NURS-FPX 4900 Assessment 3 Assessing the Problem

NURS-FPX 4900 Assessment 3 Assessing the Problem

Assessing the Problem Part 1

The World Health Organization (WHO) considers hypertension a major risk factor for death and morbidity. They account for approximately nine million deaths annually. It is anticipated that by 2025, more than 1.5 billion people worldwide will suffer from hypertension. Patients with hypertension account for roughly 50% of the risk of heart disease and 75% of the risk of stroke (Himmelfarb et al., 2016). 73.6 million Americans suffer in silence from hypertension (Zhang & Moran, 2017 ). Hypertension is not only a severe chronic ailment, but it is also the leading risk factor for other comorbidities.

Hypertension is exacerbated by comorbidities such as cardiovascular disease, renal failure, stroke, and premature death. It can be difficult to treat hypertension, and many people battle with sickness management. Blood pressure management with lifestyle modifications and antihypertensive medication is beneficial in decreasing cardiovascular disease risk factors (Zhang & Moran, 2017).

Regardless of the clear benefits of blood pressure treatment, a sizable proportion of the diagnosed and undiagnosed populations get inadequate care. Traditional hypertension control measures, such as office visits, must be supplemented with a modern strategy. They rely on the development of technology that allows patients to self-manage their blood pressure to adequately handle the hypertension burden on the health system.

Impact of Healthcare Technology

E-Health is described as the use of digital or electronic technology applied in medicine, which includes electronic procedures and communication technologies (Omboni et al., 2016).  E-Health improves treatment quality and provides efficient healthcare to patients (Omboni et al., 2016).

The rapid change in technology has been witnessed over the past two decades.  The rapid technology improvement has increased the breadth of digital health treatments that involve using the internet to provide care from a distance (Silva et al., 2015). EHTs, grid technology, clinical decision support systems, remote diagnosis and teleconsultation, medical research, and telehealth are core aspects of e-Health. E-Health applications include online medical records, e-learning, medical imaging and diagnostics, interactive systems, wearables, and online prescriptions.

A commonly used tool for e-Health is the Electronic Health Records (EHRs), which comprises software created to store patients’ medical history, including tests, results, medications, and all general history, and share it with the healthcare team online support clinical actions.  Telehealth and mobile health (m-health) are the most popular e-health services among service providers and customers (Milani et al., 2017). Telemedicine enables the transfer of medical information via electronic communication and patients’ remote diagnosis and treatment. Simultaneously, m-health employs mobile devices to facilitate communication between physicians and patients. Telemedicine and mobile health are often used to expand and improve patient care.

E-health and telemedicine integrate the doctor and the patient, facilitating the formation and maintenance of long-term partnerships for hypertensive patients who require ongoing medical treatment (Omboni et al., 2016). Long-term relationships between service providers and consumers may be established and sustained with health information technology support.

Besides, e-health and telehealth are crucial to empower hypertension patients’ wellness status (Omboni et al., 2016). Telemedicine facilitates the formation of a physician-patient connection and stresses individualization of treatment, which can ultimately enhance blood pressure readings and cardiovascular risk management. Telemedicine enables the spread of services and healthcare to people who are able to obtain medical attention. Telemedicine also helps to reduce the number of avoidable emergency department visits and the expenditures connected with them (Omboni et al., 2016).

Adopting both e-health and telemedicine in blood pressure control has various advantages. Telehealth allows hypertensive patients to speak with their doctors—health information technology aid in establishing and maintaining long-term connections between service consumers and providers. E-health and telehealth are important to empower hypertension patients and promote self-management with positive outcomes in patients’ well status (Omboni et al., 2016). By developing individualized physician-patient connections, digital treatments enhance blood pressure control and cardiovascular risk management.

Telemedicine enables patient-physician engagement across long distances while also improving the tracking and delivery of biometric data. Engagement with the patient and their care increases the patient’s likelihood of adhering to treatment regimens and lifestyle changes. The disadvantages of incorporating e-health and telehealth into current treatment systems include a lack of sufficient infrastructure, the cost of creating and executing the services, a lack of funding, and privacy and legal issues (Omboni et al., 2016). These impediments hamper the adaption and deployment of technological advances in hypertension control.

Care Coordination and the Utilization of Community Resources to Address Hypertension

The Agency for Healthcare Research and Quality Care Coordination defines it as “the purposeful planning of patient care activities between two or more individuals (including the patient) participating in the patient’s care to support the proper delivery of health care services” (Bower, 2016 NURS-FPX 4900 Assessment 3 Assessing the Problem). Care coordination is an essential component in providing adequate care. Care coordination seeks to enhance patient outcomes and well-being by directing resources to a specific patient or group of patients via a coordinated care plan.

A new diagnosis can leave a patient feeling unsure and overwhelmed, and it is common for the patient to be excluded from the essential resources, resulting in decreased adherence to illness care. When a practitioner and care team create a clear care plan, appropriate resources are made more easily accessible, allowing the patient to get better treatment. Adoption of care coordination has resulted in better care quality.

Careful management must begin as soon as a diagnosis is made; careful management can improve care quality by providing appropriate clinical preventative services, safety, and efficiency. Reviewing mediation and medication reconciliation to avoid duplicate and prescription errors are an example of patient safety. Understanding that these variables may help design supports to assist the patient in achieving their individual goals.  When the risk factors do not appear to be modifiable, coordination of services can often benefit patients and their families.  Coordination of care can help clarify roles and eliminate duplication of services.

Self-management support is significant for patients with chronic diseases and emerging modifiable risks.  Understanding an individual’s readiness to change can help in the patient care plan.  A care manager with is part of the care team can help motivate the patient, set goals, track progress towards goals, and foster individuals’ self-management of their medical condition. 

In the broadest terms, modifying risk include improving health outcomes, positively influencing psychosocial concerns, as well as helping patients achieve goals that produce better health outcomes (Care Management: Implications for Medical Practice, Health Policy, and Health Services Research | Agency for Healthcare Research & Quality, 2010).

The limitations to fully utilizing community services for optimal blood pressure control result in a decreased use of community resources for blood pressure management. A lack of frequent medical follow-up and a lack of financial means to access relevant community resources are two examples of roadblocks (Khatib et al., 2014). Poor medication adherence is caused by a lack of proper fiscal incentives to encourage medication adherence to improve the treatment of chronic ailments like hypertension.

According to survey participants, financial restrictions impede their health-seeking routines (Khatib et al., 2014 ). Another consideration is the patient’s willingness to change. The federal and state governments collaborate to enhance access to healthcare services and resources to improve the overall outcome of illness management strategies. Poor drug adherence, hypertension control, and general quality of life result from insufficient reinforcement assessments. As a result, policies that address these unfulfilled expectations must be created and executed to elevate and improve the quality of care offered.

Analyzing Policies Associated with Health Care Technologies

The federal and state governments have made significant progress in achieving universal health outcomes and improving service quality and efficacy using evidence-based methods. The Health Insurance Portability and Accountability Act (HIPPA) and the Affordable Care Act (ACA) have significantly influenced healthcare technology, care coordination, and community services. In 2010, the ACA was improved, resulting in a model of healthcare that reduces costs while increasing access to treatment. The Affordable Care Act (ACA) expanded access to healthcare for people suffering from chronic diseases such as hypertension. As healthcare becomes more accessible, patients have better access to resources.

Following the ACA’s incentives, the healthcare system prioritized care coordination, resulting in lower healthcare costs, more patient satisfaction, and improved patient outcomes (Bartels et al., 2015). The Health Insurance Portability and Accountability Act (HIPPA) policy has been reinforced to prohibit the disclosure of private health information about individuals without their knowledge or agreement (U.S. Department of Health & Human Services, 2015). There were no uniform standards in health care for protecting health information prior to HIPPA. During this time, new technologies were emerging.

The healthcare industry began to shift away from paper processes and toward a greater reliance on electronic information, systems to pay claims, answer eligibility questions, provide health information, and perform various other administrative and clinical duties functions (U.S. Department of Health & Human Services, 2015).  HIPAA’s primary purpose is to protect a patient’s private health information, significantly influencing technology, care coordination, and community resources (U.S. Department of Health & Human Services, 2015). Patients’ privacy must be respected while coordinating treatment, sharing protected health information (PHI), and gaining access to community services, since this legislation applies to all healthcare staff (U.S. Department of Health & Human Services, 2015).

Nursing practice standards, such as the Nursing Code of Ethics, and state nursing boards, such as the Wisconsin Board of Nursing, establish firm principles and processes to guarantee that nurses collaborate to provide safe and high-quality patient care. “Ethics, human rights, and nursing concierge as a potent vehicle for social justice and health diplomacy that may be reinforced by collaboration with other health professions,” according to the Nursing Code of Ethics (Find High Blood Pressure Tools and Resources, 2020).

The Nursing Code of Ethics is broken into nine sections that outline how a nurse should act ethically. Provisions 1–4 emphasize the nurse’s primary responsibility to the patient; the nurse should prioritize their commitment to the patient and support and advocate for the patient (Find High Blood Pressure Tools and Resources, 2020). Provisions 5 and 6 address the nurse’s ethical and moral responsibilities to herself, coworkers, and patients.

These standards emphasize the necessity for nurses to perform ethically since it establishes, preserve and enhance the work environment and, ultimately, patient care (Find High Blood Pressure Tools and Resources, 2020). Provisions seven through nine emphasize the need to cooperate to preserve other patients’ rights. The Nursing Code of Ethics encourages harmonious teamwork among members of the healthcare team in order to improve patient satisfaction and service quality. Nurses’ advocacy for patient rights, health diplomacy, and initiatives are critical for the continuum of care and coordination (Find High Blood Pressure Tools and Resources, 2020).

Assessing the Problem Part 2

I spoke with K.M., a 42-year-old female that I picked for this practicum, about the influence of hypertension on quality of treatment, cost consideration, and safety. When asked about the quality of her therapy, she stated that she had faced some of the highlighted barriers to hypertension management. According to Khatib et al. article, one of the most common issues reported by patients and clinicians and one of the main reasons patients did not comply with the treatment regimen was a lack of ability. According to the article, several patients were unaware of the lifestyle changes and risk factors for hypertension (Khatib et al., 2014).

While discussing and reviewing this material with K.M., she remarked that she could sympathize with it because she, too, lacked awareness about what lifestyle changes were required to keep his hypertension under control. Furthermore, she noted that further education and counseling during her treatment would be ideal because things in her life are constantly changing, and an adjusted care mode would benefit her lifestyle.

When we looked at the motivational barrier, she stated that she did not have the energy or time to exercise and occasionally forgot to take her meds. She did not experience signs and symptoms of missing medicine such as headache, dizziness, or palpitation; nevertheless, she did state that there are occasions when she does not take her prescription and that she is in denial that the meds function to help regulate her blood pressure problems.  She claims that taking her drugs lengthens the therapy since her body grows reliant on them. 

While addressing patient safety concerns with her family physician regarding symptoms, she mentioned that one of the physician assistants she visited when her primary care doctor was out of town changed her medication regimen. As instructed, K.M. began taking the new drug since the physician assistant wanted to adjust his blood pressure meds.

During her one-month follow-up appointment, her primary care doctor was unaware of the change in blood pressure medication, and K.M. said that the doctor was dissatisfied with the new adjustments, so she reverted to the previous prescriptions. K.M. was furious after the following appointment, and she claimed that it is as if no one understands what they are doing or whether it even matters what medication is taken. “Doesn’t everyone do the same thing?” 

We also spoke about money and her incurred costs during her disease management thus far and last year.  K.M. claimed that she had many medical visits and was requested to view various departments. She started going at first, but she did not understand the point because it only added to her monthly costs. At each appointment, her blood pressure appeared to be expected. She added that because she had normal blood pressure, she did not see the significance of all of the appointments and continued with the meds, believing that the problem had been resolved. K.M. said that it was only a detour.

After meeting with K.M., I noticed that a higher emphasis on self-management may be attributable to the lack of a team-based approach with her suggested consulting team. I saw that self-reporting, education, and self-awareness might help support K.M. in sustaining her hypertension control. I spoke on the necessity of a team-based approach and how medication adherence is critical to maintaining control. K.M. said, “I did not grasp the rationale before, but now it makes sense.” “Because I felt my blood pressures were normal, I stopped taking medicine,” K.M said that there was much material offered, but it was not articulated adequately. I have to do this, and I have to go to this individual without understanding why.

Conclusion

Care coordination at a high level is vital to the patient’s well-being.  Unmet needs and inadequate hypertension management are more likely when care coordination is lacking.  Despite efforts to manage hypertension and reduce mortality and morbidity, the vast majority of hypertensive patients, both diagnosed and undiagnosed, do not receive adequate treatment (Himmelfarb et al., 2016). Healthcare practitioners must be aware of the risks associated with inadequate care coordination for hypertensive patients.

References

Bartels, S. J., Gill, L., & Naslund, J. A. (2015). The Affordable Care Act, Accountable Care Organizations, and Mental Health Care for Older Adults. Harvard Review of Psychiatry, 23(5), 304–319. https://doi.org/10.1097/hrp.0000000000000086

Bower, K. A. (2016). Nursing Leadership and Care Coordination. Nursing Administration Quarterly, 40(2), 98–102. https://doi.org/10.1097/naq.0000000000000162

Care Management: Implications for Medical Practice, Health Policy, and Health Services Research | Agency for Healthcare Research & Quality. (2010). Ahrq.gov. https://www.ahrq.gov/ncepcr/care/coordination/mgmt.html

Find High Blood Pressure Tools and Resources. (2020). Www.heart.org. https://www.heart.org/en/health-topics/high-blood-pressure/find-high-blood-pressure-tools–resources

Himmelfarb, C. R. D., Commodore-Mensah, Y., & Hill, M. N. (2016). Expanding the Role of Nurses to Improve Hypertension Care and Control Globally. Annals of Global Health, 82(2), 243. https://doi.org/10.1016/j.aogh.2016.02.003

Khatib, R., Schwalm, J.-D., Yusuf, S., Haynes, R. B., McKee, M., Khan, M., & Nieuwlaat, R. (2014). Patient and Healthcare Provider Barriers to Hypertension Awareness, Treatment and Follow Up: A Systematic Review and Meta-Analysis of Qualitative and Quantitative Studies. PLoS ONE, 9(1), e84238. https://doi.org/10.1371/journal.pone.0084238

Milani, R. V., Lavie, C. J., Bober, R. M., Milani, A. R., & Ventura, H. O. (2017). Improving Hypertension Control and Patient Engagement Using Digital Tools. The American Journal of Medicine, 130(1), 14–20. https://doi.org/10.1016/j.amjmed.2016.07.029

Omboni, S., Caserini, M., & Coronetti, C. (2016). Telemedicine and M-Health in Hypertension Management: Technologies, Applications and Clinical Evidence. High Blood Pressure & Cardiovascular Prevention, 23(3), 187–196. https://doi.org/10.1007/s40292-016-0143-6

Silva, B. M. C., Rodrigues, J. J. P. C., de la Torre Díez, I., López-Coronado, M., & Saleem, K. (2015). Mobile-health: A review of current state in 2015. Journal of Biomedical Informatics, 56, 265–272. https://doi.org/10.1016/j.jbi.2015.06.003

U.S. Department of Health & Human Services. (2015, April 16). Privacy. HHS.gov. https://www.hhs.gov/hipaa/for-professionals/privacy/index.html

Zhang, Y., & Moran, A. E. (2017). Trends in the Prevalence, Awareness, Treatment, and Control of Hypertension Among Young Adults in the United States, 1999 to 2014. Hypertension, 70(4), 736–742. https://doi.org/10.1161/hypertensionaha.117.09801

NURS-FPX 4900 Assessment 3 Assessing the Problem: Technology, Care Coordination, and Community Resources Considerations Instructions

• PRINT
• In a 6 page written assessment, determine how health care technology, coordination of care, and community resources can be applied to address the patient, family, or population problem you’ve defined.
• Introduction

As a baccalaureate-prepared nurse, you’ll be positioned to maximize the use of technology to achieve positive patient outcomes and improve organizational effectiveness. Providing holistic coordination of patient care across the entire health care continuum and leveraging community resource services can lead both to positive patient outcomes and to organizational improvements.

NURS-FPX 4900 Assessment 3 Assessing the Problem Preparation

In this assessment, you’ll determine how health care technology, coordination of care, and community resources can be applied to address the health problem you’ve definedTo prepare for the assessment:

• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
• Conduct sufficient research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
• See Assessment 4 Here

Instructions

• Determine how health care technology, the coordination of care, and the use of community resources can be applied to address the patient, family, or population problem you’ve defined.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

• Analyze the impact of health care technology on the patient, family, or population problem.
  • Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.
  • Determine whether the evidence is consistent with technology use you see in your nursing practice.
  • Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.
• Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.
  • Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.
  • Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.
  • Identify barriers to the use of care coordination and community resources in the context of this problem.
• Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
  • Explain how these standards or policies will guide your actions in applying technology, care coordination, and community resources to address care quality, patient safety, and costs to the system and individual.
  • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of technology, care coordination, and community resources.
  • Explain how nursing ethics will inform your approach to addressing the problem through the use of applied technology, care coordination, and community resources.
  • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
• Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
• Apply APA style and formatting to scholarly writing.

Additional Requirements for NURS-FPX 4900 Assessment 3 Assessing the Problem

• Format: Format your paper using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorialis also provided to help you in writing and formatting your paper. Be sure to include:
  • A title page and reference page. An abstract is not required.
  • A running head on all pages.
  • Appropriate section headings.
• Length: Your paper should be approximately 6 pages in length, not including the reference page.
• Supporting evidence: Cite at least six sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
• Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
  • Analyze the impact of health care technology on a patient, family, or population problem.
• Competency 5: Analyze the impact of health policy on quality and cost of care.
  • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
• Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
  • Explain how care coordination and the utilization of community resources can be used to address a patient, family, or population problem.
• Competency 8: Integrate professional standards and values into practice.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
  • Apply APA style and formatting to scholarly writing.

NURS-FPX 4900 Assessment 4 Instructions: Patient, Family, or Population Health Problem Solution

• Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.

Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

Introduction

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

• • Creating an educational brochure.
  • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
  • Creating a teaching plan for your patient, family, or group.
  • Recommending work process or workflow changes addressing your topic.

Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

In addition, you may wish to complete the following:

• • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions

Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

• • Leadership.
  • Collaboration.
  • Communication.
  • Change management.
  • Policy.
  • Quality of care.
  • Patient safety.
  • Costs to the system and individual.
  • Technology.
  • Care coordination.
  • Community resources.

Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

• • Summarize the patient, family, or population problem.
  • Explain why you selected this problem as the focus of your project.
  • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

• • Define the role of leadership and change management in addressing the problem.
    • Explain how leadership and change management strategies influenced the development of your proposed intervention.
    • Explain how nursing ethics informed the development of your proposed intervention.
    • Include a copy of the intervention/solution/professional product.
  • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
    • Identify the patient, family, or group.
    • Discuss the benefits of gathering their input to improve care associated with the problem.
    • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
  • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
    • Cite the standards and/or policies that guided your work.
    • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
  • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Cite evidence from the literature that supports your conclusions.
    • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
  • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
    • Cite evidence from the literature that supports your conclusions.
  • Write concisely and directly, using active voice.
  • Apply APA formatting to in-text citations and references.

Additional Requirements

• • Format: Format the written analysis of your intervention using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
    • A title page and reference page. An abstract is not required.
    • Appropriate section headings.
  • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
  • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
  • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Portfolio Prompt: Save your intervention to your ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
    • Define the role of leadership and change management in addressing a patient, family, or population health problem.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
  • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
    • Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
  • Competency 8: Integrate professional standards and values into practice.
    • Write concisely and directly, using active voice.
    • Apply APA formatting to in-text citations and references.

NURS-FPX 4900 Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection

• Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Introduction

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

Instructions

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

Part 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.

The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.

Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

• • Assess the contribution of your intervention to patient or family satisfaction and quality of life.
    • Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
    • Explain how your intervention enhances the patient, family, or group experience.
  • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
    • Explain how the principles of evidence-based practice informed this aspect of your project.
  • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
    • Identify opportunities to improve health care technology use in future practice.
  • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
    • Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
  • Explain whether capstone project outcomes matched your initial predictions.
    • Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
    • Discuss whether your intervention can, or will be, adopted as a best practice.
    • Describe the generalizability of your intervention outside this particular setting.
    • Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
    • Address your provision of ethical care and demonstration of professional standards.
    • Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
  • Communicate professionally in a clear, audible, and well-organized video.

Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 2: Make clinical and operational decisions based upon the best available evidence.
    • Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
    • Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
  • Competency 8: Integrate professional standards and values into practice.
    • Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
    • Communicate professionally in a clear and well-organized video.

Capstone Reflection Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Reflect on use of evidence and the literature to plan and implement a capstone project, and compare project outcomes to initial predictions based on a review of the literature.	Does not reflect on use of evidence and the literature to plan and implement a capstone project nor compare project outcomes to initial predictions based on a review of the literature.	Reflects on use of evidence and the literature to plan and implement a capstone project, or compares project outcomes to initial predictions based on a review of the literature but not both.	Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature.	Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. Explains how evidence-based practice principles informed this aspect of the capstone project.
Reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.	Does not reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.	Identifies, but does not reflect on success of, health care technology leveraged to improve outcomes or communication to relevant stakeholders in a capstone project.	Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.	Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Notes opportunities to improve health care technology use in personal practice.
Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development.	Does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on any contributions of the project to policy development.	Identifies but does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on contributions of the project to policy development.	Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development.	Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Notes specific observations related to the BSN-prepared nurse’s role in policy implementation and development.
Reflect on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards.	Does not address personal and professional growth throughout the capstone project and the BSN program.	Describes but does not reflect on personal and professional growth throughout the capstone project and the BSN program or does not fully address the provision of ethical care and demonstration of professional standards.	Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards.	Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Notes specific growth areas of personal or professional pride.
Communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.	Does not communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.	Communicates in a presentation that is unclear or inaudible, poorly organized, and/or contains errors in grammar, spelling, and/or use of APA style.	Communicates professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.	Communicates professionally in an exceptionally clear, audible, and well-organized presentation, with flawless grammar, spelling, and use of APA style.

Resources:

Inter-professionalism

• Consider exploring the interprofessional collaboration video scenarios in this resource:
  • Interprofessional Professionalism Collaborative. (2018). IPA tool kit. Retrieved from http://www.interprofessionalprofessionalism.org/toolkit.html

Critical Reflection

• This article presents a framework for incorporating theory and evidence-based practice into reflection activities:
  • Kuennen, J. K. (2015). Critical reflection: A transformative learning process integrating theory and evidence-based practice. Worldviews on Evidence-Based Nursing, 12(5), 306–308.

Program and Library Resources

·       Writing Resources

Refer to the writing resources in the NHS Learner Support Lab, linked in the courseroom navigation menu, as you prepare your assessment.

APA Style and Format

The Writing Center’s APA Module can help you cite your references in correct APA style and format.

Library Resources

• BSN Program Library Research Guide.
• Databases A-Z: Nursing & Health Sciences.
• Evidence-Based Practice in Nursing & Health Sciences.
• Get Critical Search Skills.
• Library Research and Information Literacy Skills.

Intervention Presentation and Capstone Reflection Video Example

This reflection focuses on the processes and lessons from activities in my capstone project. The prime of the capstone project was presenting it to the target population, senior students at Beverly Hills high school. We had a two-hour interaction where we discussed the proposed intervention: an online adolescent mental health program. The students were very receptive and excited because teens are more engaged in current technology such as smartphones and are excited to interact on social platforms (Odgers & Jensen, 2020).

The students suggested the program would be most appropriate when carried out on the weekends on Saturday from ten in the morning to noon, with a 2-hour follow-up session on Wednesdays from seven to nine at night. These follow-up sessions are special classes for those adolescents with special needs, such as diagnosed mental health issues and ongoing background issues such as violence at home.

The online program will integrate students from all over the community. These platforms will help adolescents’ healthy socialization, protecting them from online bullying and other adverse social media effects (Patterson & Edwards, 2018). Adolescents will also speak their emotions freely and get help without exposing their details.

The programs will entail mental wellness education to enable adolescents to make healthy decisions to promote their mental health. They will also provide follow-up services for adolescents recovering from mental health problems. Adolescents face significant problems with autonomy, violent backgrounds, and poor decision-making. They will adequately take care of their health with proper guidance, producing productive, happy students and a safer, conducive learning environment.

To develop the capstone project, I looked up current healthcare issues from reputable organizations’ websites, particularly the WHO, CDC, and Healthy People 2020. I also researched current (published within five years) articles on best practices in managing the identified problem (adolescents’ mental health) from reputable databases such as CINAHL, Google Scholar, Medline, and Cochrane library. These databases also provided information on best change management practices, healthcare technology, community resources, leadership strategies, and communication strategies to present the problem to the various stakeholders and the patient population.

The capstone project is entirely based on healthcare technologies, specifically health information systems. The program will rely on healthcare technology for data collection analysis, dissemination, and decision making. The hospital, as mentioned, will fund and provide leadership. At the same time, JED Foundation will run the programs using their professionals, trained and accredited, to provide quality adolescent mental health education and management.

The care coordination will entirely use information systems, linking the healthcare institution to the JED foundation, faith-based organizations, and community groups. Adolescents will create anonymous profiles from their smartphones to interact with others and the facilitators. The program will entirely run using healthcare technology, healthcare information systems.

The program’s main shortfall is the unavailability of consultation during off-program hours. New technologies such as artificial intelligence and computer assistants have changed the practice by improving efficiencies. Having artificial intelligence systems to provide 24-hour patient support will help adolescents consult and seek mental health help when they need it without waiting for program hours.

Some foundations, such as the JED foundation and Health4us, have programs running 24hours a day to allow adolescents to seek help at any time (SAHM, n.d.). In addition, the hospital can integrate several technologies to improve efficiencies in all fields. They should also expand their online consultation programs to increase their client base and provide healthcare services to more clients who would otherwise not reach the healthcare institution.

The health policy is integral in controlling healthcare institutions, professionals, and quality improvement projects. The health policy delegated many aspects of the project, such as the scope of practice, health technology and patient information protection, social media use, and prioritization of care. From the data collected, adolescents would benefit more from online programs and school-mental health programs in promoting their mental well-being (O’Reiley et al., 2018). The data collected is a formidable tool in advocating for health policy changes and the implementation of policies that increase online adolescent mental health programs.

The evidence-based practices and the interaction with the interest population exceeded my expectations. The evidence-based practices from the literature were far more than expected. The discussed intervention was readily accepted by adolescents and is very promising. Its implementation has exceptional benefits that will significantly reduce the burden of adolescent mental health issues. The students collaborated well, unlike the expected resistance and failure to open up. They were more than ready to share. The intervention will be implemented as best practice because there is evidence of successful implementation (Sweeney et al., 2019).

The intervention is not limited to adolescents, and online mental health resources are available for veterans, drug and substance use patients, and other healthcare conditions. The intervention is integral to mental health issues due to the stigma and fear of consultation. The government and healthcare institutions should develop and implement good online programs to manage adolescent mental health issues across the nation.

The capstone project has led to professional growth and development. It has taught me the importance of collaborating with a population when developing interventions to improve their health. The communication and collaborative skills I have learned will help me interact healthily with clients of all ages, cultures, and backgrounds. In addition, I have increased my confidence that help will help in advocacy, interprofessional consultation, and decision-making.

I had low confidence when starting the project and had problems initiating conversations, and my confidence has increased. The project has also broadened my perception of quality improvement projects. I have learned to invest and carry out research from studies to determine the best practices rather than just assuming.

References

O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social psychiatry and psychiatric epidemiology, 53(7), 647-662. https://doi.org/10.1007/s00127-018-1530-1

Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336-348. https://doi.org/10.1111/jcpp.13190

Society for Adolescent Health Medicine (SAHM) (n.d.). Mental Health Resources For Adolescents and Young Adults. Retrieved 9^th January 2022, from https://www.adolescenthealth.org/Resources/Clinical-Care-Resources/Mental-Health/Mental-Health-Resources-For-Adolesc.aspx

Sweeney, G. M., Donovan, C. L., March, S., & Forbes, Y. (2019). Logging into therapy: Adolescent perceptions of online therapies for mental health problems. Internet interventions, 15, 93-99. https://doi.org/10.1016/j.invent.2016.12.001