NURS-FPX4900 Assessment 1 Capella

NURS-FPX4900 Assessment 1 Capella

NURS-FPX4900 Assessment 1 Leadership, Collaboration, Communication, Change Management, and Policy Considerations in Diabetes

Nurses are vital professionals in healthcare delivery. They assess patients and design interventions to improve the health of populations and promote better outcomes. Interacting with patients provokes nurses to intervene ad change the patient outcomes in such conditions. The encounter and further research into diabetes showed that the disease is a menace in the US. This essay focuses on diabetes and assesses how leadership, collaboration, communication, and change management concepts can be applied to manage the problem.

Diabetes Burden

Diabetes is a group of disorders characterized by high blood sugar levels. The condition is notorious and complicates many other healthcare conditions. Diabetes requires various interventions, such as daily insulin injections and oral medications. Complications of diabetes include chronic infections, heart disease, hypertension, renal failure, amputations, stroke, and blindness, and they significantly affect patients’ quality of life (Harding et al., 2019).

Diabetes also complicates premorbid conditions, affecting patients’ care quality and safety. The disease affects many organ systems and the normal action of many drugs, interfering with care quality and patient safety. It is expensive, and statistics show that it contributes to over 25% of all healthcare costs yearly, and more than 11.3% of the US population has diabetes (ADA, 2018).

The baccalaureate nurse is prepared to prevent healthcare problems and promote population safety and health. This problem significantly affects patients’ quality of life, safety, care costs, and patient safety hence its significance to a baccalaureate-prepared nurse.

Diabetes Prevention and Management Intervention

The major cause of diabetes is obesity and overweight; thus, diabetes is highly preventable. Patient education is an integral step in ensuring risk prevention. Ghisi et al. (2021) show that patient education improves their knowledge and increases their health action. Mandatory patient screening and referral help detect diabetes and prediabetes and implement strategies to prevent complications (Ekoe et al., 2018).

Patient follow-up through interventions such as HbA1c tests, eye exams, and foot exams are integral practices that help prevent complications and help with effective diabetes management (Massey et al., 2019). In addition, structured patient education is more effective than routine patient education. The strategy is not in practice in contemporary practice due to a lack of attention, knowledge, and resources for the intervention.

Research must be peer-reviewed for it to be reliable. It must also be produced within five years to ensure the currency of the information. The research should also be produced by reputable journals and databases, ensuring they produce only quality research. Analyzing these articles’ methods, analyses, designs, and results also gives a better understanding of the reliability and validity of the produced information. These research articles met the criteria outlined above and could thus be used for evidence-based practice.

Various barriers impede the utilization of evidence-based strategies. A global nurse shortage impeded research utilization (Alatawi et al., 2020). In addition, most nurses lack information on evidence-based strategies. Training and staff education are also lacking, which could help steer the implementation of evidence-based strategies (Alatawi et al., 2020).

Kurt Lewin’s three-stage theory can be used to implement change. The theory categorizes actions into unfreezing, moving, and refreezing with activities that create the need for change, gather necessary support, implement the change, and then support the staff and organization to embed the change into the organizational culture (Hussain et al., 2018). The theory is widely applied in healthcare to inform quality improvement initiatives.

Policies and Regulations in Diabetes Management

Through the agency for healthcare quality and research, the government stipulates various interventions that help manage patients with diabetes. AHRQ recommends that diabetic patients have at least one diabetic foot, one eye exam, and at least two HbA1c tests annually. ­According to Maasey et al. (2019), these stipulations increase patient follow-up and promote timely interventions that promote better patient outcomes.

The government also requires mandatory patient education on diabetes and its management. Organizations such as the American Diabetes Association have implemented school and community health on diabetes to increase the population’s knowledge of diabetes and thus improve efforts to manage it. Educating the schools and communities has increased diabetes awareness and can potentially improve diabetic patient outcomes (Spencer et al., 2018).

The nursing practice act regulates nurses’ practice. NPA stipulates the roles of nurses. The regulations encourage nurses to participate in evidence-based, interprofessional collaboration and research to improve nursing practice. It also allows nurses to initiate and participate in preventive, curative, rehabilitative, and promotive health services. Thus, the regulations allow nurses to assess care interventions and initiate quality improvement for better patient outcomes.

Nurses in Policy Development

Nurses play vital roles in policy development. Nurses also assess communities for potential and actual health problems to help implement strategies that will prevent health issues. These assessments include assessing water and sewerage, living conditions, and working activities and conditions to promote healthier societies with fewer illnesses and the need for hospitalization. They assess care outcomes to quantify the problem and alert other professionals of current and existing care problems (Salvage & White, 2019).

They also use their clinical knowledge and research to determine the best evidence-based practices that could improve the outcomes in the organization. Nurses also participate in implementing the QI projects because their roles make them the closest professionals to the patients (SDalvage & White, 2019). They collect data to evaluate policies after implementation to help make vital decisions such as disruptive innovations.

Leadership Strategies

Staff motivation is an important leadership strategy required in addressing this problem. Leaders who recognize and motivate their staff increase their morale and work efforts. According to Antony et al. (2019), recognition and rewards increase staff productivity and job satisfaction hence staff retention and better patient outcomes. Supporting staff creativity and innovation are also effective leadership strategy for managing healthcare problems (Antony et al., 2019). The best leaders support their staff through encouragement and providing resources to implement change. According to Kremer et al. (2019), encouraging staff creativity and innovation improves their satisfaction and productivity, hence better patient outcomes.

Leaders play vital roles in addressing problems in healthcare settings. The anticipated roles will include initiating and controlling the change. They will communicate the problem and quality to improve the initiative’s vision. The leaders will also manage change and avail resources to support staff and implement change. The leaders will also delegate roles to the various professionals and communicate throughout the process of addressing the issue (Kremer et al., 2019). The leaders will also make vital decisions regarding the continuity of change interventions implemented to manage the problem.

Care collaboration, interdisciplinary involvement, change management, and quality improvement are vital concepts for any nursing leader. Communication and collaboration strategies required will include the use of technologies for communication. The electronic health system will help professionals communicate promptly and efficiently. Communication technologies are evidence-based strategies that improve collaboration, hence their utilization (Souri et al., 2022). Staff training for collaboration will be integral in addressing this problem. Holtschneide and Park (2022) show that staff training teaches them how to collaborate and communicate promptly.

Change management is an essential step in effecting change to address the problem. Creating a contingency plan will help avoid the effects of resistance beyond the anticipated levels or if the change does not elicit anticipated outcomes. According to Neil (2018), contingency planning is not planning to fail but rather a step that ensures healthcare resources are not misused and care delivery is not affected. Shared decision-making is an integrated change management strategy.

The strategy increases initiative ownership and the professionals’ and patient’s participation in implementing change. Shared decision-making increase professionals’ and patient involvement, increases staff motivation and promotes better care outcomes (Bomhof-Roordink et al., 2019). These change management strategies will help in managing the diabetes problem.

Conclusion

Diabetes is a significant health issue that requires attention. The healthcare issue is expensive and affects a vast population. Policies require healthcare providers to screen patients and follow them up to prevent complications. Ensuring research is reliable is an essential step for effective evidence-based practice. Leaders will play important roles in planning, communicating, and supporting staff in implementing change. Diabetes complications are a leading cause of death, yet they can be prevented. Addressing the problem using leadership, care collaboration, change management, and policies will thus be integral.

NURS-FPX4900 Assessment 1 Capella References

• Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers to implementing evidence-based practice in the nursing profession: A literature review. American Journal of Nursing Science, 9(1), 35-42. https://doi.org/10.11648/j.ajns.20200901.16
• American Diabetes Association. (2018). Economic costs of diabetes in the US in 2017. Diabetes Care, 41(5), 917–928. https://doi.org/10.2337/dci18-0007
• Antony, J., Laux, C., & Cudney, E. (2019). Development of Rewards and Recognitions for LSS. In The Ten Commandments of Lean Six Sigma. Emerald Publishing Limited. https://doi.org/10.1108/978-1-78973-687-820191008
• Bomhof-Roordink, H., Gärtner, F. R., Stiggelbout, A. M., & Pieterse, A. H. (2019). Key components of shared decision making models: a systematic review. BMJ Open, 9(12), e031763.
• Ekoe, J. M., Goldenberg, R., & Katz, P. (2018). Screening for diabetes in adults. Canadian Journal of Diabetes, 42, S16-S19. https://doi.org/10.1016/j.jcjd.2017.10.004
• Harding, J. L., Pavkov, M. E., Magliano, D. J., Shaw, J. E., & Gregg, E. W. (2019). Global trends in diabetes complications: a review of current evidence. Diabetologia, 62(1), 3-16. https://doi.org/10.1007/s00125-018-4711-2
• Holtschneider, M. E., & Park, C. W. (2019). Simulation and advanced practice registered nurses: opportunities to enhance interprofessional collaboration. AACN Advanced Critical Care, 30(3), 269-273. https://doi.org/10.4037/aacnacc2019157
• Kremer, H., Villamor, I., & Aguinis, H. (2019). Innovation leadership: Best-practice recommendations for promoting employee creativity, voice, and knowledge sharing. Business Horizons, 62(1), 65-74. https://doi.org/10.1016/j.bushor.2018.08.010
• Massey, C. N., Feig, E. H., Duque-Serrano, L., Wexler, D., Moskowitz, J. T., & Huffman, J. C. (2019). Well-being interventions for individuals with diabetes: A systematic review. Diabetes Research and Clinical Practice, 147, 118-133. https://doi.org/10.1016/j.diabres.2018.11.014
• Neill, M. S. (2018). Change management communication: Barriers, strategies & messaging. Public Relations Journal, 12(1), 1–26.
• Salvage, J., & White, J. (2019). Nursing leadership and health policy: everybody’s business. International Nursing Review, 66(2), 147–150. https://doi.org/10.1111/inr.12523
• Souri, A., Hussien, A., Hoseyninezhad, M., & Norouzi, M. (2022). A systematic review of IoT communication strategies for an efficient smart environment. Transactions on Emerging Telecommunications Technologies, 33(3), e3736. https://doi.org/10.1002/ett.3736
• Spencer, M. S., Kieffer, E. C., Sinco, B., Piatt, G., Palmisano, G., Hawkins, J., Lebron, A., Espitia, N., Tang, T., Funnell, M., & Heisler, M. (2018). Outcomes at 18 months from a community health worker and peer leader diabetes self-management program for Latino adults. Diabetes Care, 41(7), 1414–1422. https://doi.org/10.2337/dc17-0978

NURS-FPX4900 Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations Example 2

Assessing the Problem: Obesity Among African Americans

Obesity is a complex disorder that involves excessive body fat. Obesity is a serious health concern that increases the risk of other diseases and health problems. It increases the risk of heart disease, high blood pressure, diabetes, stroke, and some cancers. The increasing prevalence of obesity poses a significant population health burden globally. Currently, in the US alone, the adult obesity rate stands at 42.4%, the highest ever recorded. The rate of childhood obesity has also increased, with the current rate being 19.3% among children and young people aged 2-19 years.

Obesity prevalence in the US varies in different health populations, socioeconomic factors, races, and ethnic backgrounds. Obesity is often ignored and may compromise healthcare service delivery and population health. Nursing interventions can, therefore, be used to address the situation at individual and population levels. This paper aims to assess the obesity health concern among African Americans from the nursing perspective and propose strategies to address the problem through leadership, collaboration, communication, change management, and policy considerations.

Population Health Problem

Obesity is one of the most prevalent chronic diseases and a leading cause of morbidity (Byrd et al., 2018). African Americans are one of the minority groups in the US. They are one of the populations that record high obesity rates. Different socioeconomic factors such as poverty and discrimination may impact people’s ability to maintain a healthy weight, thus the high prevalence of obesity in minority populations. A report by the Centers for Disease Control and Prevention (CDC) shows that African Americans have the highest obesity rates among US adults, with 49.9% age-adjusted prevalence (CDC.gov, n.d.).

Studies show that the disparities in the prevalence of obesity in racial/ethnic minorities are also associated with other factors such as diet, genetics, physical activity, psychological factors, income, stress, and discrimination, among others. Obesity is a condition that requires the input of a multidisciplinary team to address the concern. It requires lifestyle and behavioral interventions, pharmacologic therapies, and access to bariatric surgeries.

Due to their high costs, health inequalities, and other societal roadblocks, it is difficult for racial and ethnic minority populations to access some of these services, such as pharmacologic therapies and bariatric surgeries. Therefore, obesity among the African American population needs particular focus, and evidence-based interventions must be applied to combat the crisis. The relevance of the problem of obesity to nursing practice is that it is an alarming global health issue that requires evidence-based interventions and research. Nurses are among the healthcare providers participating in research and development of interventions to ensure efficiency and quality of care in addressing health issues across different populations.

Obesity Among African Americans Literature Evaluation

Current practices to manage obesity majorly include obesity screening, diagnosis, and obesity counseling (Kahan, 2018). Screening and diagnosis is the first step in addressing a medical condition. Healthcare providers should screen adults for obesity at least every year and refer obese patients for multicomponent behavioral interventions to attain a healthy weight.

Obesity and weight loss counseling substantially affect weight loss behaviors. These are the effective practices of obesity management. However, other practices, such as pharmacologic therapies and bariatric surgeries, are currently used to manage obesity. As mentioned earlier, the access to obesity healthcare services by minority populations such as African Americans may be compromised by health inequality and high costs (Byrd et al., 2018).

Nursing practice standards reflect nursing values that improve the quality of care delivery and patient outcomes. Literature shows that nursing practice standards and policies have significantly contributed to managing obesity across different health populations. Nurses are responsible for developing care plans and obesity management interventions for patients based on their needs.

According to Schutz et al. (2019), nurses are best suited to give patient-centered obesity education, conduct motivational interviewing, and provide a report to the interprofessional team. Nurses are also trained to develop care plans that consider the psychological aspects of obesity, such as self-esteem, body image, and quality of life, thus encouraging other health benefits and reducing comorbidities in a specific population (Schutz et al., 2019).

Nurses actively participate in all the stages of the policy-making process to ensure it is representative of the health needs of the total population. They provide relevant data during its formulation and pre-evaluation before implementation. Through their participation, nurses help determine areas of improvement and help produce high-quality healthcare policies. Therefore, nurses help improve patient outcomes through viable policies, prevent readmissions through good care quality and prevent illness by offering promotive and preventive health.

Obesity being a worldwide pandemic, nurses play a significant role in its management. Bucher Della Torre et al. (2018) note that individuals with obesity face stigmatization and discrimination in various settings, including healthcare settings. Obese and overweight individuals will likely suffer less educational and career access, low pay, and poor healthcare services. They are also significantly likely to be bullied, fired, teased, or even romantically rejected. Research shows that some healthcare providers, including nurses and dieticians, may have weight bias. They may also have negative stereotypes and associate obese patients with lazy, non-compliant, and undisciplined.

Weight bias is one of the barriers to implementing evidence-based practice in addressing obesity among health minority populations. Therefore, it is essential to avoid weight bias in nursing interventions towards obesity, thus preventing stigmatization and promoting obesity help-seeking behavior, especially among minority groups. Weight bias, especially from healthcare providers, may have severe psychological consequences on the patient. Individuals who encounter weight bias record poor body image, low self-esteem, stress, depression, and other psychiatric disorders.

Nursing theories provide the framework for all interventions in nursing. Younous and Quennell (2019) note that nursing theories enable nurses to evaluate and discern their roles in healthcare. The modeling and role modeling theory ensures that nurses care for and nurture patients while respecting every patient’s uniqueness. The theory will guide my actions during practicum. Since obesity is a bit of a personal condition, the theory will frame my interactions with members of the population.

Based on the literature discussed above, I have noted consistency between research and actual nursing practice. I would know if the data was unreliable, if the literature has insufficient or incomplete information, is not peer-reviewed and if the research measures what it claims to measure. The information in this literature review is reliable since I used peer-reviewed scholarly sources, which fulfill their purpose.

Impact of State Board Nursing Practice Standards and or Organizational/Governmental Policies on Obesity

Health policies may help create various strategies and build environments that promote healthy lifestyles, thus preventing obesity. Care providers can also encourage policy change and environments supporting obesity reduction (Bowen et al., 2018). Various government policies may affect the nursing scope of practice, thus influencing the management of obesity among African Americans. Obesity management requires the attention of RNs and APRNs.

State government bodies produce the nursing practice act (NPA), which regulates nurses’ professional conduct and the scope of practice. Specific government policies also regulate the nurses’ curriculum, affecting the nurses’ scope of practice. However, in some states, the nursing scope of practice restricts the nurses from prescribing anti-obesity medications. However, some states exercise full practice, whereby nurses can evaluate patients, diagnose illnesses, order and interpret diagnostic tests, and prescribe medications. In such states, nurses are even allowed to open clinics, thus increasing healthcare access, especially for healthcare populations.

Leadership Strategies

Leadership is vital in healthcare since it influences care and care activities. Obesity management requires a multidisciplinary approach to ensure good patient outcomes. Obesity management requires the collaboration of the patients, their families, nutritionists, therapists, nurses, physicians, dieticians, and counselors. A participative leadership strategy ensures that all the stakeholders of obesity management are involved in decision-making and setting common goals based on the patient’s needs (Asif et al., 2019). Therefore, patient outcomes are better due to targeting individual patient needs. Patient-centered care through participation enhances patient satisfaction and adherence to behavioral change, thus significantly contributing to the overall outcome.

Participative leadership requires effective coordination and communication. The team leader should communicate the best care plan and interventions based on patient needs to the other team members (Asif et al., 2019). Planning and communication of change will be the best change management strategy to improve care outcomes. Therefore, communication, collaboration, coordination, and an active, participative approach are essential leadership strategies to ensure high-quality patient-centered care.

Conclusion

Obesity is a global health issue that requires consideration at all levels. Current interventions include bariatric surgeries, pharmacologic therapies, and behavioral interventions. Nurses have a role in collecting data for policy-making and evaluating policies to accommodate diverse and complex population needs. The local and national governments greatly influence the nursing scope of practice through the Nursing Practice Act and other acts and regulations. Nurses must be aware of these regulations to ensure interventions in healthcare conform to their stipulations. Nurse leaders should also be aware of leadership strategies to carry out leadership roles, ensuring healthcare institutions’ success in managing obesity.

References

• Asif, M., Jameel, A., Sahito, N., Hwang, J., Hussain, A., & Manzoor, F. (2019). Can leadership enhance patient satisfaction? Assessing the role of administrative and medical quality. International Journal Of Environmental Research And Public Health, 16(17), 3212. https://doi.org/10.3390/ijerph16183318
• Bowen, P. G., Lee, L. T., McCaskill, G. M., Bryant, P. H., Hess, M. A., & Ivey, J. B. (2018). Understanding health policy to improve primary care management of obesity. The Nurse Practitioner, 43(4), 46–52. https://doi.org/10.1097/01.NPR.0000531069.11559.96
• Bucher Della Torre, S., Courvoisier, D. S., Saldarriaga, A., Martin, X. E., & Farpour‐Lambert, N. J. (2018). Knowledge, attitudes, representations, and declared practices of nurses and physicians about obesity in a university hospital: training is essential. Clinical Obesity, 8(2), 122-130. https://doi.org/10.1111/cob.12238
• Byrd, A. S., Toth, A. T., & Stanford, F. C. (2018). Racial Disparities in Obesity Treatment. Current Obesity Reports, 7(2), 130–138. https://doi.org/10.1007/s13679-018-0301-3
• Kahan, S. I. (2018, March). Practical strategies for engaging individuals with obesity in primary care. In Mayo Clinic Proceedings (Vol. 93, No. 3, pp. 351-359). Elsevier. https://doi.org/10.1016/j.mayocp.2018.01.006
• Schutz, D. D., Busetto, L., Dicker, D., Farpour-Lambert, N., Pryke, R., Toplak, H., Widmer, D, Yumuk, V. & Schutz, Y. (2019). European practical and patient-centered guidelines for adult obesity management in primary care. Obesity facts, 12(1), 40-66. https://doi.org/10.1159/000496183
• The Center for Disease Control and Prevention (n.d.). Adult Obesity Facts. https://www.cdc.gov/obesity/index.html
• Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: an integrative review. Scandinavian Journal Of Caring Sciences, 33(3), 540-555. https://doi.org/10.1111/scs.12670

NURS-FPX4900 Assessment 2: Assessing the Problem: Quality, Safety, and Cost Considerations

• In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Report on your experiences during your first two practicum hours.

Introduction

Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

Preparation

In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To 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 research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
  • Review the Practicum Focus Sheet: Assessment 2 [PDF], which provides guidance for conducting this portion of your practicum.

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

Instructions

Complete this assessment in two parts.

Part 1

Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 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. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

• • Whom did you meet with?
    • What did you learn from them?
  • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
    • What did you learn from that review?
  • Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.
    • What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?
      • Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?
      • What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?
    • What changes, if any, did you make to your definition of the problem, based on your discussions?
    • What might you have done differently?

Capella Academic Portal

Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form 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.

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.

• • Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
    • Cite evidence that supports the stated impact.
    • Note whether the supporting evidence is consistent with what you see in your nursing practice.
  • Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.
    • Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.
    • Explain how these standards and/or policies will guide your actions in addressing 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 care quality, patient safety, and cost to the system and individual.
  • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.
    • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
    • Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Use paraphrasing and summarization to represent ideas from external sources.
  • Apply APA style and formatting to scholarly writing.

Additional Requirements

• • Format: Format your paper 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 5 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 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
    • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • 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 can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual.
  • Competency 8: Integrate professional standards and values into practice.
    • Use paraphrasing and summarization to represent ideas from external sources.
    • Apply APA style and formatting to scholarly writing.

NURS-FPX4900 Assessment 3 Instructions: Assessing the Problem: Technology, Care Coordination, and Community Resources Considerations

• In a 5-7 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. In addition, plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Report on your experiences during the second 2 hours of your practicum.

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.

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 defined. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To 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.
  • Review the Practicum Focus Sheet: Assessment 3 [PDF], which provides guidance for conducting this portion of your practicum.

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

Instructions

Complete this assessment in two parts.

Part 1

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. Plan to spend at least 2 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. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 3 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during the second 2 hours of your practicum.

• • Whom did you meet with?
    • What did you learn from them?
  • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
    • What did you learn from that review?
  • Share the process and experience of exploring the effect of the problem on the quality of care, patient safety, and costs to the system and individual.
    • Did your plan to address the problem change, based upon your experiences?
    • What surprised you, or was of particular interest to you, and why?

Capella Academic Portal

Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form 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.

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 Capella Academic Portal 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 Capella Academic Portal 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

• • Format: Format your paper 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.

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 Capella Academic Portal 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-FPX4900 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 Supportpage.

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-FPX4900 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.

Also read: Capella NURS-FPX4010 Assessment 3