Intervention Presentation and Capstone Video Reflection
Hello and welcome to Pine Hospital. The hospital is committed to ensuring your well-being and is excited to be with you today. Antimicrobial resistance will form the basis of our discussion today. In this presentation, we will discuss the impact of infection control standards on patient or family satisfaction and quality of life, as well as detail how the principles of evidence-based practice informed the intervention plan proposal. We will also assess how we can successfully leverage healthcare technologies to improve clinical outcomes and communications with the patients, how healthcare policies influenced the implementation of the plan, and whether the project outcomes matched my expectations and my growth through the project. But first, let us recap the proposed intervention.
The fight against antibiotic resistance has recently gained traction across global healthcare systems, with antibiotic stewardship at the core of this fight. Optimal infection control utilizing best practices in literature, such as rational use of antibiotics, remains the standard for antibiotic stewardship and the fight against antibiotic resistance. Educating patients and caregivers on these approaches enhances their accountability when using these medications and consequently prevents the emergence of antibiotic-resistant strains. Through these educational approaches, caregivers can influence high-risk communities, such as the elderly, to follow these standards.
Assessment of the Contribution of the Plan to Patient or Family Satisfaction and Quality of Life
Educating communities on the basics of infection control allows them to participate in their health promotion and preservation. While engaging patients in this endeavour, many expressed their concern about antibiotic resistance and were willing to follow infection control standards. Others expressed the need for a more robust approach, drawing other healthcare agencies and community members to elicit a wider impact on society. In general, many people appreciated the move to educate them on infection control standards and promised to embrace the provisions in the intervention to ensure healthier communities.
Educating communities on infection control standards, such as the rational use of antibiotics, enhances their accountability when using these medications. Kalungia et al. (2019) note that the rational use of antibiotics is critical in the fight against resistance as it lessens the emergence and spread of antibiotic-resistant strains. Drawing patients and their families into these educational programs makes them feel valued and cared for. It also inculcates in them the culture of collective responsibility paramount in community health promotion and preservation. Consequently, they will be cognizant of their health and have better satisfaction with caregivers’ efforts in promoting their health. The overall reduction in antibiotic resistance that these efforts produce offers a greater guarantee of the quality of care as it eliminates the downside health effects of antibiotic resistance and ultimately ensures high-quality care to communities. It is for this reason that this intervention is merited.
How Evidence and Peer-Reviewed Literature was Used to Plan and Implement the Project
Evidence-based Practice (EBP) integrates current scientific evidence and expertise in guiding clinical decision-making. It remains integral in the pursuit of high-quality, value-based healthcare. The fundamental principle of EBP is the utilization of a combination of the highest level of empirical evidence and critical thinking to inform clinical decision-making. The design and implementation of the intervention plan were informed by current evidence on antimicrobial stewardship. It is an affirmation of the educational component of antimicrobial stewardship that implores caregivers to educate communities on the prudent use of antibiotics. As Marvasi et al. (2021) report, community education on the judicious use of antibiotics diversifies the fight against antibiotic resistance by having communities join the fight. Through critical thinking, I was also able to identify communities that are most impacted by this healthcare issue and on whom this educational program will have a bigger impact. This justifies the implementation of the plan.
The Degree to Which Health Care Technology was Used in the Project
Technological advances in healthcare have considerably revolutionized healthcare approaches. Health information technologies such as telehealth and electronic health records (EHR) have positively impacted antibiotic stewardship programs. These technologies, especially telehealth, formed a big part of my engagement with patients. Through these technologies, I could send them messages and educational brochures on rational antibiotic use. I could also contact them to get their feedback on the program and also tell them more about the basics of infection control.
The prospects of technology use in healthcare are promising. Innovative vaccine technologies such as reverse vaccinology are another promising medical technology that can help develop vaccines against multi-drug resistant strains (Colson et al., 2021). Health information technologies such as telehealth are also increasingly gaining prominence in healthcare. They can be used in the future to drive more robust health promotion plans. It is thus imperative that, as caregivers, we maintain knowledge of these technologies.
How Health Policy Influenced the Planning and Implementation of the Project
The design and implementation of this capstone project were centred on the health promotion and preservation policies detailed in the value-based systems under the Medicaid program and the Office of Disease Prevention and Health Promotion. These policies inform on the need for healthy communities and emphasize a collectivistic approach to promoting community health. Such policies maintain significance in overall care provision. As baccalaureate-prepared nurses, we are called upon to embrace such policies. Our role as health advocates implores us to participate in policy-making processes at all levels of practice. We can also advance healthcare changes and innovations that produce positive changes in the communities we serve. This way, we will maintain accountability for our nursing professional roles and service to our communities.
Whether Capstone Project Outcomes Matched Initial Predictions
The capstone project accorded me an opportunity to engage communities on aspects of their health. This project matched my initial predictions. Engaging patients in technology use in healthcare was an area that exceeded my expectations. I realized how the elderly groups have increasingly embraced technology use and how they are willing to learn more about it. Aspects of leadership and change management met my expectations as I got to understand the impact leadership has on health promotion. Collaborating with communities is an area that presented some challenges to me. I was, however, able to develop meaningful collaborations with my patients.
This intervention plan can be adopted as a best practice. It maintains effectiveness in encouraging the judicious use of antibiotics by communities and caregivers. The provisions of this project can be used in all healthcare settings and across patient populations. Antibiotics are commonly used in all healthcare settings. This warrants the application of infection control standards in all settings that use antibiotics. This plan can thus be generalized to other healthcare settings and patient populations.
Assessment of Growth
This capstone project presented an avenue of growth for my professional nursing career. Through the project, I got to embrace and better understand nursing ethicality in caring and how the ethical principles of beneficence, justice, and autonomy guide and inform nurses’ clinical decision-making. I also got a better understanding of professional nursing standards and how they inform nursing practice. As health educators and advocates, nurses play a role in voicing patients’ concerns and informing them of the best healthcare practices that guarantee healthier living. Reflecting on the project, I am most proud of the nurse leader I am becoming and my ability to leverage community resources and healthcare technology to produce positive changes in the community. By embracing best practices in leadership and having knowledge of the current healthcare technologies, I can impact the communities I serve.
The capstone project on antibiotic resistance presents an opportunity to lessen the health impact of antibiotic resistance. It encourages communities to use optimal infection control standards to lessen the development and spread of antibiotic resistance. The design and implementation of this plan were centred on health promotion policies and scientific evidence. As nurses, we can lead the fight against antibiotic resistance by advocating for the judicious use of antibiotics, engaging our patients, and educating them on the basics of antibiotic use.
References
Colson, A. R., Morton, A., Årdal, C., Chalkidou, K., Davies, S. C., Garrison, L. P., Jit, M., Laxminarayan, R., Megiddo, I., Morel, C., Nonvignon, J., Outterson, K., Rex, J. H., Sarker, A. R., Sculpher, M., Woods, B., & Xiao, Y. (2021). Antimicrobial resistance: Is Health Technology Assessment part of the solution or part of the problem? Value in Health, 24(12), 1828–1834. https://doi.org/10.1016/j.jval.2021.06.002
Kalungia, A. C., Mwambula, H., Munkombwe, D., Marshall, S., Schellack, N., May, C., Jones, A. S., & Godman, B. (2019). Antimicrobial stewardship knowledge and perception among physicians and pharmacists at leading tertiary teaching hospitals in Zambia: Implications for future policy and Practice. Journal of Chemotherapy, 31(7-8), 378–387. https://doi.org/10.1080/1120009x.2019.1622293
Marvasi, M., Casillas, L., Vassallo, A., & Purchase, D. (2021). Educational activities for students and citizens supporting the one-health approach to antimicrobial resistance. Antibiotics, 10(12), 1519. https://doi.org/10.3390/antibiotics10121519
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Question 
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.
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 allow you 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.
The BSN Capstone Course (NURS-FPX4900 ) requires completing and documenting 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] to capture 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.
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 using 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 how 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 and 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.