NURS FPX6011 SimmonsC Assessment 1 Evidence-Based Patient-Centered Concept Map Example

Assessment Case Study: Evidence-Based Patient-Centered Concept Map

NURS FPX6011 SimmonsC Assessment 1 Evidence-Based Patient-Centered Concept Map

Carol Lund Case Study

NURS FPX6011 SimmonsC Assessment 1 Evidence-Based Patient-Centered Concept Map

The patient in this case study had a delivery 10 weeks ago through cesarean section delivery. She was diagnosed with gestational diabetes at 30 weeks and was to be started on insulin as his obstetrician advised. However, the patient’s family and cultural beliefs did not agree with this practice because they argued that the insulin to be used was from nonhumans or synthesized in the lab.

Her only mode of treatment is dietary control and exercise, but her recent schedule does not allow her to manage these self-interventions. She checks her blood glucose randomly and after the meals, but it is still persistently high ten weeks after delivery despite her obstetrician telling her that they would normalize. This patient exhibits various needs that may benefit from nursing interventions.

Information and Educational Needs

The patient exhibits patient educational and emotional needs as well as needs to stabilize her blood glucose levels. She exhibits unstable plasma glucose levels, deficient knowledge of gestational diabetes, dietary and nutritional needs, and emotional stress. These needs have been arranged in order to prioritize this patient. In gestational diabetes, the blood glucose levels usually return to normal after six weeks postpartum.

Most patients get gestational diabetes mellitus during the third trimester, but their insensitivity and blood glucose return to normal (Plows et al., 2018). However, about 15% of these women do not achieve normal glycemic control by the eighth week postpartum (Kautzky-Willer et al., 2019). Carol Lund, the patient in this case scenario, did not achieve normal glycemic control after the postpartum control. She develops persistently high blood glucose levels that place her at risk of various complications such as type II diabetes, infections, dehydration, and cardiovascular, and renal diseases (Gomes et al., 2018). Therefore, there is a need to maintain her blood glucose levels within the normal limits and stabilize them.

Patient and Family’s Knowledge Needs

The patient demonstrated deficient knowledge regarding the treatment and outcomes of her gestational diabetes. Addressing patient information and education needs improves the overall quality of care (Blount, 2020). Awareness and knowledge of GDM are improving patients’ uptake of treatment interventions, thus good patient outcomes (Brown et al., 2018). In Carol’s case, family and cultural beliefs have largely influenced her uptake of GDM treatment.

As such, she does not take insulin, owing to the belief that it came from animals or was manufactured in the lab somewhere. Fortunately, she believes that insulin is not the only option for her treatment. A study by (Prabhu et al., 2021) found that less than half of reproductive women were unaware of gestational diabetes complications and about half were aware of the existence of gestational diabetes mellitus. According to this study, patient education was significantly associated with knowledge scores. The provision of scientific health facts to this patient could influence her health literacy and decision-making.

Emotional Needs

Emotional needs also form a part of patient-centered. Without addressing the patient’s emotional concerns, their patient experience and satisfaction are not guaranteed (Liang, 2022). Carol has also expressed her anxiety about the possibility of diabetes in her child in the future. Her fears are based on the belief that her GDM is genetic and thus transmissible between generations.

She needs to understand that diabetes mellitus is largely a lifestyle disease and conditions such as obesity and overweight are key risk factors. However, she must also understand that the risk of type II diabetes mellitus is sevenfold in her following her gestational diabetes mellitus (Kautzky-Willer et al., 2019). Her emotional needs are related to her cultural beliefs, health literacy, and activities of daily living schedule.

Value and Relevance of Evidence Used as the Basis of  Patient-Centered Concept Map

The analysis of the needs and development of this patient’s patient-centered concept map has been guided by evidence from credible literature. Three articles and three books on nursing practice have been used. These studies were published by credible authors who have good expertise and command in the respective fields. These articles are scholarly and were peer-reviewed. They were sourced from credible journals such as PubMed and Scopus.

These sources of evidence provided scientific reasoning behind the patient’s needs. The provided scientific proof that the problems that this patient was facing are existent and have been reported through literature. The pathobiology of GDM, the existence of deficiency of patient knowledge about GDM, and the outcomes and treatment modalities of GDM are well explained in these litteratrice items. The articles provided different levels of literature, including review, cohort, and cross-sectional studies. The evidence was published in the last five years and is thus current and relevant to the current practice.

Proposed Criteria for Patient Outcome Evaluation

Addressing these patient needs should result in holistic patient care outcomes. Spiritual, mental, emotional, and physical health outcomes would describe the quality of the care provided. The major interventions in the concept map were patient education and monitoring. These two interventions would help the patient makes healthy decision toward achieving holistic health, including stable glycemic control.

To evaluate the outcomes of her health, a serial assessment of her blood glucose, patient experience, and quality of glycemic control will provide a picture of the effectiveness of the interventions. Objective assessment of the patient experience through feedback after the care, A1c measurements, and objective assessment of signs and symptoms of complications are the specific items that would be evaluated to provide measures of success. These criteria are useful and appropriate because they assess the quality as well as the safety of the care provided.

Patient and Family Communication Plan

My communication plan with the patient will include providing facts in the simplest language that the patient and her family will understand. This communication will occur in the presence of the patient and her family and include patient education. I will explain to the patient and her family the need for prevention of type II diabetes in the mother as well as complications related to persistently high.

This communication will explain to the family their role in the patient’s care and demystify common misconceptions about diabetes mellitus treatment in an attempt to improve their decision-making. Assisting the patient and her family in goal setting will encourage participation and this might improve the outcomes of her treatment

Conclusion

The concept map adopts the nursing process to provide a path to the care of the patient. This patient’s needs are educational, emotional, and risk prevention. Her needs require holistic action that would necessitate her family’s involvement in her care and decision-making to enhance the best outcomes. Spiritual, cultural, and patient autonomy are some of the critical factors that would be considered in the communication plan for this patient’s care. Periodical assessment of the quality and safety of the care will be conducted to evaluate the effectiveness of the interventions.

References

  • Blount, A. (2020). Patient-centered primary care: Getting from good to great (1st ed.). Springer Nature.
  • Brown, J. B., Weston, W., & Stewart, M. (2018). Challenges and Solutions in Patient-Centered Care: A case book (J. B. Brown, M. Stewart, & W. W. Weston, Eds.). CRC Press.
  • Gomes, D., von Kries, R., Delius, M., Mansmann, U., Nast, M., Stubert, M., Langhammer, L., Haas, N. A., Netz, H., Obermeier, V., Kuhle, S., Holdt, L. M., Teupser, D., Hasbargen, U., Roscher, A. A., & Ensenauer, R. (2018). Late-pregnancy dysglycemia in obese pregnancies after negative testing for gestational diabetes and risk of future childhood overweight: An interim analysis from a longitudinal mother-child cohort study. PLoS Medicine, 15(10), e1002681. https://doi.org/10.1371/journal.pmed.1002681
  • Kautzky-Willer, A., Harreiter, J., Winhofer-Stöckl, Y., Bancher-Todesca, D., Berger, A., Repa, A., Lechleitner, M., & Weitgasser, R. (2019). Gestational diabetes mellitus (Update 2019). Wiener klinische Wochenschrift, 131(Suppl 1), 91–102. https://doi.org/10.1007/s00508-018-1419-8
  • Liang, H. (2022). The impact of patient-centered care the impact of patient-centered care: Promoting chronic conditions management for older people (1st ed.). Springer.
  • Plows, J. F., Stanley, J. L., Baker, P. N., Reynolds, C. M., & Vickers, M. H. (2018). The pathophysiology of gestational diabetes mellitus. International Journal of Molecular Sciences, 19(11), 3342. https://doi.org/10.3390/ijms19113342
  • Prabhu J, K., Deepthi Kondamuri, S., Samal, S., & Sen, M. (2021). Knowledge of gestational diabetes mellitus among pregnant women in a semiurban hospital – A cross-sectional study. Clinical Epidemiology and Global Health, 12(100854), 100854. https://doi.org/10.1016/j.cegh.2021.100854

NURS FPX6011 SimmonsC Assessment 1 Evidence-Based Patient-Centered Concept Map Instructions

Create a concept map graphic and write a 2-4 page narrative on the patient scenario presented in Assessment Case Study: Evidence-Based Patient-Centered Concept Map. Base your report on the information provided in the case study and your own research of 3-5 evidence-based resources.

Evidence-based practice is a key skill in the tool kit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, 2020). In essence, evidence-based practice is all about ensuring quality care.

In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.

Reference

Godshall, M. (2020). Fast facts for evidence-based practice in nursing (3rd ed.). Springer Publishing Company.

Instructions

Review the Assessment Case Study: Evidence-Based Patient-Centered Concept Map media activity.

Create your concept map and narrative as separate parts of your document. Be sure to note where you must include your evidence-based support and clarify your strategies for communicating information to the patient and the patient’s family.

Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.

Part 1: Concept Map

  • Develop a graphical concept map for the patient based on the best available evidence for treating your patient’s health, economic, and cultural needs.
    • Many organizations use the spider style of concept maps (see the Taylor and Littleton-Kearney article for an example).
    • The Assessment Case Study: Evidence-Based Patient-Centered Concept Map, which includes an example of a concept map, may help you prepare your assessment.
    • If a particular style of concept map is used in your current care setting, you may use it in this assessment.

Part 2: Narrative Report

  • Develop a narrative (2–4 pages) for your concept map.
  • Analyze the needs of a patient and his or her family to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
    • Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or could affect future health.
    • Consider how your patient’s culture or family should inform your concept map.
  • Determine the value and relevance of the evidence you used as the basis of your concept map.
    • Explain why your evidence is valuable and relevant to your patient’s case.
    • Explain why each piece of evidence is appropriate for the health issue you are addressing and for the unique situation of your patient and the family.
  • Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
    • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain how you will communicate specific aspects of the concept map to your patient and the family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:
    • Promote honest communications.
    • Facilitate sharing only the information you are required and permitted to share.
    • Are mindful of your patient’s culture.
    • Enable you to make complex medical terms and concepts understandable to your patient and his or her family, regardless of language, abilities, or educational level.

Additional Requirements

  • Organization: Use the following headings for your Diabetes Patient Concept Map assessment:
    • Concept Map.
    • Patient Needs Analysis.
    • Value and Relevance of the Evidence.
    • Proposed Criteria for Patient Outcome Evaluation.
    • Patient and Family Communication Plan.
  • Length: Your concept map should fit on one page (possibly a horizontal layout) and your narrative report will be 2–4 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must follow current APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
  • Scoring Guide: Please review this assessment’s scoring guide. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

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: Apply evidence-based practice to plan patient-centered care.
    • Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.
    • Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Determine the value and relevance of evidence used as the basis of a patient-centered concept map.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Diabetes_Patient_Concept_Map_Scoring_Guide.pdf

Assessment Case Study: Evidence-Based Patient-Centered Concept Map

Concept maps are an important tool in patient–centered care planning. A concept map helps to synthesize facts about a patient’s health needs and personal circumstances with available evidence and analysis. Such a tool becomes more useful when a patient has complex health, economic, and cultural needs.

In this simulation, you will be given a patient to interview and then assemble a concept map for use in that patient’s care plan.

Janie Poole

Charge Nurse

UPTOWN WELLNESS CLINIC

Supervisor Email

You are a nurse at the Uptown Wellness Center. As you begin your shift, you get an email from the charge nurse.

Click the icon to to read it.

Patient Profiles

From: Janie Poole

To: Deshawna Clayton

Good morning,

We have a new patient coming in today.

Her name is Carole Lund. Carole is a new mother who had gestational diabetes during her pregnancy. She has continued to track her blood glucose postpartum, and is worried that it does not appear to be stabilizing.

It probably will be helpful to create a concept map for Carole to show her this care plan in a visual way. Talk to your patient and start planning her care. Thanks!

— Janie Poole

Diabetes Patient

Reason for Referral:

Carole Lund is a 44–year–old woman of mixed Native American and European descent, and a new mother. She is concerned that she is not recovering from gestational diabetes.

Situation:

Carole is here with her daughter, Kassandra, who is 10 weeks old. Carole was diagnosed with gestational diabetes at week 30 of her pregnancy. She has carefully logged her blood glucose since the diagnosis, and it shows 150–200 fasting, over 200 following meals.

Carole Lund

Diabetes Patient Comments:

What diabetes treatments did you receive during your pregnancy?

Well, they gave me a glucometer, so I started using that. I could see right away that the way I was eating was a problem; I would usually work straight through the day and then have one big meal in the evening, and that was making my numbers bounce all over. So I set alarms on my laptop, so three times a day I would get interrupted, have a small meal, take a short walk, and then test my blood sugar. That helped. And then I stopped drinking juice and soda, which I should have done years ago, and that helped too. But I don’t think my numbers improved as much as my OB/GYN wanted them to, but she said my blood sugar should return to normal after delivery.

Did your obstetrician advise you to take insulin during your pregnancy?

She did, yeah, and we talked about it. I don’t like the idea of being dependent on a drug. I called my mother. She’s still on the reservation, so she called the elders, and we all agreed that injecting my body with an animal hormone was a bad idea. But then the doctor told me that they make synthetic insulin now, but that means it’s made in a laboratory somewhere, and I’m not sure that’s any better.

By then I was in my third trimester, and all the tests said Kassandra was big but healthy, so I thought we would just ride it out. It was supposed to clear up after she was born. But it hasn’t, and I know you have to be careful having a baby at my age. I want to do what’s best, but I don’t want to believe that insulin is my only option.

Are there any challenges in your life which you think may be interfering with your ability to follow a treatment plan?

It’s harder now than it was before she was born. It’s just the two of us in the apartment, which is wonderful, but I don’t remember the last time I had a good night’s sleep. A lot of my work is freelance, so I make my own hours, but that also means if I’m not working I don’t get paid. I had family help while I was recovering from the C-section, and they helped cook healthy meals for me, and kept me on my schedule. Now it’s all on me — work, caring for my daughter, and managing my blood sugar. If I fall behind on anything, it will be looking after my health.

Do you have any other concerns you’d like to have addressed?

I worry about Kassandra. She’s healthy and perfect, but I know that she’s at a greater risk for developing Type 2 Diabetes. I want to do whatever I can to reduce that risk, to care for her, and as she grows, to teach her how to care for

Concept Map

Patient Info:

Name: Carole Lund, 44-year-old female

Native American/European descent

Gestational Diabetes at 30 weeks

Currently at 10 weeks postpartum.

Most Urgent Nursing Diagnosis Name: unstable blood glucose

Most Urgent Nursing Diagnosis Full Description:

  1. Fasting Blood Sugar 150-200
  2. Post Prandial over 200
  3. Cultural belief to not inject animal hormones in body

Most Urgent Nursing Diagnosis Assessment/Diagnostics:

The risk of having an unstable blood glucose level as a result of insufficient blood glucose monitoring is shown by glucose levels that are above the usual range.

Most Urgent Nursing Diagnosis Treatments/Medications:

  1. Keep an eye on the patient blood glucose levels.
  2. Inform patients about the signs and symptoms of hypoglycemia and hyperglycemia.
  3. Create a diet and exercise plan to avoid the need for medication management.

Most Urgent Nursing Diagnosis Outcomes:

  1. Fasting blood sugars will be less than 130 and after meal blood sugars will be less than 180.
  2. Confer with a diabetes educator
  3. Create healthful, simple food plans

4 Participate in some kind of physical exercise.

Nursing Diagnosis 2:

Risk of type 2 diabetes

Nursing Diagnosis 2 Full Description:

A lack of understanding resulting in a misinterpretation of information, as shown by the verbalization of incorrect information.

Nursing Diagnosis 2 Assessment/Diagnostics:

Lack of knowledge about Diabetes

Nursing Diagnosis 2 Treatments/Medications:

  1. Educate on management of gestational diabetes after delivery
  2. Educate on diabetes disease process
  3. Include patient in teaching plan
  4. Assist patient in incorporating changes into daily routine

Nursing Diagnosis 2 Outcomes:

  1. Verbalizes understanding of importance of management during postpartum
  2. Establish diet plan for proper nutrition
  3. Develop plan for physical activity.
  4. Patient verbalizes she feels in control of developed action plan

Nursing Diagnosis 3:

Fatigue

Nursing Diagnosis 3 Full Description:

Tiredness caused by sleep deprivation, as shown by a sleep pattern that is not restorative

Nursing Diagnosis 3 Assessment/Diagnostics:

10-week-old baby Single mother “Don’t remember last time I had a good night’s sleep”

Nursing Diagnosis 3 Treatments/Medications:

  1. Establish bedtime routine
  2. Educate on the impacts of prolonged sleep deprivation
  3. Educate on sleeping patterns of babies
  4. Nap when baby naps
  5. Seek family to assist with child care support.

Nursing Diagnosis 3 Outcomes:

  1. Get more sleep by establishing a nighttime schedule and taking a nap every day.
  2. Explain the relationship between sleep loss and diabetes verbally.
  3. Establish a timetable for the family to help with child-care responsibilities

Sample Graded Rubric

OVERALL COMMENTS

Welcome to the course, Deshawn! My goal for you is to enjoy this course and learn and grow through the submission of your assessments by incorporating the feedback that will be provided to you.

You are right on track with designing a concept map specific to treating a patient with specified health, economic, and cultural needs. Please look at each criterion section below for my comments and suggestions. I can tell you worked hard on this assessment. Please highlight any changes you choose to make so I can capture all of your hard work. I look forward to working with you throughout this course.

CRITERIA 1

Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

Results: DISTINGUISHED

 Designs an individualized, patient-centered concept map based on the best available evidence for treating a patient’s specific health, economic, and cultural needs, and identifies. Outcomes

COMMENTS:

Great job on your concept map! I noted that you included NANDA-approved nursing diagnoses as part of your concept map, along with touching on the health, economic and cultural needs of your patient. You also came up with assumptions based on the plan you presented. Well done!

For each diagnosis are aligned and complementary.

CRITERIA 2

Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

Results: NON_PERFORMANCE

Does not analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

COMMENTS:

I believe you accidentally missed this section. This section should have been included in the concept or under a heading. Please consider using a heading that aligns with the grading rubric to prevent missing content and allow the faculty to see where you are addressing each criterion.

Headings also allow for smoother transition and organization.

CRITERIA 3

Determine the value and relevance of evidence used as the basis of a patient-centered concept map.

Results: NON_PERFORMANCE

Does not determine the value and relevance of evidence used as the basis of a patient-centered concept map.

COMMENTS:

I believe you accidentally missed this section. Please consider using a heading that aligns with the grading rubric to prevent missing content and allow the faculty to see where you are addressing each criterion.

Headings also allow for smoother transition and organization.

CRITERIA 4

Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.

Results: PROFICIENT

Proposes relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.

COMMENTS:

Nice job in justifying the relevance through resources and current information. To make this a distinguished mark, consider what conflicting data or other perspectives are out there. You want to look at all information to have a well-rounded picture.

CRITERIA 5

Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.

Results: PROFICIENT

Develops a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.

COMMENTS:

Great job in strategizing how you will communicate with the patient and family. You incorporated the ethical, cultural, and inclusive communication for this patient and family unit. Consider adding specific assumptions of utilizing this strategy for this family unit.

CRITERIA 6

Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Results:  BASIC

Sources lack relevance or credibility, are poorly integrated, or are incorrectly formatted.

COMMENTS:

Nice job with your reference page. The heading Diabetic Patient Concept Map should not be at the top of the page. Please add relevant sources to the body of your paper.

NURS FPX6011 ClaytonD Assessment 2 Patient-Centered Care Report Instructions

Create a patient-centered care report applying the outcomes of the Population Health Improvement Initiative (PHII). Your report will be based on the scenario presented in the Evidence-Based Health Evaluation and Application media piece.

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to be able to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Scenario

For this assessment, you will base your report on the scenario presented in the Evidence-Based Health Evaluation and Application media piece. Some of the writing you completed and exported from the media piece can constitute your prewriting and inform the development of your final submission. Further, even though the media piece was framed within one type of care setting, you can extrapolate the situation into another care setting that is more relevant to you. You will still be able to apply community outcomes data to an individual patient or case.

Instructions

For this assessment, you will apply the outcomes of the Population Health Improvement Initiative (PHII) to a patient-centered care report. The bullet points below correspond to grading criteria in the scoring guide. Be sure that your report addresses all of the bullets below, at minimum. You may also want to read the Patient-Centered Care Report Scoring Guide and Guiding Questions: Patient-Centered Care Report [DOCX] to better understand how each criterion will be assessed:

  • Evaluate the outcomes of a population health improvement initiative.
  • Propose strategies for improving the outcomes of the population health improvement plan, or ensuring that all outcomes are being addressed, based on the best available evidence.
  • Develop an individualized personal care approach that incorporates lessons learned from a population health improvement initiative.
  • Justify the value and relevance of evidence used as the basis for your personal care approach to your patient.
  • Propose a framework that could be used to evaluate desired outcomes of your approach to personalizing care for your patients and areas that could be applied to similar situations and patients in the future.
  • Write content clearly and logically, with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example assessment: You may use the Patient-Centered Care Report Example [DOCX] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

APA Resources: You may use the APA Style Paper Tutorial [DOCX] and the APA Style Paper Template [DOCX] to ensure your assessment is formatted in appropriate APA style.

Submission Requirements

  • Length of submission: 4–6 double-spaced, typed pages. Your report should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans.
  • APA formatting: Resources and citations are formatted according to APA style.

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: Apply evidence-based practice to plan patient-centered care.
    • Develop an individualized personal care approach that incorporates lessons learned from a population health improvement initiative.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Propose strategies for improving the outcomes of a population health improvement plan, or ensuring that all outcomes are being addressed, based on the best available evidence.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Evaluate the outcomes of a population health improvement initiative.
    • Propose a framework that could be used to evaluate desired outcomes of an approach to personalizing care for patients and areas that could be applied to similar situations and patients in the future.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Justify the value and relevance of evidence used as the basis for a personal care approach to a patient.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Write content clearly and logically, with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style

NURS FPX6011 ClaytonD Assessment 3 Evidence-Based Population Health Improvement Plan Instructions

Create a 3-5 page paper identifying the health concern that you think is most appropriate to address for the community in your practice environment. Your choice should be based on the evaluation the relevant data that you have gathered for your chosen issue.

Master’s-level nurses need to be able to think beyond the bedside. It is important to be able to research, synthesize, and apply evidence that will result in improved health outcomes for the communities and populations that are part of your care setting. Improving outcomes at a community or population level, even incrementally, can create noticeable and significant aggregate health improvements across all of a care setting’s patients.

Scenario

Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives are nationwide concerns, such as type 2 diabetes, HIV, obesity, and the Zika virus. However, your organization wants you to identify the health concern that is most appropriate to address for the community in your practice environment. You will need to do your own research to gather and evaluate the relevant data for your chosen issue.

Instructions

The bullet points below correspond to grading criteria in the scoring guide. Be sure that your population health improvement plan addresses all of the bullets below, at minimum. You may also want to read the Evidence-Based Population Health Improvement Plan Scoring Guide and Guiding Questions: Evidence-Based Population Health Improvement Plan [DOCX] to better understand how each criterion will be assessed:

  • Evaluate the environmental and epidemiological data about your community so that you can illustrate and diagnose widespread population health issues.
  • Develop an ethical health improvement plan that addresses the population health issue you have identified in your evaluation. The plan should be based upon the best available evidence and meet the cultural and environmental needs of your community.
  • Justify the value and relevance of the evidence you used as the basis for your population health improvement plan.
  • Propose criteria that can be used to evaluate the achievement of your health improvement plan’s outcomes.
  • Explain how you plan to apply strategies for communicating with community members and colleagues in the health care profession in an ethical, culturally sensitive, and inclusive way about the development and implementation of your health improvement plan.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example assessment: You may use the Evidence-Based Population Health Improvement Plan Example [PPTX] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

APA Resources: You may use the APA Style Paper Tutorial [DOCX] and the APA Style Paper Template [DOCX] to ensure your assessment is formatted in appropriate APA style.

Submission Requirements

  • Length of submission: 3–5 double-spaced, typed pages. Your plan should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans.
  • APA formatting: Resources and citations are formatted according to APA style.

Guiding Questions

Evidence-Based Population Health Improvement Plan

This document is designed to give you questions to consider and additional guidance to help you successfully complete the Evidence-Based Population Health Improvement Plan assessment. You may find it useful to use this document as a pre-writing exercise or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.

Evaluate the environmental and epidemiological data about your community so that you can illustrate and diagnose widespread population health issues.

  • What is the relevant demographic data for your community?
  • What does the epidemiological data about your community suggest are its biggest health concerns?
  • How do environmental factors in the community contribute or pose challenges to the health of residents?

Develop an ethical health improvement plan that addresses the population health issue you have identified in your evaluation. The plan should be based upon the best available evidence and meet the cultural and environmental needs of your community.

  • Did you use a minimum of 3–5 sources of professional and scholarly evidence to support your health improvement plan?
  • Does your health improvement plan consider the environmental realities and challenges that exist in your community?
  • Does your health improvement plan address potential barriers or misunderstandings related to the various cultures prevalent in your community?
  • Does your plan effectively address the needs of the community around a specific health concern?
    • Will your plan likely lead to some improvement in the community’s health related to this health concern?

Justify the value and relevance of the evidence you used as the basis for your population health improvement plan.

  • Have you noted why the evidence you have presented in your health improvement plan is valuable and relevant to the health issue and community you are addressing?
  • Have you explained why each particular piece of evidence is appropriate and informs the goal of improving the health of the community?

Propose criteria that can be used to evaluate the achievement of your health improvement plan’s outcomes.

  • Are the criteria that you proposed measurable?
  • Are the criteria you proposed relevant to your desired outcomes?
  • Have you at least noted how the criteria can be used as an evaluative tool?

Explain how you plan to apply strategies for communicating with community members and colleagues in the health care profession in an ethical, culturally sensitive, and inclusive way about the development and implementation of your health improvement plan.

  • Do you have clear strategies for communicating with colleagues?
    • Are they mindful of cultural and ethical expectations for data privacy?
  • Do you have clear strategies for communicating with the community or community stakeholders?
    • Are they mindful of cultural and ethical expectations for data privacy?
      • Are these strategies inclusive?
      • In other words, will they allow you to make complex medical terms and concepts understandable to members of your community, regardless of language, disabilities, or level of education?

Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

  • Did you use 3–5 sources?
  • Are they cited in APA format throughout the plan?
  • Have you included an attached reference list?