Intervention Presentation and Capstone Video Reflection

Identifying a healthcare problem is a crucial first step and a catalyst for discovering a solution. Previous assignments have covered hypertension among adult patients as a population health concern, with data on its morbidity, death, and cost implications indicating an urgent need to remedy the problem. Telemedicine, especially telemonitoring of adult hypertension patients, provides advantages in assisting patients with blood pressure management.

Intervention Presentation and Capstone Video Reflection

In the Covid19 era, when patient-care providers’ non-physical therapeutic measures were established as drastic instruments to enhance patient care while also avoiding disease transmission, the intervention’s usage has expanded. This discussion’s objective is to reflect the proposed intervention’s contribution to patient care outcomes.

Contribution of the Intervention to Patient or Family Satisfaction and Quality of Life

The group of adult hypertensive patients to whom the intervention was delivered provided positive and negative feedback. The patients expressed their eagerness to embrace the intervention, citing how it would reduce the frequency of clinic visits, which is both costly and time-consuming. The patients were eager to learn and be trained to use the various technology devices that comprise the telemonitoring intervention. Further, they expressed a willingness to comply with the program’s requirements.

However, a segment of the group, particularly an elderly clique, expressed concern that they would have difficulty operating the devices due to aging-related conditions such as cognitive deterioration, visual impairments, and a general dislike of technology. Patients will benefit from health education, self-management skills, and treatment recommendations as part of the intervention, improving their overall disease management, quality of life, and satisfaction.

Use of Evidence and Peer-Reviewed Literature

Clinicians make patient care decisions based on the most recent evidence-based information. During the Capstone project’s development, I relied heavily on reputable medical and nursing databases to gather evidence relevant to the population’s health problems. I frequently used PubMed, ProQuest, Cochrane Library, and Google Scholar databases. The articles were confirmed to contain credible information using the currency, relevance, authority, accuracy, and purpose (CRAAP) format.

Evidence-based practice requires that information be collected, evaluated for credibility, incorporated into a patient care plan that is implemented, and then patients are followed up on, monitored, and evaluated (Saunders et al., 2019). The proposed intervention uses an interdisciplinary team’s efforts to complete the entire evidence-based practice process.

The Degree to which Technology was Leveraged

Data collection devices such as blood pressure machines with sensors, wireless technologies such as WI-FI or Bluetooth, and patient-provider interaction platforms such as websites and web portals comprise the intervention. Interaction between patients and caregivers will also be facilitated in some basic ways, such as phone calls, text messaging, and emails.

Furthermore, as the use of phone applications in healthcare grows, it will be incorporated into the intervention where appropriate. An intensive initial phase of training the patients on how to operate the various devices is a requisite to improve future technology use.

How Health Policy Influenced the Planning and Implementation of the Capstone Project

Healthcare policies have a significant impact on nursing practice and patient care. Any intervention proposed to solve a healthcare problem must comply with existing healthcare policies and regulations. Baccalaureate-prepared nurses are formally educated in critical thinking skills and provide quality care emphasizing prevention and community populations. As a result, they gain skills to participate in health policy initiatives contributing to improved healthcare delivery.

Since technology may predispose patients to breaches of their privacy and confidentiality, nurses owe it to the patients to protect them. To ensure patient safety, nurses adhere to the Health Insurance Portability and Accountability Act (HIPAA) privacy and confidentiality measures. Nurses work with the informatics team to develop measures to prevent unauthorized access to systems.

They are also required to share patient information only when it is required for treatment or payment of services, thus enhancing patients’ privacy and confidentiality (Moore & Frye, 2019). A portion of the curriculum for baccalaureate-prepared nurses focuses on patient security, privacy, and confidentiality, increasing their usefulness in patient safety.

Did the Capstone Project Outcomes match Initial Predictions?

The project development process was fraught with ambiguity. First, the literature search yielded several articles, necessitating the need to sieve the information and use only peer-reviewed sources. Furthermore, numerous interventions could have been used to address the population health issue, making it difficult to choose one. The overwhelming number of articles addressing telemedical intervention in patient care far exceeded our initial expectations.

Following its demonstrated efficacy in improving patient quality and lowering long-term healthcare costs, the intervention will be adopted as best practice. Besides its use in managing adult hypertensive patients, the technology has also benefited the management of heart failure, chronic respiratory illness, and psychiatric patients, particularly during the Covid19 era.

Personal and Professional Growth

The Capstone project development process has sharpened my research and scholarly writing skills. The initial phase, which required the search for relevant articles to use, increased my understanding of evidence-based information. The subsequent phases, which included the identification of a population health problem and a solution proposal, increased my scholarly writing skills.

Furthermore, the project has allowed me to apply ethical principles by proposing an intervention that would benefit patients regardless of their differences, would not harm them, and would promote patients’ autonomy. Therefore, I regard Capstone project development as an academic imperative and a requisite for nurses’ career advancement.


While there are numerous population health issues, hypertension has proven to be relevant to my field of practice due to its significant burden on patients and the healthcare system. During the Covid19 era, technology was used in healthcare to ensure a continuum of care without patient-physical interaction.

This informed the proposal of telemedical care as the best practice to solve the problems of adult hypertensive patients. The intervention not only benefits hypertension management but has also been used extensively in treating other chronic illnesses, demonstrating its efficacy and relevance in healthcare.


  • Moore, W., & Frye, S. (2019). Review of HIPAA, part 1: History, protected health information, and privacy and security rules. Journal of Nuclear Medicine Technology47(4), 269–272.
  • Saunders, H., Gallagher-Ford, L., Kvist, T., & Vehviläinen-Julkunen, K. (2019). Practicing healthcare professionals’ Evidence-Based Practice competencies: An overview of systematic reviews. Worldviews on Evidence-Based Nursing16(3), 176–185.

Assignment Description: 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.

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.


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).

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]

Download 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.

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.

Also read: Interdisciplinary Plan Proposal