Assessment 5 – Intervention Presentation and Capstone Video Reflection

Assessment 5 – Intervention Presentation and Capstone Video Reflection

Hello, everyone, and welcome to my video reflection on my practicum, the creation of my capstone project, and the personal and professional changes throughout the RN to BSN program. In the last few weeks, I practised what I learned in an actual healthcare setting and came up with an ideal capstone project. Follow my journey as I reflect on this process’s lessons, struggles, triumphs, and transformations.

Impact of COVID-19 Intervention on Patient Satisfaction and Quality of Life

Implementing my care plan for Elsa Lucy, a 62-year-old female diagnosed with hypertension and COPD, was effective in enhancing her satisfaction and quality of life. This intervention entailed providing patients with information specific to them, using telehealth in consultations, and engaging the community.

According to the feedback from the patient, Elsa, and her family members, the targeted intervention was efficient. Elsa found the resources helpful and easy to follow, which enhanced her knowledge of the coronavirus and safety precautions based on her disabilities. She appreciated the telehealth consultations and could consult with her healthcare team without risking exposure to COVID-19. Elsa’s nurses also highlighted that more frequent updates and engagement in developing her care plan gave the family a feeling of security and a better understanding of how to address her health issues during the COVID-19 pandemic.

The intervention contributed to the improvement of Elsa’s experience in various aspects. Firstly, the education material tailored to her provided knowledge that helped Elsa take control of her health. This not only affected her anxiety levels positively but also enabled her to follow prescribed preventive measures strictly. Secondly, the telehealth consultations offered Elsa a cost-effective and easily accessible means of getting regular medical consultations. This helped minimize her interactions with others, decreasing her chances of getting infected with COVID-19 while receiving adequate care. Lastly, community resources cover physical, social, and environmental needs that are important for health both now and in the future (Wei et al., 2019). These resources relieved some of the pressure from the community. Hence, Elsa and the rest of her family could concentrate on her wellbeing.

Evidence-Based Practice in Capstone Project Planning and Implementation

Managing COVID-19 in Elsa Lucy involved a keen development, planning, and implementation of each aspect of the project based on studies and evidence. The approach allowed the intervention to be based on the most recent and accurate scientific evidence.

In analyzing the literature, I evaluated different peer-reviewed articles and other clinical guidelines related to COVID-19, hypertension, and COPD. I used qualitative works from The Lancet, Journal of the American Medical Association (JAMA), and Chest, with synthesized quantitative data that established the risk factors of COVID-19, preventive measures, and management of patients with underlying diseases (Auener et al., 2020). For example, one study done in The Lancet Respiratory Medicine proved the necessity of using remote supervision and telehealth to study chronic respiratory diseases during the pandemic, which guided the work of the telehealth segment of the intervention (Ciotti et al., 2020).

Evidence-based principles (EBP) were considered in the project as they play an essential role in any health intervention. EBP prioritizes synthesizing scientific literature, clinical experience, and patient preferences. This principle worked on the project as a guideline. For instance, consultation through telehealth was adopted since it provides continuity of care without compromising on the COVID-19 flare-up (Whitebird et al., 2023). Moreover, the use of community resources was supported by literature from Newham and Hewison (2021) that stated that strategies for managing social factors of health enhance patient outcomes efficiently. Using the resources followed the EBP principles by incorporating the patient’s preferences as suggested in their care. To meet Elsa’s unique needs, she was asked for ideas and suggestions on what kind of intervention would suit her best. This made the proposed intervention contextual and appropriate, making Elsa more involved with and compliant with the care plan.

Healthcare Technology in the Capstone Project: Successes and Future Opportunities

In my capstone project, healthcare technology advanced the outcomes and the interaction with Elsa Lucy. The key technologies used were telehealth solutions, remote health monitoring devices, and technology-enhanced learning resources. Telehealth platforms enabled regular virtual consultation so Elsa could receive constant medical check-ups without getting COVID-19. These consultations helped track her symptoms, modify her treatment regimen, and get immediate recommendations.

Electronic devices like digital blood pressure and pulse oximeters to monitor Elsa’s condition in real time were used for remote monitoring. She used this data to brief her healthcare team and effectively treat her conditions and illnesses whenever they arose. These devices enabled any complications to be identified early to avoid exacerbations and frequent hospitalizations (Cheng et al., 2020). Additionally, personalized Web sites and applications and self-paced instructional activities helped Elsa to expand her knowledge about COVID-19, its threats, and protective behaviours and practices for her two chronic illnesses. These tools were essential in making Elsa knowledgeable, hence improving her compliance with the safety measures and care processes.

However, there were potential areas for the advancement of healthcare technology used in future practice. It is important to connect different technologies applied in healthcare for better data and information exchange between healthcare facilities and practitioners. Increasing the availability of clear and accessible technologies for those patients with lower literacy levels or poor technology could prevent the creation of further divisions in healthcare services. In addition, embracing accurate data and machine learning could better individualize care plans using data from actual situations and potential outcomes (Farsalinos et al., 2021).

The Influence of Health Policy on Capstone Project Planning and Implementation

The intervention and implementation of my capstone project were highly affected by health policy. Some of the topics covered were the guidelines provided by the Centers for Disease Control and Prevention (CDC) on ways to prevent infections and payment for telemedicine by Medicare and Medicaid. Measures involving infection control are highlighted in the CDC guidelines, and these were upheld as part of the intervention to reduce Elsa’s chances of getting COVID-19. These guidelines were important in defining details on how patients should be managed safely during the project, and protocols for contactless patient care were among them (Whitebird et al., 2023).

Moreover, the policies on reimbursement for telehealth were utilized in implementing virtual consultations. These measures were enacted during the pandemic and expanded over time; hence, telehealth services were sustainable for consumers and practitioners. They ensured a timely and safe physical examination of Elsa’s health, timely use of interdisciplinary team meetings, and compliance with physical distancing guidelines. They also influenced policy formulation as data on how telehealth and remote monitoring work in chronic disease management in a pandemic was presented in the project. Therefore, telehealth policies should be continued and integrated as a permanent solution in the provision of services.

During my practice as a baccalaureate-prepared nurse, I noticed that nurses are involved in the process of, and have an impact on, the formulation of health policies and implementation. Since nurses already observe and document the outcomes of current policies in practice, they contribute to the policy-making process by sharing these insights to inform policy changes. Moreover, most nurses advocate for patient-centred care, and they observe the healthcare system’s challenges closely, making them pivotal actors when it comes to crafting sound and feasible policies in the field of health.

Evaluating Capstone Project Outcomes and Future Implications

The findings of this capstone project on managing Covid 19 for Elsa Lucy are quite in line with my expected results. I expected the intervention to have a positive impact on Elsa’s health, and the findings revealed that it enhanced her health and satisfaction levels. Overall, the telehealth consultations and remote monitoring helped her control her hypertension and COPD without a high chance of COVID-19 exposure. However, some part of the work was accomplished beyond my expectations. Integration and compliance of Elsa to the intervention were slightly higher than anticipated because of the educational material provided and the convenience of telehealth. Thus, her family’s active participation and positive feedback also exceeded the expected levels, which proves that these technologies should be further applied.

Nevertheless, some areas failed to meet expectations. Emergency remote monitoring devices sometimes did not send data properly. As a result, pointing either toward a lack of better hardware technology or a lack of proper patient education. Furthermore, initial barriers such as unfamiliarity with telehealth also meant more work in patient sensitization and calming than anticipated.

Considering the success and positive feedback, there is strong potential for adopting the intervention as a best practice, particularly in managing chronic conditions during pandemics. The effectiveness of telehealth and remote monitoring in providing continuous care while ensuring patient safety is well-documented, supporting broader adoption in similar settings (Whitebird et al., 2023). Subsequently, the intervention’s generalizability is high, given the commonality of hypertension and COPD among elderly patients. The strategies used can be applied in various healthcare settings, provided there is access to telehealth infrastructure and remote monitoring tools. These approaches can benefit many patients with chronic conditions, not just those at high risk for COVID-19 (Whitebird et al., 2023).

I spent 5 hours on this project, including 2 hours educating Elsa and her family on using the telehealth platform, 1 hour in telehealth consultations, 1 hour in data review and intervention adjustments, and 1-hour gathering feedback and providing additional support. This time investment was crucial in ensuring the intervention’s success and gathering valuable insights for future improvements.

Personal and Professional Growth in Capstone Project and RN-to-BSN Program

            In the course of completing my capstone project and through the entire course of the RN-to-BSN program, I have undergone a transformative process, personally and professionally, in the aspects of ethical care and professional conduct. Ethical care is something I have always kept in mind when studying and practising in this program, and especially when planning and performing my capstone project. Following a patient’s right to autonomy, the principles of beneficence and non-maleficence were considered in every single decision related to Elsa’s healthcare. This meant having her consent for telehealth consultations, being mindful of her preferences on care and management, and keeping her safe during her interactions with care providers. By applying ethical principles in this decision-making process, the quality of the care that I offered to Elsa was improved, and the relationship and communication between Elsa and me were boosted.

Another aspect that developed was maintaining all the professional codes as expected from a professional nurse. Over the course of the program, I ensured that I maintained professionalism and conduct by adhering to the nursing code of ethics. I incorporated this core competency throughout the capstone project by following various guidelines of EBP, conducting the case study, effectively communicating with Elsa and her family, and frequently assessing the impact of the intervention. Moreover, I conducted an active, reflective practice aiming to capture what contributed to good practice and areas that needed feedback or enhancement from students and faculty.

Some of the personal growth areas that I am most proud of were the changes in my critical thinking approach, the increase in my understanding of EBP, and the changes in my leadership and communication skills. They helped me develop my capstone project by coming up with the best ideas that can shape my future nursing practice.

References

Auener, S., Kroon, D., Wackers, E., Van Dulmen, S., & Jeurissen, P. (2020). COVID-19: a window of opportunity for positive healthcare reforms. International Journal of Health Policy and Management, 9(10), 419. https://doi.org/10.34172%2Fijhpm.2020.66

Cheng, C., Barceló, J., Hartnett, A. S., Kubinec, R., & Messerschmidt, L. (2020). COVID-19 government response event dataset (CoronaNet v. 1.0). Nature human behaviour, 4(7), 756-768. https://doi.org/10.1038/s41562-020-0909-7

Ciotti, M., Ciccozzi, M., Terrinoni, A., Jiang, W. C., Wang, C. B., & Bernardini, S. (2020). The COVID-19 pandemic. Critical reviews in clinical laboratory sciences, 57(6), 365-388. https://doi.org/10.1080/10408363.2020.1783198

Farsalinos, K., Poulas, K., Kouretas, D., Vantarakis, A., Leotsinidis, M., Kouvelas, D.,Tsatsakis, A. (2021). Improved strategies to counter the COVID-19 pandemic: Lockdowns vs. primary and community healthcare. Toxicology Reports, 8, 1-9. htps://doi.org/10.1016/j.toxrep.2020.12.001

Newham, R., & Hewison, A. (2021). Covid-19, ethical nursing management and codes of conduct: An analysis. Nursing ethics, 28(1), 82-90. https://doi.org/10.1177/0969733020988316

Wei, E. K., Long, T., & Katz, M. H. (2021). Nine lessons learned from the COVID-19 pandemic for improving hospital care and healthcare delivery. J MA Internal Medicine, 181(9), 1161-1163. 10.1001/jamainternmed.2021.4237

Whitebird, R. R., Solberg, L. I., JaKa, M. M., Kindt, J. M., Bergdall, A. R., LaPlante, B., & Dehmer, S. P. (2023). The impact of COVID-19 on patients receiving care coordination in primary care: a qualitative study. The Journal of the American Board of Family Medicine, 36(4), 662-669. https://doi.org/10.3122/

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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 throughout your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or groups in the Capella Academic Portal Volunteer Experience Form.

Assessment 5 – Intervention Presentation and Capstone Video Reflection

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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.