Training Session for Policy Implementation

Training Session for Policy Implementation

Staff education on diabetes self-management education and patient care is essential for the successful development and implementation of diabetes improvement organizational policy and practice guidelines. This guideline aims to equip staff with specific educational training and surveys to improve care delivery and outcome measures. Below is a brief synopsis of the training agenda to shed light on the organizational policy and practice guidelines.

Evidence-Based Strategies

One of the essential aspects of managing diabetes patients is diabetes self-management education, as it is always associated with significant improvements in patient treatment outcomes. These programs are always designed to provide quality education on diabetes self-management and assist diabetes educators in various settings to scale up evidence-based practice in their care provision. Diabetes self-management education is an integrated approach of experts’ opinions/experiences with patient’s expectations and current research evidence aimed at incorporating the needs, goals, and experiences of a person living with diabetes under the guidance of an evidence-based approach. The effectiveness of this strategy is based on timely and appropriate intensification of lifestyle modification and pharmacotherapy for diabetes patients through clear goal setting, identification and addressing language and cultural barriers to care, integration of EBP and clinical reasoning, and incorporation of a multidisciplinary team including nurses, pharmacist, physiotherapists, and diabetes educators (Hill-Briggs et al., 2021).

Impact of the New Policy and Practice Guidelines.

To facilitate the implementation of the new policies at the Master level of healthcare, the medical practitioners will advocate for a patient-centered communication approach that incorporates the patient’s preferences and addresses their ethical and cultural barriers, prompt treatment for diabetes patients guided by EBP, aligning care with the components of chronic care model, and finally through strengthening a healthcare system to support multidisciplinary care approach. The hospital leadership affiliated with the clinic will evaluate the feasibility of these new policies and practice guidelines for improving the quality of life for diabetes patients (Beck et al., 2017). After explaining the results obtained from the study, a staff meeting chaired by the clinic leadership will be held after working hours to enlighten members on the findings and get the staff’s opinions. Cultural and educational materials will be produced by the clinic leadership of the Master’s level healthcare. The list published in this material will be used annually. Just like any other study design, these programs aimed at improving the organizational policy and practice guidelines will impact the daily routine of the medical practitioners at the Master level of healthcare by breaking the traditional way of practice, making healthcare providers work extra hard, and read more, the process is also tedious, expensive and time-consuming.

Justify the Importance of the New Policy Guidelines

Currently, the healthcare industry has been characterized by tremendous transformation. Despite these transformations, many healthcare facilities in the US have not been able to meet patient satisfaction by delivering quality services. Management of chronic illnesses such as diabetes puts a great burden on the hospital as compared to other diseases. Likewise, there is a rise in the number of older patients with chronic illnesses such as diabetes, thus worsening the physical shortage of healthcare practitioners and causing a further increase in healthcare costs. Unlike the traditional medicine model, this approach addresses the patients holistically and brings them on board to make informed decisions about their condition. Continued use of diabetes self-management education will go a long way in facilitating improvement in the knowledge, skills, and abilities necessary for diabetes self-care to make informed decisions among diabetes patients, improve problem-solving skills, self-care behavior, and active partnership with the multidisciplinary diabetes team to improve the clinical outcomes, quality of life and health status (Vas et al., 2017).

Group Importance Implementing New Policy and Practice Guidelines

The focus of primary health care has been strategizing on effective ways of increasing access to a wide range of preventive services at lower, affordable costs for everyone, including those from marginalized communities. To see the effectiveness of these new policy guidelines, the Master level healthcare will bring on board a collaborative effort of all the stakeholders. These include clinic physicians, nurses, physiotherapists, and diabetes educators. The stakeholders will recommend the most appropriate module for educating the staff about the new policy and practice guidelines. In addition to that, they will be educated on cultural diversity and understanding of diabetes self-management education and its impacts. This will not only help in reaching out to diabetes patients in marginalized areas but also help in improving the functional outcomes of treatment, thus promoting a good quality of life (Dahal and Hosseinzadeh, 2020). The leadership of Master level healthcare should, therefore, scale up the supervision of their staff to ensure that these new policies are being effectively implemented.

Effective Instructional Content, Learning Activities, and Materials for Training

The multidisciplinary team headed by the medical officer will be provided with handouts, recent articles, instructions, links to webinars, and other resources, including logins to electronic libraries where they can get access to literature on diabetes self-management education. Materials included in this literature are snakes for exercise, food exercise lists, insulin action profiles, pharmacokinetics, and the plate method for weight management, among other articles and books. It is expected that these resources will help medical practitioners gain a deeper understanding of how insulin works in the body and its effects, the increase in diabetes prevalence, the impact of genetics and environment on diabetes patients, and the importance of person-centered exercise for diabetes patients. These materials will be made available weekly through emails and residential mail addresses. In addition, the hospital management will share a weekly meeting on weekends to educate its staff on these new guidelines. After the training, an anonymized online survey will be done on the staff’s perception of the feasibility of these new policies and practice guidelines.

Conclusion

In conclusion, diabetes self-management education is an effective way of improving the clinical outcomes and quality of life of diabetes patients over a short period. To increase the feasibility of this patient management approach, it is imperative to incorporate a multidisciplinary team and equip them effectively through continuous training and education on implementing these new policies. The Master level healthcare leadership is therefore committed to seeing its staff embrace the recent changes in policy and guidelines to see patient satisfaction, improved outcome measures, and good quality of life.

References

Beck, J., Greenwood, D. A., Blanton, L., Bollinger, S. T., Butcher, M. K., Condon, J. E., … & Wang, J. (2018). 2017 National standards for diabetes self-management education and support. The Diabetes Educator, 44(1), 35-50. https://journals.sagepub.com/doi/abs/10.1177/0145721718754797

Dahal, P. K., & Hosseinzadeh, H. (2020). Association of health literacy and diabetes self-management: a systematic review. Australian journal of primary health, 25(6), 526-533. https://www.publish.csiro.au/PY/PY19007

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., … & Haire-Joshu, D. (2021). Social determinants of health and diabetes: a scientific review. Diabetes Care, 44(1), 258-279. https://care.diabetesjournals.org/content/44/1/258.abstract

Vas, A., Devi, E. S., Vidyasagar, S., Acharya, R., Rau, N. R., George, A., … & Nayak, B. (2017). Effectiveness of self‐management programs in diabetes management: A systematic review. International journal of nursing practice, 23(5), e12571. https://onlinelibrary.wiley.com/doi/abs/10.1111/ijn.12571

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Develop a 2–5-page training strategies summary and annotated agenda for a training session that will prepare a role group to succeed in implementing your diabetes improvement organizational policy and practice guidelines.

Training and educating those within an organization responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in the healthcare profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work asked of them.

As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any initiatives in your healthcare setting. Creating an agenda that will ensure your training goals will be met and will fit into the allotted time is a valuable skill for preparing colleagues to be successful in their practice.
The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each bar to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and supporting evidence.

Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.
Why will these strategies be effective?
What measures might provide early indications of success?
Explain the impact of the new policy and practice guidelines.
How will they be implemented?
How will they affect the daily work routines and responsibilities of the role group?
Justify the importance of the new policy and practice guidelines about improving the quality of care or outcomes related to the role group’s work.
How will the policy and guidelines help improve the quality of care or outcomes?
Explain the role group’s importance in implementing the new policy and practice guidelines.
Why is the work and buy-in of the role group important for successful implementation?
How could you help the group feel empowered by their involvement during implementation?
Determine appropriate and effective instructional content, learning activities, and materials for the training session.
How will each proposed activity on your agenda support learning and skill development?
Can you complete the training within the allotted two hours?
Organize content so ideas flow logically with smooth transitions.
Proofread your strategy summary and training agenda before you submit it to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your strategies.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
Be sure to apply correct APA formatting to source citations and references.