enhance the ability of physicians to verify who are competent, at a minimum, to deliver safe and effective patient care (3). Competency-based education and these competencies have been used at all levels of medical education from undergraduate, residency, and continuing medical education and its importance has been emphasized (4). Although an understanding of systems is essential to improve the quality and safety of patient care, there is a lack of literature about how to integrate SBP and systems thinking into medical education (5). The SBP competency is challenging concerning definition, performance, training, and evaluation (5-7) and even are considered the most challenging among the six competencies of ACGM (8).When ACGME developed these competencies, it used “minimal language”(Box1) (9) on purpose to enable its flexibility in each program when including competencies (10).

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