NRS493 Benchmark Capstone Change Project Objectives Paper
Example Approach
Diabetes education in the outpatient diabetic clinic is integral to older Hispanic women discussed in the capstone project. Each intervention in healthcare improvement requires objectives to ensure unity of direction, collaboration, and faster results achievement. This paper discusses the objectives of the intervention and how they advocate for social justice and autonomy.
The major objective of the intervention is to improve patients’ knowledge of diabetes care. Many patients are not informed about medical conditions. A lack of medical knowledge negatively influences their health decisions and efforts towards a healthy life (Rahaman et al., 2018). The structured education will provide individualized education that focuses on holistic patient care. Increasing the patients’ knowledge is thus the core objective of this intervention.
Another objective is to improve patient collaboration. Current studies show that individuals question interventions they are unsure of. In addition, their collaboration is difficult during care provision. Patients collaborate when they understand their roles and how to perform them (Vedam et al., 2019). In addition, their collaboration is required because most preventive and care interventions are patient-centered
The next objective is to improve patients’ confidence and adherence to treatment and other management interventions. The target population is an ethnic minority, hence increasing their confidence in seeking healthcare services. Cultural sensitive education will also sensitize them to diabetes and diabetes complications (Sharifi et al., 2019). Individuals have problems with following a routine that they do not understand. Educating them will boost their responsibility and adherence to the management regimen.
The last objective is to increase their care-seeking behavior. Most patients develop complications during their management due to the inability to determine deviations that require immediate care (Vedam et al., 2019). For example, diabetes foot ulcers manifestation includes numbing of the feet. Teaching the patients these manifestations of diabetes complications will enhance early reporting and early management. Treating conditions early in their development allows effective management and reduces mortalities and morbidities. Thus, achieving these objectives will significantly improve the diabetes health of this minority population.
NRS493 Benchmark Capstone Change Project Objectives Paper References
- Rahaman, H. S., Jyotsna, V. P., Sreenivas, V., Krishnan, A., & Tandon, N. (2018). Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Indian Journal of Endocrinology and Metabolism, 22(1), 74. https://dx.doi.org/10.4103/ijem.IJEM_148_17
- Sharifi, N., Adib-Hajbaghery, M., & Najafi, M. (2019). Cultural competence in nursing: A concept analysis. International journal of nursing studies, 99, 103386. https://doi.org/10.1016/j.ijnurstu.2019.103386
- Vedam, S., Stoll, K., McRae, D. N., Korchinski, M., Velasquez, R., Wang, J., … & CCinBC Steering Committee. (2019). Patient-led decision making: Measuring autonomy and respect in Canadian maternity care. Patient education and counseling, 102(3), 586-594. https://doi.org/10.1016/j.pec.2018.10.023
NRS 493 Topic 7 Capstone Change Project Evaluation Plan
Project evaluation encompasses approaches for assessing the plan’s processes, impacts, and outcomes. Also, this process enables the implementation team to acquire the requisite knowledge, attributes, and skills to determine the relevance of change programs or quality improvement initiatives (Adams & Neville, 2020). One of the most profound requirements for project evaluation is a solid foundation in research knowledge and skills. In this sense, the evaluation team should rely massively upon qualitative and quantitative data to determine the project’s impacts and outcomes.
In the context of a capstone change project involving evidence-based interventions for preventing medication errors, data collection is a profound strategy for establishing the prevalence, risk factors, and responses to medication mistakes. Examples of data collected when evaluating this project include reported monthly incidences of medication errors, nurses’ knowledge and awareness levels, the severity of these mistakes, and nurses’ responses to training and education programs for preventing errors. The ideal tools for collecting data on this quality improvement initiative are interviews, surveys, observations, and reviews of departmental documents, records, and hospital dashboards (Taherdoost, 2021). These data collection methodologies enable the evaluation team to gather and analyze qualitative and quantitative data.
The project evaluators are advanced practice registered nurses (APRNs), nurse educators, and the informatics team. They are responsible for interviewing nurses, developing learning content, assessing the project’s processes and outcomes, collecting data regarding the project’s impacts and outcomes, and communicating findings to the implementation team, including top organizational leadership. The viable interventions for communicating data and disseminating findings are report writing, face-to-face presentations, using data visualization tools like concept maps, and open meetings.
A Reflection Journal
My experiences during practicum placement were insightful and challenging due to the overarching need to be comfortable with the demands of the new work environment. However, frequent discussions and interactions with my preceptor enabled me to execute my assigned roles effectively and fit in the new environment. Also, these interactions allowed us to share insights into topics that form the basis of the current healthcare systems. One of the topics that dominated our discussion with my preceptor was the role of technology in improving healthcare outcomes. According to Booth et al. (2021), digital technologies like hospital information systems, decision support, remote monitoring systems, electronic health records, artificial intelligence, robotics, and telehealth significantly improve all dimensions of care quality, including convenience, timeliness, and effectiveness. We discussed their functionality, benefits, and potential barriers.
While discussing the role of technology in healthcare with my preceptor, I discovered various personal strengths regarding the topic: background knowledge and awareness of different technologies in current healthcare systems, an interest in the topic, and a willingness to learn about these technologies’ functionality. Equally, I realized some weaknesses, including insufficient knowledge of the technical aspects of different technologies and inadequate awareness of the principles of information interoperability, system security, and confidentiality.
Therefore, I am determined to improve my technological literacy by conducting separate research and participating in future training programs. New et al. (2021) define technological literacy as “the ability to effectively use technology to access, evaluate, integrate, create, and communicate information to enhance the learning process through problem-solving and critical thinking” (p. 321). Nurse educators can improve nurses’ technical literacy by providing guidelines for using advanced technologies, training and educating them, and process simulation to facilitate knowledge acquisition. Finally, it is essential to incorporate health technology into nursing education curricula to promote nursing students’ awareness of healthcare technologies.
References
Adams, J., & Neville, S. (2020). Program evaluation for health professionals: What it is, what it is not and how to do it. International Journal of Qualitative Methods, 19, 1–11. https://doi.org/10.1177/1609406920964345
Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. BMJ, 373(373), n1190. https://doi.org/10.1136/bmj.n1190
Nes, A. A., Steindal, S. A., Larsen, M. H., Heer, H. C., Lærum-Onsager, E., & Gjevjon, E. R. (2021). Technological literacy in nursing education: A scoping review. Journal of Professional Nursing, 37(2), 320-334. https://doi.org/10.1016/j.profnurs.2021.01.008
Taherdoost, H. (2021). Data collection methods and tools for research: A step-by-step guide to choosing data collection technique for academic and business research projects. International Journal of Academic Research in Management (IJARM), 10(1), 10–38. https://hal.archives-ouvertes.fr/hal-03741847
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