Intervention Presentation and Capstone Video Reflection
Hello and welcome to my practicum experience presentation. My name is Nelsa Masog. I spent most of my practicum hours focused on the management of diabetes. Through these experiences, I have been able to assess the current approaches focused on diabetes care. I have also been able to understand how patients and people around them feel about diabetes. I am really excited to share my practicum experiences with you and you will learn some applicable strategies to apply in your next capstone project.
Through the knowledge I have gained throughout my practicum on diabetes and the current approaches to diabetes care and management, I learnt that diabetes was a disease related to excess blood sugar. Diabetes can be diagnosis as either diabetes type 1, diabetes type 2, gestational diabetes, or prediabetes. Diabetes is also related to various out morbidities that add to the cost of health care and increase mortality rates. I learned that what a diabetes patient eats determines how they cope with the disease and the development of other comorbidities. Therefore, I concluded that diabetes can be controlled, managed or reversed through the change and modification of the diet. Do you need urgent assignment help ? Get in touch with us.
I have recommended the adoption of a dietary modification and change program as a long-term intervention to improve diabetes outcomes in patients and the population. I this presentation, you will learn how the modification and change as intervention can contribute to improvement of the management of diabetes and even reverse diabetes especially diabetes type 2. You will also learn how dietary modifications can help in improving glycemic outcomes in patients with diabetes type 1, gestational diabetes and prediabetes conditions. The program also aims to improve patient satisfaction and quality of care. You will also learn how to leverage research evidence and health care technology in a capstone project to improve patient outcome. You will also learn about how policies influence the development and implementation of capstone projects.
The dietary modification and change program focuses on creating awareness of the preferred foods to better manage and improve diabetes outcomes. The program provides valuable information on diabetes, dieting, and required dietary modifications and changes that benefits the patients and the population. Educating the population on diabetes and its relationship to the foods they eat helps them understand how to better control blood glucose and achieve glycemic targets. Diet is essential in the self-management of diabetes. Understanding the relationship between diabetes and diet care can help avoid risk factors that can exacerbate their diabetic condition. Further understanding the relationship between diabetes and foods eaten provides patients and the community with an in-depth knowledge on how certain foods exacerbate diabetes symptoms and can be risk factors for diabetes-related morbidities.
In the dietary modification and change program, the diabetes patient and the community learn what to make healthy dietary decisions to have a better control of their blood sugar and achieve better health outcomes. They learn how to avoid obesity and other unhealthy eating behaviors that risk diabetes. They will also the understand the need for a lifestyle change to adopt a less sedentary lifestyle. Research data has proven that lifestyle change including change of eating habits is the most effective approach towards the prevention of or delay of diabetes, specifically Type 2 diabetes (Schmidt et al., 2020). Research has also linked healthy dieting and lifestyles to prevention of weight gain and better glycemic management during pregnancy (Rasmussen et al., 2020). Dietary modifications and changes also adopt holistic care elements in the management of diabetes. Holistic care approaches when adopted by advanced practice nurses (APNs) improved the experiences of the patients and increased their satisfaction and quality of life (Eriksson et al., 2018). By adopting holistic care elements, the dietary modification and change program as an intervention for diabetes therefore helps meet both the physical, mental, and spiritual needs of the patients and their caregivers.
Nursing practice is guided by evidence (Reichembach & Pontes, 2018). It guides all nursing decisions to improve quality of care, health outcomes, and achieve nursing targets (Nibbelink & Brewer, 2018). Capstone projects depend on evidence to improve and reinforce the existing and new best practices in nursing practice.
My experiences during the practicum period have taught me that, as a baccalaureate-prepared nurse, you are expected to base your capstone project on facts, review of previous evidence and peer-reviewed literature and research. You are also expected to engage in practical work to improve your work experience. This provides the evidence to define gaps in nursing practice, support the rationale for proposed interventions, and provide guidelines to implement the capstone project’s proposed interventions.
Utilizing evidence from practice, experiences and peer-reviewed literature, BSN-prepared nurses in the development of their capstone projects create a bigger picture of the community to better understand the community’s health needs. The evidence from practice and literature help define the health problems within the community and individual patients and identify opportunities to solve them. The evidence can support the development of interventions that impact on patients and the community, initiate changes in practice, develop new care frameworks, and approaches for improvement of the nursing practice. The knowledge of the development and utilization of nursing evidence is important to improve nursing practice, care outcomes, and influence policies.
Health care technology has changed the nursing practice in ways that support the efficient provision of effective care services. Technology designed for health care applications has much changed how health professions communicate, collaborate, manage diseases, keep and manage medical records, and monitor patients. Technology is a critical element of all nursing capstone projects. In my practicum, I experienced how technology has impacted on the nursing profession and practices. I see technology as a basic part of implementing the proposed health intervention for diabetes.
Dietary modifications and changes make use of multidisciplinary teams in which communication is the basic factor for success. Communication is not only used by clinicians, but it is also the basic tool for raising awareness among the patients and the community. A baccalaureate-prepared nurse can use technology to support the modification and change of a patient’s diet by integrating technology into the various strategies of communication such as making announcements, media campaigns, newsletters, and online social media platforms. Therefore, by leveraging technology in the capstone project, the nurse is able to efficiently coordinate multidisciplinary terms and educate the population to achieve intervention goals.
When planning and implementing capstone projects, health policies must be considered. Notably, policies and regulations have a significant impact on nursing practice. They define the scope of nursing practice in multidisciplinary teams and their roles in the promotion of diet changes. The policies and regulations can offer guidelines during the planning of the capstone project on how to assign roles, the expected codes of conduct for all members, and who will be included in the project implementation.
Finally, my practicum experiences during the development of the capstone project have really influenced my view on diabetes and nursing practice. I have learned much about the practical application of technology in health care, nursing leadership, collaboration and team involvement, and communication within multidisciplinary teams. I have also learned how to manage change successfully to achieve health care targets and better patient outcomes. My capstone project has been based on practical evidence and review of literature and has focused on achieving the improved diabetes care and outcomes across the patient and community populations. As an ongoing project, the proposed intervention has the potential to reverse or slow the progression of diabetes while improving diabetes outcomes in patients and patient satisfaction in diabetes care in accordance with the Nursing Sensitive Quality Indicators.
Thank you.
References
Eriksson, I., Lindblad, M., Möller, U., & Gillsjö, C. (2018). Holistic health care: Patients’ experiences of health care provided by an Advanced Practice Nurse. International Journal of Nursing Practice, 24(1), e12603. https://doi.org/10.1111/ijn.12603.
Nibbelink, C. W., & Brewer, B. B. (2018). Decision‐making in nursing practice: An integrative literature review. Journal of Clinical Nursing, 27(5-6), 917-928.
Rasmussen, L., Poulsen, C. W., Kampmann, U., Smedegaard, S. B., Ovesen, P. G., & Fuglsang, J. (2020). Diet and healthy lifestyle in the management of gestational diabetes mellitus. Nutrients, 12(10), 3050. https://doi.org/10.3390/nu12103050
Reichembach, M. T., & Pontes, L. (2018). Evidence-based nursing setting and image. Revista Brasileira de Enfermagem, 71, 2858-2859.
Schmidt, S. K., Hemmestad, L., MacDonald, C. S., Langberg, H., & Valentiner, L. S. (2020). Motivation and barriers to maintaining lifestyle changes in patients with type 2 diabetes after an intensive lifestyle intervention (the U-turn trial): a longitudinal qualitative study. International journal of environmental research and public health, 17(20), 7454. https://doi.org/10.3390/ijerph17207454.
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Question 
Hello. This is my last assignment for my BSN Capstone project in Nursing. Please follow all instructions as this is really crucial to full grading. I will read through the transcript for the video recording.
Intervention Presentation and Capstone Video Reflection
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 Core Elms 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 CORE ELMS.
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 courseroom 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 health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
Identify opportunities to improve health care 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 group in the Core Elms 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 upon 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 group in the Core Elms Volunteer Experience Form.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
Assess the degree to which one successfully leveraged health care 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 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.