Intervention Presentation and Capstone Video Reflection

Intervention Presentation and Capstone Video Reflection

Hello, and welcome to today’s tutorial on various aspects of an intervention developed to manage a patient with Alzheimer’s disease. To begin with, we will evaluate the impact of the intervention on the patient. We will then explore the process of research and the use of evidence. We will then analyze how the intervention embraces technology, explore the impact of various policies, and evaluate the project’s outcomes. Finally, we will evaluate professional and personal growth.

Impact of the Intervention on Patient Satisfaction and Quality of Life

The patient is a seventy-four-year-old Hispanic American with AD. She is accompanied by her spouse and two children. According to her family, the patient was diagnosed with AD five years ago. They report that she has struggled with medication adherence for the past five years. Currently, she presents with muscle twitches, confusion, and vocalization of repetitive statements. Further evaluation reveals that the patient experiences difficulty recognizing her children. Her spouse reports that the patient has demonstrated anterograde amnesia over the past two months. Her thought process and impulse control are preserved. As such, the patient is likely to have moderate Alzheimer’s disease.

The intervention involved changing the patient’s lifestyle and using pharmacotherapy. Firstly, in 2021, Galvin, Aisen, Langbaum, Rodriguez, Sabbagh, Stefanacci, Stern, and Vassey reported that pharmaceutical methods offer symptomatic management for AD. These methods (pharmacotherapy) produce the best results for persons with mild to moderate AD. As a result, an improved prognosis for AD can be achieved with early diagnosis and treatment. This is relevant because the patient presented with manifestations of moderate AD.  Regarding pharmacological methods, my intervention enhanced medication adherence by utilizing telehealth strategies such as audio messages and alarms, as reported by De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini in 2021. Secondly, lifestyle modification focuses on eating habits and exercise. Writing in 2021, Galvin, Aisen, Langbaum, Rodriguez, Sabbagh, Stefanacci, Stern, and Vassey reported that dietary guidelines include plans with alkylidene, fresh produce, and a moderate amount of simple carbohydrates. Also, optimal cardiorespiratory activity reduces AD-related brain atrophy.

The patient and her family were intrigued by the intervention. They reported that this would be their first encounter with telehealth technology. Notably, they looked forward to embracing recorded message reminders and alarms to improve adherence to the treatment plan. Also, the patient and her family were excited about using videoconferencing to provide real-time consultative sessions. They admitted that this would create flexibility in access to healthcare. Regarding lifestyle modification, the patient and her family were willing to engage in at least three weekly sessions of moderate physical activity. According to them, they were ready to adhere to the care plan because they were actively involved in the formulation of the plan. Furthermore, the plan was individualized for the patient.

The intervention enhances patient and family experiences. Firstly, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini, writing in 2021, reported that the use of telehealth increases access to healthcare services by eliminating the need for in-person visits. Ease of access to healthcare is associated with better control of the disease and optimized patient outcomes. Ease of access to healthcare services will be facilitated by videoconferencing and mobile health. Secondly, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini, writing in 2021, reported that using mobile health features such as message reminders improves compliance with the treatment plan, hence better patient outcomes. As such, the intervention will reduce patient hospitalizations and lower healthcare costs.

Evidence and Peer-Reviewed Literature

Now, I would like to discuss the use of evidence in the formulation of my capstone project. Firstly, I sought my evidence from scholarly websites and online databases. Regarding scholarly websites, I used websites published by governmental departments, industrial bodies, universities, and research institutions. These websites end in domains such as .edu, .org, and .gov. Regarding online databases, I used PubMed and Google Scholar. These databases contain peer-reviewed journal articles that guided my research. Furthermore, the databases allow the user to customize searches. For instance, the user can select the type of articles and specify the currency of the journal articles. I used specific words to search to obtain relevant evidence. For instance, I used words such as “telehealth” and “Alzheimer’s disease.”

I evaluated the credibility of my peer-reviewed articles using the CRAAP test. Writing in 2021, Esparrago-Kalidas reports that CRAAP represents the currency, relevance, accuracy, authority, and purpose of an article. To begin with, I selected websites with updated and revised information and articles published within the last five years. Furthermore, I evaluated each article and website to determine its relevance to my capstone topic. In this context, I selected sources that provide pertinent information about Alzheimer’s disease. Additionally, I verified the authority of websites by checking their domains and verifying the publisher. To evaluate the authority of journal articles, I checked the credentials of authors and their affiliated organizations. I determined the accuracy of the journal articles by checking for the generalizability of information and the presence of typographical and grammatical errors. Lastly, I determined the purpose of each article and website by checking its relevance to my capstone topic.

Various principles of evidence-based practice guided my capstone project. SCstatehouse.gov (n.d.) reports that these principles include needs assessment, intrinsic motivation, development of an intervention, skill training, positive reinforcement, community support, evaluation, and performance feedback. Needs assessment enabled me to determine the problem of concern and its relevance. In this context, the problem of concern is Alzheimer’s disease. Intrinsic motivation guided my interaction with the patient and her family members. At the end of the interaction, the patient and her family understood the impact of poorly managed AD and were willing to adopt an evidence-based intervention to manage the disease. Skill training enabled me to embrace therapeutic communication to effectively collaborate with the patient and her family. Furthermore, I educated family members on the importance of their involvement in the treatment process and the appropriate use of telehealth technology. Positive reinforcement ensured that the patient and her family remained focused on the intervention, whereas community support enabled them to learn about local community resources. I will evaluate the impact of my capstone project and provide timely feedback.

Health Care Technology

At this point, I will explain how my capstone project embraced healthcare technology. My capstone project embraced telehealth technology. Writing in 2021, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini reported that this technology uses strategies such as videoconferencing, wearable technology, and mobile health to optimize healthcare services. Firstly, I embraced mobile health, which encourages compliance with the treatment plan and enhances communication. Patients and their families can record reminder messages and play them again at predetermined intervals. Alternatively, healthcare providers can send reminder messages periodically. Writing in 2021, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini reported that wearable technology makes remote patient monitoring possible. Wearable technology can be used to track patients’ behaviors, including their physical activity, sleep, and dietary plans. Writing in 2021, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini reported that videoconferencing impacts the management of Alzheimer’s disease by improving access to healthcare. This is achieved by eliminating physical barriers between patients and healthcare providers. For example, patients can use real-time sessions to ask questions about how to administer medications.

All stakeholders should work concertedly to optimize the use of healthcare technology in the future. This can be achieved via various strategies. Firstly, in 2020, Drees reported that adequate training should be provided to patients and healthcare providers. Training will increase digital literacy among healthcare providers and patients. By so doing, it will create buy-in to interventions involving the use of healthcare technology. Secondly, in 2020, Drees reported that stakeholders should champion multistate licensure to allow users in different states to use healthcare technology such as telehealth. Multistate licensure will reform healthcare delivery via technology by increasing access to healthcare services. Furthermore, it will promote information sharing and an interdisciplinary approach to the decision-making process. Thirdly, efforts to avail cost-effective internet coverage will improve the use of healthcare technology.

Health Policy

Allow me to explain the impact of policy on the development and implementation of my capstone project. The first policy is the National Alzheimer’s Project Act (NAPA). HHS.gov (n.d.) reports that NAPA aims to formulate a national plan to address Alzheimer’s disease and other forms of dementia. To accomplish this, HHS.gov (n.d.) reports that NAPA advocates for care coordination, culturally congruent services, holistic care, evidence-based treatment approaches, and collaboration. I embraced the provisions of NAPA by formulating a patient-centered intervention. To achieve holistic care, I engaged the patient and her family in the formulation of the treatment plan. I sought evidence from peer-reviewed articles and organizational websites to develop the best intervention for the patient.

The Health Insurance Portability and Accountability Act (HIPAA) is the second policy that impacted the development of my capstone project. Writing in 2022, Edemekong, Annamaraju, and Hayde report that HIPAA’s provisions apply to covered entities involved in the electronic transmission of patients’ data. According to HIPAA, personal health information should be kept secure, private, and confidential. Writing in 2022, Edemekong, Annamaraju, and Hayde report that this entails information that identifies patients, their diagnoses, treatment plans, or laboratory tests. Also, Edemekong, Annamaraju, and Hayde (writing in 2022) report that a breach of HIPAA’s provisions is likely to attract legal proceedings and penalizations. HIPAA was relevant to my capstone project because my intervention embraces telehealth technology. As such, the patient’s personal health information (PHI) was kept private and confidential. Also, I will not share the patient’s PHI with unauthorized people.

Nurse practitioners work in concert with various stakeholders to influence policy formulation. For example, they could collaborate with elected officials (such as members, elected representatives, and senators) to introduce legislation that promotes the security and welfare of AD patients. Additionally, nurse practitioners participate in workplace committees where they interact with other multidisciplinary team members to develop organizational rules and protocols. People with AD benefit from policies that promote high-quality care, efficiency, and patient safety.

Capstone Project Outcomes Versus Initial Predictions

I would like to discuss aspects of my project that exceeded or fulfilled my initial expectations. The project’s outcomes are consistent with my initial projects. Firstly, I intended to formulate a patient-centered holistic care plan to optimize the symptomatic management of AD. The patient and her family expressed high levels of satisfaction with the plan. They acknowledged that pharmacotherapy, dietary modification, and physical activity would improve patient outcomes. Also, they reported that they would embrace the treatment plan because they participated actively in its formulation. Secondly, I envisioned leveraging healthcare technology in my intervention. I achieved this via telehealth technology. The patient and her family reported that telehealth would improve treatment plan adherence and facilitate access to healthcare.

My intervention can be embraced as a best practice. It entails the use of pharmacotherapy and lifestyle modification. Galvin, Aisen, Langbaum, Rodriguez, Sabbagh, Stefanacci, Stern, and Vassey (Writing in 2021) reported that pharmacotherapy provides adequate symptomatic management of an incurable disease and benefits patients with mild, moderate, or severe AD. Timely initiation of treatment and medication adherence are associated with optimal outcomes. My intervention promotes adherence to the treatment plan by embracing telehealth. Writing in 2021, De Marchi, Contaldi, Magistrelli, Cantello, Comi, and Mazzini reported that technologies such as mobile health, videoconferencing, and remote patient monitoring improve adherence to both pharmacotherapy and lifestyle modification. Lifestyle modification involves physical activity and changes in diet. In addition, Galvin, Aisen, Langbaum, Rodriguez, Sabbagh, Stefanacci, Stern, and Vassey (Writing in 2021) reported that physical activity promotes symptomatic management of AD by slowing down brain atrophy.

The intervention is generalizable and can be applied in other healthcare settings to manage patients with Alzheimer’s disease. The application of the intervention to a large patient population requires care coordination and interdisciplinary collaboration. Furthermore, it requires resource allocation to facilitate the training of patients, families, and healthcare providers on the use of telehealth technology. I spent five hours with the patient and her family. The patient’s family demonstrated a willingness to participate actively in the treatment process. We agreed that they would embrace both pharmacotherapy and lifestyle modification for patient management.

Personal and Professional Growth

As we conclude, I will evaluate the impact of the capstone project on my personal and professional growth. Regarding personal growth, the capstone project bolstered my interpersonal skills and research skills. The use of therapeutic communication enabled me to develop empathy and open communication. I learned to use and interpret nonverbal communication cues. These skills guided my interaction with the patient and her family. Furthermore, the capstone project enabled me to improve my research skills. In this context, I learned how to identify scholarly websites, locate online databases, and learned how to determine the credibility and reliability of peer-reviewed articles. I learned that principles of evidence-based practice impact the success of research and implementation of an intervention.

Regarding professional growth, I learned the importance of and embraced nursing ethics and professional standards. Firstly, I upheld beneficence and non-maleficence by researching and formulating the best evidence-based intervention for the patient. I upheld veracity by maintaining an honest interaction with the patient and her family. Additionally, I upheld autonomy by engaging the patient and her family in the treatment process. To embrace justice, I avoided judgmental and discriminatory practices against the patient and her family. Lastly, I upheld the professional standards of the American Nurses Association by using the nursing process in my interventions, emphasizing quality care, and embracing current practice guidelines.

References

De Marchi, F., Contaldi, E., Magistrelli, L., Cantello, R., Comi, C., & Mazzini, L. (2021). Telehealth in neurodegenerative diseases: Opportunities and challenges for patients and physicians. Brain Sciences, 11(2), 1–20. https://doi.org/10.3390/brainsci11020237

Drees, J. (2020). 9 Barriers for Patients Accessing Telehealth. https://www.beckershospitalreview.com/telehealth/9-barriers-for-patients-accessing- telehealth.html.

Edemekong, F. P., Annamaraju, P., & Hayde, J. M. (2022). Health Insurance Portability and Accountability Act. https://www.ncbi.nlm.nih.gov/books/NBK500019/

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.

Galvin, J. E., Aisen, P., Langbaum, J. B., Rodriguez, E., Sabbagh, M., Stefanacci, R., Stern, R. A., Vassey, E. A., de Wilde, A., West, N., & Rubino, I. (2021). Early Stages of Alzheimer’s Disease: Evolving the Care Team for Optimal Patient Management. Frontiers in Neurology, 11(January), 1–8. https://doi.org/10.3389/fneur.2020.592302.

HHS.gov. (n.d.). NAPA – National Alzheimer’s Project Act. https://aspe.hhs.gov/collaborations- committees-advisory- groups/napa#:~:text=The%20National%20Alzheimer's%20Project%20Act,dementias%20(AD%2FADRD).

SCstatehouse.gov. (n.d.). Eight Evidence‐Based Principles. https://www.scstatehouse.gov/Archives/CitizensInterestPage/SentencingReformCommission/RetreatPresentations/HandoutonEBP_FinalVersion.pdf.

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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.

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.