Intervention Presentation and Capstone Video Reflection
Hello, and welcome to today’s presentation. We will begin by assessing the impact of the intervention on the patient and her family. We will then describe how the research was conducted then evaluate the use of healthcare technology in the capstone project. After that, we will explain the impact of health policy on the capstone project. We will then explain whether the outcomes are consistent with initial predictions. Finally, we will assess the impact of the project on personal and professional growth.
The Contribution of my Intervention to Patient Satisfaction and Quality of Life
The patient is a 65-year-old African-American female patient with type 2 diabetes mellitus (DM). She has lived with the disease for the past twenty years. According to her family, she forgets to take her medication, significantly impacting her adherence to the treatment plan. Currently, she presents with altered mentation, sunken eyes, decreased skin turgor, and delayed capillary refill. Diagnostic values reveal a plasma glucose level of 610 mg/dl and serum osmolality of 330 mOsm/kg. These features suggest a hyperosmolar hyperglycemic state due to poor glycemic control.
The intervention entails lifestyle modification and achieving tight glycemic control. The patient and her family acknowledged that the intervention would improve patient outcomes. According to them, they would adhere to the intervention because I had involved them actively in its formulation. The intervention was patient-centered and fulfilled her preferences. The patient’s family recognized that they were key stakeholders in the treatment process and promised to enforce medication adherence. The patient and her family admitted that they had never used telehealth technology. However, they were willing to embrace mobile health features to optimize adherence to the treatment plan and gain a better understanding of type 2 DM.
Impact of Intervention on Patient and Family’s Experience
At this point, I would like to explain how the intervention impacts the patient and family’s experience. Firstly, Forouhi and Wareham, writing in 2019, report that lifestyle modification and tight glycemic control are associated with a lower incidence of acute and chronic complications. As such, the number of hospitalizations will reduce. Reduced hospitalizations due to diabetic complications will lower treatment costs. Furthermore, a lower incidence of acute and chronic complications will improve the patient’s quality of life. Secondly, Wong, Wang, and Manoharan writing in 2021, reported that the use of telehealth will optimize patient care. Wearable devices and videoconferencing will allow healthcare providers to monitor the patient continuously. Mobile health will enhance adherence to the treatment plan via reminders.
Evidence and Peer-Reviewed Literature
I embraced the principles of evidence-based practice in my capstone project. These principles include formulating a clinical problem, conducting research, appraising findings, applying the findings, and evaluating the intervention. In this context, the clinical problem is type 2 DM. I conducted research by accessing online databases. Notably, I used Google Scholar and PubMed to access peer-reviewed articles. I used the CRAAP (currency, relevance, accuracy, authority, purpose) model reported by Esparrago-Kalidas (2021) to appraise my sources and findings. I ensured that I selected articles published from 2019 to 2022. The articles were accurate, and the findings were generalizable. The purpose, goals, and objectives of the article were relevant to the clinical problem (type 2 DM). I used evidence from these articles to formulate my evidence-based intervention. Afterward, I engaged the patient and her family to ensure the intervention was implemented successfully. I then monitored the patient to evaluate the success of the intervention.
Leverage of Health Care Technology
At this point, I will discuss the use of healthcare technology in the capstone project. I embraced telehealth technology in my project. Consistently, I used mobile health, videoconferencing, and wearable devices. Writing in 2019, Shan, Sarkar, and Martin report that mobile health is relevant because it promotes adherence to the treatment plan and provides patient education and reminders via mobile applications such as BlueStar. Writing in 2019, Shan, Sarkar, and Martin report that videoconferencing allows healthcare providers to conduct real-time sessions with patients. As such, timely interventions are made to improve patient outcomes and adherence to the treatment plan. According to a report in 2019 by Shan, Sarkar, and Martin 2019, wearable devices allow healthcare providers to monitor patients remotely. By so doing, continuous patient follow-up is achieved.
Consistently, stakeholders should uphold various techniques to optimize the use of healthcare technology in future practice. Firstly, they should educate patients to improve healthcare technology literacy. Secondly, they should advocate for multistate licensure to ensure that patients and healthcare providers from other states can access healthcare services. Thirdly, they should collaborate with relevant institutions to avail quality internet coverage.
Impact of Health Policy
I embraced the provisions of the National Clinical Care Commission Framework for Diabetes Prevention and Control (NCCCFDPC) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) in my capstone project. Writing in 2022, Schillinger, Bullock, and Herman report that NCCCFDPC advocates for patient education, policies and standard operating procedures, patient-centeredness, evidence-based practice, and medication adherence. On the other hand, Moore and Frye, writing in 2019, reported that HIPAA requires healthcare providers to ensure that personal health information remains discreet. NCCCFDPC allowed me to formulate an evidence-based, patient-centered treatment plan. On the other hand, HIPAA directed my actions when using telehealth technology. I ensured that the patient’s data was secure and remained private and confidential.
Inarguably, nurses are key participants in the process of formulating policies. To accomplish this, they collaborate with other stakeholders. For instance, they are key members of workplace committees involved in the development of progressive policies. By so doing, they advocate for legislation that optimizes care delivery to patients with DM. This entails issues such as resource allocation and recruitment of adequate nurses to avert shortages.
Capstone Project Outcomes Versus My Initial Predictions
Allow me to explain whether the capstone’s outcomes are consistent with my predictions. The capstone project’s outcomes are consistent with my predictions. At the beginning of the project, I envisioned formulating a patient-centered intervention for the patient and her family. I used the principles of evidence-based practice to formulate the intervention entailing lifestyle modification and tight glycemic control. This intervention incorporates telehealth technology. The patient and her family acknowledged that the intervention was holistic and patient-centered and that it would improve the patient’s outcome. The intervention will be adopted as a best practice. Forouhi and Wareham, writing in 2019, report that lifestyle modification allows the patient to achieve as tight glycemic control and avert comorbidities. Forouhi and Wareham, writing in 2019, report that dietary modification averts fluctuation in plasma glucose levels, whereas physical activity reduces the risk of cardiopulmonary complications. Forouhi and Wareham, writing in 2019, report that tight glycemic control is achieved by adherence to an evidence-based treatment plan. The intervention is generalizable and can be used to manage diabetic patients in other healthcare settings. Its generalizability is dependent on care coordination. Healthcare providers should work in concert to achieve care coordination and improve the quality of service delivery. I spend four hours with the patient and her family. During this interaction, the patient expressed her satisfaction with the intervention because it fulfills her needs and preferences. Notably, the patient and her family were willing to embrace telehealth in the treatment process.
Personal and Professional Growth
To conclude, I will assess my personal and professional growth. The provisions of the American Nursing Association enabled me to embrace nursing ethics, cultural congruence, and professionalism. I embraced beneficence and non-maleficence by providing holistic care using an evidence-based intervention. To achieve autonomy, I involved the patient and her family in the treatment process. I demonstrated justice using a non-discriminatory approach when interacting with the patient and her family. Cultural congruence enabled me to provide holistic care that addressed all of the patient’s needs.
Additionally, cultural congruence enabled me to collaborate with other healthcare providers from diverse backgrounds in the formulation of the intervention. This project provided an opportunity for growth in various sectors. Firstly, I learned the principles of evidence-based practice. This involved seeking information from online databases and appraising the sources using the CRAAP criteria. Evidence-based practice is key because it ensures that the best practices are implemented. Secondly, I familiarized myself with various governmental policies that impact care provision to diabetic patients. Nurses and other healthcare providers should uphold these policies to avoid legal implications.
References
Esparrago-Kalidas, A. J. (2021). The Effectiveness of CRAAP Test in Evaluating Credibility of Sources. International Journal of TESOL & Education, 1(2), 1–14. https://i-jte.org/index.php/journal/article/view/25
Forouhi, N. G., & Wareham, N. J. (2019). Epidemiology of Diabetes. Medicine (United Kingdom), 47(1), 22–27. https://doi.org/10.1016/j.mpmed.2018.10.004
Moore, W., & Frye, S. (2019). Review of HIPAA, Part 1: History, Protected Health Information, and Privacy and Security Rules. Journal of Nuclear Medicine Technology, 47(4), 269–272. https://doi.org/10.2967/JNMT.119.227819
Schillinger, D., Bullock, A., & Herman, H. W. (2022). An All-Of-Government Approach To Diabetes: The National Clinical Care Commission’s Report To Congress. https://www.healthaffairs.org/do/10.1377/forefront.20220111.855646/
Shan, R., Sarkar, S., & Martin, S. S. (2019). Digital health technology and mobile devices for the management of diabetes mellitus: state of the art. Diabetologia, 62(6), 877–887. https://doi.org/10.1007/s00125-019-4864-7
Wong, V. W., Wang, A., & Manoharan, M. (2021). Utilization of telehealth for outpatient diabetes management during the COVID-19 pandemic: how did the patients fare? Internal Medicine Journal, 51(12), 2021–2026. https://doi.org/10.1111/imj.15441
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Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection
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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 groups in the Capella Academic Portal Volunteer Experience Form.
Intervention Presentation and Capstone Video Reflection
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 the Capella Academic Portal.
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 courtroom 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 healthcare technology in your capstone project to improve outcomes or communication with the patient, family, or group.
Identify opportunities to improve healthcare 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 groups 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 on 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 groups in the Capella Academic Portal Volunteer Experience Form.
Competency 4: Apply health information and patient care technology to improve patient and system outcomes.
Assess the degree to which one successfully leveraged healthcare 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 the 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.