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Remote Collaboration and Evidence-Based Care Video Script

Remote Collaboration and Evidence-Based Care Video Script

Hello. This video recording discusses developing an evidence-based care plan for a remote patient through telemedicine. According to the article by Davis published in 2020, the Money Follows the Person (MFP) initiative by the federal government aims to increase the use of home-based and community-based services to provide care for patients with chronic diseases and those with disabilities. Long-term care requires multidisciplinary interventions that range from patient education, effective communication between caregivers and patients, developing therapeutic relationships that specify care goals, and implementing evidence-based care models. Reaching patients living in rural areas may be challenging due to barriers to access, inadequate access to specialists, and inappropriate timeliness to care. According to an article by Davis et al. published in 2020, the adoption of telehealth and telemedicine interventions provides an evidence-based approach to ensuring cost-effective continuity of care. In this video, I will discuss a similar case scenario of Caitlyn and attempt to propose an evidence-based, safe, achievable, and favorable care plan.

Now, let me share some information about Caitlyn.

Ms. Caitlyn is two years old, admitted for pneumonia, and has a history of breathing difficulties. This is the second time she has been admitted in the last six months, and she had meconium ileus at birth. The initial examination determines that she has a respiratory rate of 32 breaths per minute, a temperature of 101 degrees, 20.7 pounds, reduced subcutaneous tissue in her extremities, diminished breath sounds in the suitable lung base, and scattered rhonchi in the upper lobes. A nebulized aerosol was administered to manage her thick secretions. Her mother reports that Caitlyn tastes salty when she kisses her, and a sweat chloride test found that she had 65 milliequivalents per liter. The doctor suspects cystic fibrosis and starts her on empirical intravenous piperacillin. The diagnosis was later confirmed, and the doctor added Pancrease enzyme, a high-protein and extra-calorie diet rich in A, D, E, and K vitamins, to her care plan. Caitlyn lives with her mother in McHenry, an hour away from the hospital in Valley City, North Dakota. The journey can be challenging, especially during winter and because her parents are separated. Caitlyn is at high risk for respiratory distress and developing another episode of pneumonia.

Evidence-Based Plan

The peer-reviewed article published by Davis et al. in 2020 highlighted how telemedicine provides a platform for evidence-based care delivery to patients through communication and linking them to healthcare teams. This electronic resource helps increase access to high-quality care by removing barriers such as inadequate knowledge and transport difficulties. Caitlyn’s case highlights how telemedicine intervention for families and patients living with long-term conditions can empower them with information to promote self-awareness of their health status and self-monitor. Modalities for Caitlyn include the risk of complications of cystic fibrosis and associated mortality.

In addition, there is the risk of respiratory tract involvement manifesting as airway infection with pathogenic microbes. The result is airway hyper-inflammation and reduced respiratory function. Malnutrition is also prevalent in cystic fibrosis, predominantly in adult patients. However, young children may experience this, and it accompanies vitamin deficiency. Distal intestinal obstruction syndrome is another prevalent in people with cystic fibrosis and commonly arise from intestinal obstruction (Marks, 2021). The multidisciplinary team’s initial examination and patient assessment of Caitlyn were consistent with these possible complications. Accordingly, I will adopt the use of the Knowledge-to Action (KTA) framework as an evidence-based approach for this case scenario.

The KTA approach aims to create knowledge and integrate this knowledge into practice through seven phases. The first phase is identifying the problem and locating evidence around it. The patient, in this case, has been admitted for pneumonia on two occasions within two months. Patient history collected suggests a diagnosis of cystic fibrosis, and these inform the multidisciplinary team on investigations to be ordered. An article published by Chen et al. in 2021  identified the clinical features of cystic fibrosis to include increased salt concentrations in sweat, increased risk of airway infection, dyspnea, tachypnea, weight loss, and high production of sputum, amongst other signs and symptoms. Further, risk factors and complications of cystic fibrosis were identified to prevent disease progression. The multidisciplinary team adapted this knowledge to the immediate patient context to develop an effective care plan.

The next step in the KTA model is the identification of barriers to the translation of research evidence to care. The article by Rad et al., published this year, 2022, identified the benefit of telemedicine services in eliminating barriers such as distance, access to specialized care, costs, and time constraints. These concerns were identified in this patient case, and the multidisciplinary team arrived at ways of mitigating their effect on quality and safety during the care process. The information collected and knowledge arrived is adapted, and interventions are implemented: antimicrobial therapy with intravenous piperacillin, aerosol nebulization, nutritional supplementation, and later Dornase alfa. These interventions are supported by evidence to be effective for cystic fibrosis management. The final steps in the KTA approach will involve liaising with a community health worker in Caitlyn’s family’s hometown. Telemedicine and additional follow-up will be used to accomplish therapeutic monitoring, evaluate outcomes, and sustain adherence. Collected evidence was used to arrive at a diagnosis, identify patient needs and possible complications, choose the most suitable interventions, and undertake patient education.

Evidence Reflection

The adoption of telemedicine for Caitlyn’s case arises out of necessity. Their place of residence is relatively far. The drive to the hospital may be difficult, especially in winter, and her parents’ work schedule could be a barrier to securing and honoring hospital appointments. The 2020 article by Davis et al. provides evidence and a framework for implementing a structured telemedicine-supported process to ensure continuity of care in settings with time and resource constraints.

Benefits and Challenges of Multidisciplinary Teams

Multidisciplinary teams are responsible for providing treatments in areas in which they specialize. Multidisciplinary team members include physicians, registered nurses, caregivers, counseling experts, and other healthcare personnel. Benefits of an interdisciplinary team include improved service coordination, expedited referral process, involvement of patients in goal setting and care plan development, and giving patients and their families access to the entire team of medical experts. Caitlyn and her family benefit from the entire team through their collaboration in developing and implementing evidence-based care options. Moreover, multidisciplinary teams depend on effective communication and cooperation to succeed. There is a time factor to consider when making care plans for patients. Members of the interdisciplinary team come from different unique backgrounds with different technical training, work schedules, and experiences. Therefore, this may result in conflicts and ineffectiveness of such teams in case of poor communication skills. Telemedicine offers a solution to these challenges. It provides high-quality live video and audio that facilitates information sharing among providers in multidisciplinary teams to ensure all input is considered and integrated effectively.

References

Chen, Q., Shen, Y., & Zheng, J. (2021). A review of cystic fibrosis: Basic and clinical aspects. Animal Models and Experimental Medicine, 4(3), 220. https://doi.org/10.1002/AME2.12180

Davis, S. M., Jones, A., Jaynes, M. E., Woodrum, K. N., Canaday, M., Allen, L., & Mallow, J. A. (2020). Designing a multifaceted telehealth intervention for a rural population using a model for developing complex interventions in nursing. BMC Nursing, 19(1), 1–9. https://doi.org/10.1186/s12912-020-0400-9

Marks, M. (2021). Complications of Cystic Fibrosis. In Caring for the Hospitalized Child. https://doi.org/10.1542/9781610021159-111

Rad, E. J., Mirza, A. A., Chhatwani, L., Purington, N., & Mohabir, P. K. (2022). Cystic fibrosis telemedicine in the era of COVID-19. JAMIA Open, 5(1). https://doi.org/10.1093/JAMIAOPEN/OOAC005

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Question 


Create a 5-10 minute video transcript of yourself as a presenter in which you will propose an evidence-based plan to improve the outcomes for the Vila Health patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.

Remote Collaboration and Evidence-Based Care Video Script

Remote Collaboration and Evidence-Based Care Video Script

Introduction

As technologies and the healthcare industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.

Professional Context

Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.

Scenario

The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment.

Instructions

Before beginning this assessment, make sure you have worked through the following media:

Vila Health: Remote Collaboration on Evidence-Based Care.
You may wish to review Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models, which help explain the various evidence-based nursing models.

For this assessment, you are a presenter! You will create a 5-10-minute video using Kaltura or similar software. In the video:

Propose your evidence-based care plan that you believe will improve the safety and outcomes of the patient in the Vila Health Remote Collaboration on Evidence-Based Care media scenario. Add your thoughts on what more could be done for the client and what more information may have been needed.
Discuss the ways in which an EBP model and relevant evidence helped you to develop and make decisions about the plan you proposed
Wrap up your video by identifying the benefits of the remote collaboration in the scenario, as well as discuss strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario.
Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Discuss why these sources of evidence are credible and relevant. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation. You are required to submit a narrative of all your video content to this assessment and to SafeAssign.

The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment.

Exemplar Kaltura Reflection.
Please note that the scenario that the speaker discusses in the exemplar is different from the Vila Health scenario you should be addressing in your video. So, the type of communication expected is being model, but the details related to the scenario in your submission will be different.
Make sure that your video addresses the following grading criteria:

Propose your own evidence-based care plan to improve the safety and outcomes for a patient based on the Vila Health Remote Collaboration on Evidence-Care media scenario.
Explain the ways in which you used an EBP model to help develop your plan of care for the client.
Reflect on which evidence you found in your search that was most relevant and useful when making decisions regarding your care plan.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Refer to Using Kaltura as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Additional Requirements
Your assessment should meet the following requirements:

Length of video: 5-10 minutes.
References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style. Submit a narrative of all of your video content.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence you collected that was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which you used the specific evidence-based practice model to help develop the care plan identifying what interventions would be necessary. This requires a particular evidence-based model, such as the Johns Hopkins, Iowa, Stetler, or other.
Competency 4: Plan care based on the best available evidence.
Propose your evidence-based care plan to improve the safety and outcomes for the Vila Health patient with a discussion of new content for the care plan.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and propose strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate via video with clear sound and light, and include a narrative of video content.
Provide a full reference list that is relevant and evidence-based (published within five years), exhibiting nearly flawless adherence to APA format.

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