Intervention Presentation and Capstone Video Reflection – The Black American Population
Hello, and welcome to my practicum reflection video. My name is AN-ON. In this short video, I will share my experiences during my practicum period and the development and implementation of a lifestyle change as an intervention solution regarding heart disease among Black Americans. The intervention included focusing on creating awareness among Black Americans on heart disease, adopting a healthy lifestyle that helps control the risk factors for heart disease, and improving access to community resources and health care services for the community. I worked closely with patients and a number of representatives from the Black American population to improve the outcomes of the disease across the population and the experiences of individuals within the community.
I want to share with you how much the intervention contributed to the satisfaction and quality of life of the patients and members of the Black community. The intervention enhances the patients’ and the community’s experience by letting them control the implementation and having an open environment for 2-way communication. After reviewing the intervention against the set benchmarks and other quality indicators, we found it quite successful. The intervention has contributed immensely to the patients’ and the community’s satisfaction and quality. Five patients struggling with managing their high blood pressure said they had experienced notable improvements in the symptoms after following the lifestyle interventions. The patients note that now they can engage in their daily activities without worrying over blood pressure fluctuations. Another patient who has been struggling with CAD noted that after adhering to the intervention, they have seen improvements in their symptoms and are no longer using as many medications as they used before. Another patient with CAD and comorbid diabetes has noted improvements in both CAD and diabetes symptoms as she has continued managing her weight and controlling what she eats.
The lifestyle modification intervention was developed based on the available evidence on managing heart disease through lifestyle changes and modifications. I focused on empirical evidence that provided details on implementing lifestyle modification as an intervention and the role of leadership in achieving the intervention’s goals, including leadership in supporting collaboration, communication, and the coordination of care for patients from the Black American population. I also drew evidence from peer-reviewed literature on how best to align leadership, multidisciplinary teams, and community resources to benefit the Black American population in improving access to cardiac care and information on self-management and reducing risks. I ensured the principles of evidence-based practice, including consideration of expert perspectives, external and internal evidence, and patient and group opinions and views on heart disease and the management of the disease. To get the best evidence to guide the intervention’s development and implementation, I ensured that the literature reviewed was from authors with authority on the subject of heart disease and lifestyle changes for disease management and prevention. The literature also had to have been published or updated to fall within a range of the past 5 years and target a professional audience.
I have immensely integrated technology in developing and implementing the intervention to support effective communication between the patients, the community, and the care professionals involved in delivering cardiac care. I also used technology to support the patient’s self-management and support other informal caregivers to heart disease patients. For instance, I incorporated telemedicine to support collaboration among the interdisciplinary teams taking care of the patients, reduce care expenses related to traveling and waiting times, and improve access to care services as needed. I also applied mHealth and smart bracelets linked to smartphone applications to improve patient and support patient monitoring and connections with their caregivers and care professionals. Based on my experiences in incorporating technology as a part of the intervention, I see a number of opportunities for improved healthcare use in future practice. For instance, as medical data becomes a critical driving element of the healthcare system, the use of blockchain technology will become essential for health data management and security (Farouk et al., 2020). Additionally, the growing complexity of medical data creates the need for advanced technologies, such as artificial intelligence (AI), to improve disease diagnosis and treatment based on the data (Davenport & Kalakota, 2019).
Healthcare policies greatly influenced the planning and implementation of lifestyle changes and modifications to improve disease and health outcomes and reduce costs to the system and the individual. I considered the Nursing Practice Act (NPA), the Health Insurance Portability and Accountability Act of 1996 (HIPAA) Privacy Rule, and the Affordable Care Act (ACA). The NPA helped ensure I did not carry out care practices beyond my education and licensure. It also ensured that all interdisciplinary team members were assigned roles to their licensure and specialty. The HIPAA Privacy Rule ensured that the team responsibly utilized technology and that no patient health information would be misappropriated. Additionally, the ACA guided the team to ensure that the patients and the community had equitable access to care services regardless of cost barriers. My capstone, although not established across the entire population, can influence policies such as the redesign of the ACA to focus on individuals’ factors in determining access to care rather than the entire community. Observing the NPA, HIPAA, and the ACA during the development and implementation of the intervention has helped me understand how baccalaureate-prepared nurses play a critical role in policy implementation and development.
The outcomes of the capstone projects have so far matched most of my initial predictions. The project has significantly improved access to cardiac care for Black patients. Through notable changes in the lifestyles of the participating patients and community members, including changes in eating habits and engaging in daily physical activities of choice for the stated amount of time, there have been reported and test-confirmed improvements in patients with CAD, hypertension, and other heart diseases that were focused on. It was also noted that people who had been identified as hypertensive had improved their blood pressure to a normal range. Additionally, reducing hypertension and other heart disease risks saw the patient engage in more meaningful life activities rather than worrying about their health situations. Although the intervention did not make a notable reduction in the costs related to managing heart disease by the time of evaluation, it is expected to impact costs with time as risks are reduced. The intervention considered the ethics of nursing and the existing policies. Lifestyle modification interventions are effective in managing nonalcoholic fatty liver disease, weight, and obesity, with a notable impact on related chronic diseases (Younossi et al., 2021). It can, therefore, be considered for adoption as a best practice. The intervention also improved diabetes and obesity due to lifestyle changes, making it generalizable across other chronic diseases besides heart disease.
As a nurse transitioning from an RN to a BSN-prepared nurse, this capstone project and my period throughout the RN-to-BSN program have helped me grow personally and professionally. I have had the opportunity to review and apply the principles of ethical care and professionalism in a practical setting. I interacted with patients, the community, and interdisciplinary team members at a professional and personal level. I learned how to create and engage in both informal and formal relationships and conversations. This has helped me know how to be both a professional care provider and a friend to my patients and how to create boundaries between the two.
References
Davenport, T., & Kalakota, R. (2019). The potential for artificial intelligence in healthcare. Future Healthcare Journal, 6(2), 94. https://doi.org/10.7861/FUTUREHOSP.6-2-94
Farouk, A., Alahmadi, A., Ghose, S., & Mashatan, A. (2020). Blockchain platform for industrial healthcare: Vision and future opportunities. Computer Communications, 154, 223–235. https://doi.org/10.1016/J.COMCOM.2020.02.058
Younossi, Z. M., Corey, K. E., & Lim, J. K. (2021). AGA Clinical Practice Update on Lifestyle Modification Using Diet and Exercise to Achieve Weight Loss in the Management of Nonalcoholic Fatty Liver Disease: Expert Review. Gastroenterology, 160(3), 912–918. https://doi.org/10.1053/J.GASTRO.2020.11.051
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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.
The Black American Population
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 you are most proud of 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 throughout your RN-to-BSN program.
Part 1
Present your approved intervention to the patient, family, or group. Plan to spend at least three 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 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 throughout your RN-to-BSN program. A transcript of your video is not required.
You’re welcome to use any tools and software you are comfortable with, but make sure you can 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 assistive technology or alternative communication methods to participate in these activities, please get in touch with DisabilityServices@Capella.edu to request accommodations. If you cannot record a video, please get in touch with your faculty as soon as possible to explore options for completing the assessment.
Requirements
The assessment requirements 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 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 about the baccalaureate-prepared nurse’s policy implementation and development role.
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 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 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 evidence.
Describe using 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 and the 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 personal and professional growth throughout a capstone project and the RN-to-BSN program.
Communicate professionally in a clear and well-organized video.