Intervention Presentation and Capstone Video Reflection

Hello, and welcome to my Capstone Project reflection. I am [Your Name], and I will present my RN-to-BSN Capstone Project today, with a specific theme of depression management. As a Capstone Project, I have had an opportunity to explore patient care, evidence-based practice, technology in healthcare, and health policy, in addition to contributing to my development and growth professionally and personally: Intervention Presentation and Capstone Video Reflection.

In this video, I will introduce to you the most significant aspects of the project, including an analysis of how I assessed the patient and family’s needs, feedback received, integration of evidence-based practice, use of technology in healthcare, and impact of health policies in shaping the development of the project. I will conclude with a reflection of my development as a nurse and nursing’s guiding principles and their impact in shaping the development of the intervention.

Assessing the Contribution of the Intervention

Depression is a global health concern with an impact on millions and their family worldwide. According to the World Health Organization (2023), an estimated 280 million suffer from depression worldwide. Depression impacts persons’ mental, physical, and social lives, with a consequence of social isolation, family tension, and financial strain, as noted by Chand and Arif (2023).

With my Capstone Project, I desired to manage depression in a manner that not only aided an individual patient but, in addition, aided a patient’s family and community at large. By providing educational tools for family use in terms of an awareness of depression, its reduction, and increased dialogue, the intervention hoped to enrich patient and family life and patient satisfaction for persons living with depression.

Notably, the feedback from family members and patients who underwent intervention was generally positive. Patients and family members stated that they felt empowered to manage depression with heightened dialogue and awareness. This feedback is an indication that intervention facilitated increased family satisfaction through heightened awareness regarding depression and ease in discussing mental health in family settings.

According to feedback, depression-related stigma was reduced through the use of a brochure, creating a supportive family environment, and increased compliance with therapy, as indicated by Phillips et al. (2022). This agrees with enhancing the patient and family experience through an open, nonjudgmental discussion regarding mental health in family settings.

Enhancing the Patient and Family Experience

In addition to providing educational information, the intervention covered how to create an environment in which both family members and patients were empowered to manage depression. Intervention discussions on mental illness and suggestions on how to aid others improve the patient and family experience to a higher degree. For example, a brochure gave out tips for discussing depression sensitively and thus helped family members know how they should best care for ailing family members.

Furthermore, the healthcare technology element introduced a new aspect to family life. As an accessible alternative to traveling and waiting, telehealth service was prioritized. As a study by Mechanic et al. (2021) noted, telehealth provides mental care access for rural and deprived communities. Magwood et al. (2024) stated that mobile programs that provide guided CBT (i.e., Woebot, CBT-I Coach) allow patients to work at their own pace and take charge of mental wellness. Including such tools in intervention, I ensured that families could access expert care and home care tools.

Use of Evidence-Based Practice

Working on this project was very rewarding, and the best part was the combination of bringing actual life intervention and practicing evidence-based practice. Peer-reviewed articles on depression and psychotropic or other forms of intervention, such as the use of wearables and telehealth, were also used in support of the intervention.

I prioritized early intervention, which is essential to doing evidence-based practice and good depression management and to long-term success despite a dearth of practitioners with a lot of experience. In the project, I also educated families in the brochure about the early symptoms of depression. I also complied with studies that found that early intervention has positive results and encourages them to seek care early.

The intervention was guided by evidence-based practice, not only technology. Liao et al. (2020 and Snoswell et al. (2020) studies show that telehealth and wearable technology can help with adequate mental health symptom management. Continuous monitoring of depression symptoms through telehealth and wearable technology, along with immediate feedback and realignment of interventions when they are needed. Including these factors within the intervention guaranteed that the project would be based on the most modern evidence in mental health care.

Leveraging Health Care Technology

The leverage of healthcare technology provided the foundation for this intervention’s effectiveness. According to Snoswell et al. (2020), telehealth consultations and mental health applications enable patients to obtain professional services remotely. This is particularly helpful for patients who would find it difficult to attend in person, such as those who have transportation issues. Using mobile applications like Woebot and CBT-I Coach, patients had a comfortable and convenient means to interact with the content, and this allows for ongoing care and keeps them from discontinuing treatment.

The intervention, as it stands, included wearable sensors tracking sleep, activity, and stress along with these technologies. According to Liao et al. (2020), these technologies provide helpful information that enables patients and clinicians to watch the mental health progress and change treatment. By periodically checking these key metrics, patients can now help better control the course of their care and, in doing so, improve the whole patient experience. As healthcare technology continues to develop, there is the possibility of incorporating this part of the intervention more interactively, for example, virtual support groups or live consultations with mental health professionals.

Health Policy and its Influence on the Intervention

The definition of the intervention was primarily rooted in the policy context of health. The intervention was developed under the Affordable Care Act (ACA) and the Mental Health Parity and Addiction Equity Act (MHPAEA). According to Chand and Arif (2023), the Affordable Care Act (ACA) allowed insurance companies to list mental health care as an essential benefit, allowing hospitals to cover the expenses of the services included in the brochure. In addition, the parity provision of the MHPAEA lowered another significant economic barrier for treatment — equalizing mental and physical health services coverage.

Therefore, by synchronizing the interventions with these policies, I could better educate families on how to get care appropriately and minimize the financial barriers associated with engaging in seeking mental health treatment. The intervention was as effective as it was compliant with health policy because that policy shapes the environment in which working people are needed. Additionally, the intervention facilitated the development of policies in the sense that the families became aware of these policies that enable access to mental healthcare and make optimum use of them.

Outcomes and Expectations

The results of my Capstone Project generally went as I initially expected. The families involved showed greater awareness of depression, better communication, and less stigma regarding mental illness. Telehealth and mobile app use were more than expected because these technologies greatly facilitated access to care and enabled patients to self-manage their symptoms.

The technology component did not fare well in accessibility because some families did not have the resources and capacity to utilize the tools effectively. This inequality indicates a need for extra support in the use of technology. In terms of adoption as a best practice, the intervention can be adopted at scale.

Its integration of education, technology, and stigma reduction can be applied to any setting, for example, clinics and schools. In addition, the fact that the intervention is scalable makes it adaptable for diverse populations, such as those in underserved communities. I utilized 3 practicum hours of direct contact with healthcare workers and families to refine the intervention further. I have entered these practicum hours on the Capella Academic Portal Volunteer Experience Form.

Personal and Professional Growth

Through this Capstone Project and during the RN-to-BSN program, I have experienced incredible personal and professional development. Professionally, I have a greater understanding of the intricacies of mental health care and the importance of patient-centered interventions. The project development and implementation process increased my skills in evaluating patient and family needs, working with interdisciplinary teams, and operationalizing evidence-based practices into practice settings.

I am content with incorporating healthcare technology into the intervention and utilizing it to enhance patient outcomes. This project has motivated me to keep seeking ways to include technology in my nursing practice.

One area that I have mainly been proud of is how I delivered ethical care and upheld professional standards. The design for this intervention was based on the foundational nursing ethical principles of beneficence, nonmaleficence, and respect for autonomy. Families have been granted the information and resources that will enable them to deal with depression, and thus, I intervened in practical and patient autonomy-respected care decisions.

Conclusion

The Capstone Project has been rewarding and life-changing. The use of healthcare technology, adherence to health policy, and incorporation of evidence-based practice enabled me to create an intervention on topics related to relevant depression management. The intervention improved satisfaction and quality of life, as indicated by the feedback of the patients and their families. I plan to continue to utilize these lessons to provide excellent patient care.

Thank you.

References

Chand, S. P., & Arif, H. (2023). Depression. PubMed; StatPearls Publishing. https://pubmed.ncbi.nlm.nih.gov/28613597/

Liao, Y., Thompson, C., Peterson, S., Mandrola, J., & Beg, M. S. (2020). The Future of Wearable Technologies and Remote Monitoring in Health Care. American Society of Clinical Oncology Educational Book, 39(39), 115–121. https://doi.org/10.1200/edbk_238919

Magwood, O., Saad, A., Ranger, D., Volpini, K., Rukikamirera, F., Rinila Haridas, Shahab Sayfi, Alexander, J., Tan, Y., & Pottie, K. (2024). Mobile apps to reduce depressive symptoms and alcohol use in youth: A systematic review and meta‐analysis: A systematic review. Campbell Systematic Reviews, 20(2). https://doi.org/10.1002/cl2.1398

Mechanic, O. J., Persaud, Y., & Kimball, A. B. (2021). Telehealth Systems. PubMed; StatPearls Publishing. https://pubmed.ncbi.nlm.nih.gov/29083614/

Phillips, R., Durkin, M., Engward, H., Cable, G., & Iancu, M. (2022). The Impact of Caring for Family Members with Mental Illnesses on the caregiver: a Scoping Review. Health Promotion International, 38(3). https://doi.org/10.1093/heapro/daac049

Snoswell, C. L., Taylor, M. L., Comans, T. A., Smith, A. C., Gray, L. C., & Caffery, L. J. (2020). Determining if Telehealth Can Reduce Health System Costs: Scoping Review. Journal of Medical Internet Research, 22(10). https://doi.org/10.2196/17298

World Health Organization. (2023, March 31). Depressive disorder (depression). World Health Organization; World Health Organization. https://www.who.int/news-room/fact-sheets/detail/depression

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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] 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.

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 [email protected] 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 following course competencies and 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 documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.
• 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 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.