NURS-FPX 4900 Assessment 5 Instructions Paper

NURS-FPX 4900 Assessment 5 Instructions Paper

NURS-FPX 4900 Assessment 5 Instructions Paper

Capstone/Program Video Reflection

Hello everyone. My name is_. Welcome to this presentation. This presentation aims to reflect on my experience on the capstone project and the significant lessons learned and provide a general reflection on the RN-BSN program. The capstone project involved an African American with type 2 diabetes. Diabetes is a group of endocrine conditions characterized by the body’s inability to produce or use insulin effectively, leading to increased blood sugar levels (CDC, n.d.). Type 2 diabetes is specifically characterized by inadequate insulin production and insulin resistance. The condition negatively impacts patients’ quality of life and outcomes, increasing healthcare costs (WHO, n.d.). Diabetes is also associated with increased risks of other healthcare conditions such as stroke, cardiovascular diseases, and kidney diseases. Diabetes complications include retinopathy, vision loss, and amputations. The intervention to address this problem was patient education, which entailed diabetes self-management. Diabetes is a major health concern, especially among the African American population. As nurses, we are responsible for developing and suggesting interventions to patients, families, and populations to address different health concerns.

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The patient education intervention significantly contributed to the patient’s satisfaction and quality of life since the patient has been taught diabetes self-management best practices and behavior and coping with diabetes lifestyle. I also clarified the different concerns that the patient had concerning diabetes, such as treatment adherence, nutrition, and physical exercise. The patient provided feedback at the end of the education intervention, whereby she noted that the session had helped provide clarification and information on management and complications prevention. Additionally, the family members noted that the patient has improved in treatment adherence since she is more careful not to miss any medication. More so, the patient education session enhanced the patient’s experience by increasing her knowledge of diabetes management and complications prevention. The patient will therefore have reduced healthcare costs resulting in complications and reduced emergency hospital visits.

I utilized research and industry evidence in planning and implementing the capstone project. I also sought information from peer-reviewed literature to support the development of my intervention, its rationale, and its effectiveness. I searched reputable databases such as Cochrane and PubMed and reputable journals such as Diabetologia and diabetes care. The literature provided an evidence base that I used to guide my interaction with the patient. Additionally, various principles of evidence-based practice informed the incorporation of evidence and peer-reviewed literature in the capstone project. According to Campbell et al. (2019), evidence search is a principle of evidence-based practice that helps answer the needs in question. Similarly, the search for evidence from peer-reviewed literature was conducted mainly to help address the diabetes health concern/need that was in question among African Americans.       

Additionally, I leveraged healthcare technology in the capstone project to facilitate communication between the patient and enhance patient outcomes. I relied on the patient’s records to provide information and examples and demonstrate to the patient during the education session. I also communicated with the patient online using video conferencing when the patient would not attend face-face educational sessions. However, I believe that healthcare technology can be leveraged more to improve patient outcomes among diabetes patients in the African American population. Research shows that minority and underserved populations do not easily access diabetes care due to high costs, inadequate awareness of diabetes, and the necessary care (Truong et al., 2022). Healthcare technology can bridge this gap by using platforms such as telehealth and telemedicine to provide diabetes care services to patients in minority populations.

Furthermore, health policy considerably influences the planning and implementation of my capstone project. First and foremost, available health policies informed my interaction with the patient. The HIPAA provided guidelines on the identifiable patient information I could access and share to ensure that I respect patient privacy and confidentiality. Secondly, I used the organizational standards from the American Diabetes Association for guidelines on diabetes self-management best practices taught to the patient. The baccalaureate-prepared nurse plays a significant role in policy development and implementation to address different patient, family, or population health concerns. They are best suited to evaluate the policies based on their implementation and provide patient feedback regarding the policy. More so, the nurse presents patient needs to the policymakers, thus ensuring they are considered and incorporated into policy development. Similarly, the capstone project has significantly contributed to policy development relating to diabetes among minority health populations. Policies affecting chronic illnesses such as diabetes should consider using patient education for both group and individual patients for better health outcomes.

The capstone project outcomes exceeded my expectations and predictions. Initially, I expected the patient to fail to cooperate since she is elderly, and I am just a student. However, the patient cooperated well and was ready for our meetings. The patient was also very responsive in providing feedback and did not hesitate to clarify her concerns she had n diabetes treatment and management. Another aspect of the project that exceeded what I expected was that experts in the field were available to provide insight and guidance on the planning and implementation of the project and intervention.

The individual patient education intervention can be implemented into best practice. Hong et al. (2020) note that patient education is an effective intervention in diabetes care since t provides a platform to facilitate communication between the patient and the care provider, thus enabling the care provider to make clarifications and the patient to raise any concerns, which helps the patient improve their self-management behavior and practice. The intervention is also generalizable outside the individual patient setting. It can be used in groups, families, and healthy populations. It can also be used effectively to teach the management and prevention of other health concerns/conditions. Therefore, the intervention can be adopted as best practice in diabetes management improvement.

I have experienced tremendous personal and professional growth throughout the capstone project and the RN-BSN program. Nursing requires me to be patient, compassionate, and have a general caring nature. Interacting with the patient taught me a lot of patience and compassion since I was supposed to consider various patient factors, such as the patient’s availability. I have also improved on timekeeping and management since I had to meet the patient at the agreed time and deliver my educational content within the allotted time. Additionally, the BSN program has enhanced my confidence in playing essential nurse roles, including patient advocacy, policy development and change, and working in my capacity to address health concerns. The program has also prepared me adequately to maintain high ethical conduct and professional standards in all care services and settings.

Finally, the capstone project has been one of the activities in which I have experienced notable personal and professional growth and provided me with a sense of fulfillment as a nurse. Being able to impact a patient’s health outcomes directly has made me proud of my role as a nurse and encouraged me to address more similar health concerns in the future, mainly focusing on a larger population. Additionally, I was able to integrate the skills and knowledge learned throughout the program, which made me feel ready to practice on the next level and play my roles effectively.                  

References

Campbell, R. S., Lehr, M. E., Livingston, A., McCurdy, M., & Ware, J. K. (2019). Intrinsic modifiable risk factors in ballet dancers: Applying evidence-based practice principles to enhance clinical applications. Physical Therapy in Sport, 38, 106–114. https://doi.org/10.1016/j.ptsp.2019.04.022

Centers for Disease Control and Prevention (n.d.). What is Diabetes? Accessed 13^th April 2023 from https://www.cdc.gov/diabetes/basics/diabetes.html

Hong, Y. R., Jo, A., Cardel, M., Huo, J., & Mainous III, A. G. (2020). Patient-Provider communication with teach-back, patient-centered diabetes care, and diabetes care education. Patient Education and Counseling, 103(12), 2443–2450. https://doi.org/10.1016/j.pec.2020.05.029

 Truong, M., Yeganeh, L., Cook, O., Crawford, K., Wong, P., & Allen, J. (2022). Using telehealth consultations for healthcare provision to patients from non-Indigenous racial/ethnic minorities: a systematic review. Journal of the American Medical Informatics Association: JAMIA, 29(5), 970–982. https://doi.org/10.1093/jamia/ocac015

World Health Organization. (n.d.) Diabetes Key Facts. Accessed 13^th April 2023 from https://www.who.int/news-room/fact-sheets/detail/diabetes

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NURS-FPX 4900 Assessment 5 Instructions

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 group in the Capella Academic Portal 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 Capella Academic Portal.

The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of 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] 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 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.

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 Capella Academic Portal 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.

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SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE