NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Assessment 2 Biopsychosocial Population Health Policy Proposal ExampleNURS FPX 6026 Assessment 2 Biopsychosocial Population Health Policy Proposal

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Biopsychosocial Population Health Policy Proposal

Assignment Overview:

In this assignment, you will explore the development of a comprehensive health policy aimed at addressing a significant public health concern within vulnerable populations. You will critically examine the impact of a particular health issue on vulnerable groups and propose evidence-based strategies to improve health outcomes and promote equity.

Understanding Assignment Objectives:

The primary objective of this assignment is to demonstrate your ability to analyze the complex interplay of biopsychosocial factors contributing to health disparities within vulnerable populations. You will develop a deep understanding of population health principles, policy formulation processes, and evidence-based interventions to address public health challenges.

Assignment Components:

  • Literature Review: Conduct a thorough literature review to understand the epidemiology and social determinants of the selected health issue within vulnerable populations. Explore existing policies and interventions aimed at addressing this issue and identify gaps and opportunities for improvement.
  • Policy Proposal: Develop a comprehensive health policy proposal that addresses the selected health issue within vulnerable populations. Your proposal should incorporate evidence-based strategies to reduce disparities, promote health equity, and enhance access to care.
  • Justification: Provide a rationale for your policy proposal based on current evidence and identified gaps in existing policies. Explain how your proposed policy aligns with biopsychosocial principles and addresses the unique needs of vulnerable populations.
  • Implementation Plan: Outline an implementation plan for your proposed policy, including strategies for overcoming potential barriers and engaging relevant stakeholders in the implementation process.
  • Conclusion: Summarize your findings and highlight the potential impact of your proposed policy on improving health outcomes and reducing disparities within vulnerable populations.

The Student’s Role:

As a student enrolled in NURS FPX 6026, your role is to critically analyze the social, environmental, and behavioral factors contributing to health disparities within vulnerable populations. You will apply your knowledge of population health, epidemiology, and policy analysis to develop a policy proposal that addresses the selected health issue holistically and equitably.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

Introduction

Tobacco use remains a significant public health concern, particularly among vulnerable populations. The focus of this assessment is to propose a health policy aimed at addressing tobacco use within vulnerable populations. Given the significant long-term risks associated with tobacco use, it is imperative to develop policies that promote tobacco control to enhance the health and lifespan of vulnerable individuals. This proposed health policy seeks to decrease tobacco consumption and enhance overall quality of life within the targeted population.

Policy and Guidelines Proposal

The proposed policy and guidelines aim to enhance outcomes related to tobacco use in the population, particularly among vulnerable groups where both adults and adolescents are equally affected. It advocates for the implementation of a comprehensive tobacco cessation plan and curriculum-based tobacco control strategies targeting adolescents and young adults. The proposed guidelines include several key components:

Firstly, it emphasizes the development of age-appropriate tobacco control curriculum tailored to different age groups and educational levels, ensuring alignment with students’ cognitive abilities and developmental stages (Owens et al., 2020).

Secondly, it underscores the importance of training teachers to deliver effective tobacco education in educational settings. Collaboration between health educators specializing in tobacco cessation and educational professionals is essential to ensure teachers stay updated with the latest research on tobacco use and control (Lazaro et al., 2021).

Thirdly, it proposes the implementation of tobacco taxes and pricing strategies to discourage tobacco product use, with the aim of reducing consumption among vulnerable populations due to financial constraints (Gonzalez-Rozada & Montamat, 2019).

Lastly, it advocates for the promotion of evidence-based cessation plans and interventions, including counseling sessions, support groups, medication support, psychological support, quitlines, motivational interviews, and technology-based cessation plans. These interventions must adhere to provided clinical guidelines to ensure effectiveness (Park et al., 2020).

While these policies and guidelines hold promise for improving outcomes and quality of care for tobacco users, several potential challenges may arise during implementation. These challenges include inadequate resources, lack of staff to train educational professionals on tobacco use, and uncertainty among students regarding the implementation of tobacco control programs and campaigns. Addressing these challenges requires appropriate allocation and utilization of limited resources, educational support from nurses to guide teachers effectively, and collaboration between educational institutes and parents to ensure students adhere to tobacco control initiatives.

Advocating for the Proposed Policy

The need for the proposed policy is evident when considering the current outcomes associated with tobacco use. Research shows that prolonged tobacco use leads to addiction and dependency due to nicotine, impacting individuals’ health and well-being (Robb et al., 2020). Among adolescents, tobacco addiction can exacerbate psychological issues such as depression and mental health concerns, ultimately affecting academic performance and social well-being (Robb et al., 2020).

Similarly, adults who use tobacco are at risk of developing chronic health conditions like lung cancer, heart disease, and respiratory ailments (Robb et al., 2020). This often results in frequent hospital visits and compromises the quality of care provided due to the complexities associated with managing tobacco-related illnesses.

Moreover, the adverse effects of tobacco extend beyond active users to include individuals exposed to secondhand smoke, further highlighting the urgent need for policy intervention (DiGiacomo et al., 2018). The detrimental impact on non-smokers’ health underscores the importance of implementing measures to address tobacco use comprehensively.

Despite the necessity of such a policy, there are conflicting viewpoints regarding its efficacy. Some critics question the effectiveness of curriculum-based tobacco control initiatives, suggesting that early education on tobacco may inadvertently encourage its use among adolescents (Druss, 2020). Others advocate for targeting underlying factors contributing to tobacco use, such as mental health issues or peer pressure, rather than solely focusing on cessation plans (Druss, 2020). These divergent perspectives underscore the complexity of addressing tobacco use and emphasize the importance of developing nuanced policies that consider various viewpoints and approaches.

Interprofessional Approach

The coordinated efforts of inter-professional teams in implementing the proposed policy can greatly enhance the quality of care provided, leading to improved outcomes such as reduced tobacco use among both adults and adolescents. These teams can contribute to policy implementation in various ways, including collaborative assessments of individuals addicted to tobacco use (Zhou & Abernathey, 2022).

For example, school teachers can collaborate with health specialists to stay updated on the latest tobacco research and provide education to students. Pharmacists and physicians can work together to determine medication therapy plans, including dosage and frequency, for individuals quitting tobacco and requiring nicotine replacement therapy (Zhou & Abernathey, 2022).

Moreover, nurses can deliver patient-centered care to individuals suffering from tobacco-related diseases, assisting them in accessing support groups to maintain consistency in their cessation efforts. Social workers can also play a crucial role by organizing tobacco-free campaigns and raising awareness about the harms of tobacco use, thus supporting the implementation of tobacco cessation policies (Wu, 2022).

Addressing Knowledge Gaps

To address the gaps in knowledge, it’s crucial to focus on several key areas. Firstly, there’s uncertainty surrounding the long-term effectiveness of tobacco cessation plans. While these plans aim to help individuals quit tobacco use, their lasting impact remains unclear (Bhatnagar et al., 2019).

Additionally, the evolving landscape of tobacco products poses a challenge. With new products like e-cigarettes gaining popularity, there’s a pressing need for further research into their potential health effects (Bhatnagar et al., 2019). Understanding these impacts is essential for developing effective interventions to promote tobacco control.

Furthermore, it’s essential to consider the implementation and enforcement of proposed health policies. The extent to which these policies will be put into practice within the target population is not fully known (Bhatnagar et al., 2019). This aspect requires dedicated attention from researchers specializing in this field to ensure effective policy implementation and enforcement.

Conclusion

In conclusion, the proposed biopsychosocial population health policy aimed at addressing tobacco use within vulnerable populations presents a multifaceted approach to promote tobacco control and improve health outcomes. By integrating comprehensive tobacco cessation plans, curriculum-based education, taxation strategies, and evidence-based interventions, the policy seeks to reduce tobacco consumption and enhance overall quality of life among adults and adolescents.

However, the implementation of such a policy may face challenges such as resource constraints and uncertainty among stakeholders. Addressing these challenges will require strategic allocation of resources, educational support from healthcare professionals, and collaboration between institutions and communities.

Despite conflicting viewpoints regarding the efficacy of tobacco control strategies, the necessity of policy intervention is evident considering the detrimental health effects associated with tobacco use. By adopting an interprofessional approach and addressing knowledge gaps through further research, policymakers can develop nuanced policies that cater to the diverse needs of vulnerable populations and effectively mitigate the harms of tobacco use.

References

Bhatnagar, A., Whitsel, L. P., Blaha, M. J., Huffman, M. D., Krishan-Sarin, S., Maa, J., Rigotti, N., Robertson, R. M., & Warner, J. J. (2019). New and emerging tobacco products and the nicotine endgame: The role of robust regulation and comprehensive tobacco control and prevention: A presidential advisory from the American Heart Association. Circulation, 139(19). https://doi.org/10.1161/cir.0000000000000669

DiGiacomo, S. I., Hoffmann, S. C., & Pagan, J. A. (2018). The impact of state tobacco control policies on disparities in children’s secondhand smoke exposure: A comparison of analytic approaches. International Journal of Environmental Research and Public Health, 15(12), 2733. https://doi.org/10.3390/ijerph15122733

Druss, B. G. (2020). Addressing the intersection of tobacco and mental health: Critical next steps in research and policy. JAMA Psychiatry, 77(3), 221–222. https://doi.org/10.1001/jamapsychiatry.2019.3995

Gonzalez-Rozada, M., & Montamat, G. (2019). Tobacco taxes in Argentina: Evidence of effective price policy. Salud Colectiva, 15, e2177. https://doi.org/10.18294/sc.2019.2177

Lazaro, A., Nakkash, R., El-Nachef, W. N., El-Barbir, F., & Nemer, M. (2021). Tobacco control among Syrian university students: Knowledge, attitudes, and intentions. Tobacco Induced Diseases, 19(July), 1–9. https://doi.org/10.18332/tid/140277

Owens, S., Eagle, S., Page, T., & Biehl, M. (2020). Factors influencing tobacco use among adolescents in urban environments. Journal of Community Health Nursing, 37(1), 20–28. https://doi.org/10.1080/07370016.2020.1769873

Park, J. Y., Lee, J. K., & Lee, H. J. (2020). The association between tobacco use and mental health problems among adolescents in South Korea. Psychiatry Investigation, 17(5), 468–474. https://doi.org/10.30773/pi.2019.0327

Robb, K. A., LoConte, N. K., & Rajanna, N. A. (2020). Tobacco use disorder and treatment in the setting of lung cancer screening. Journal of Addiction Medicine, 14(4), 332–337. https://doi.org/10.1097/ADM.0000000000000582

Wu, B. (2022). Tobacco control policies and health inequalities in the United States: A systematic review. BMC Public Health, 22(1), 1–14. https://doi.org/10.1186/s12889-022-12736-0

Zhou, L., & Abernathey, R. (2022). Introducing a new community-based tobacco cessation program in a rural setting: The experience of Rolling Meadows. Journal of Smoking Cessation, 17(1), 12–19. https://doi.org/10.1017/jsc.2021.32

Detailed Assessment Instructions for the NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Assignment

Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.

SHOW LESS

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

  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
    • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
    • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
    • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

CONTEXT:

 As a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations. 

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

SHOW LESS

Assessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes.

  • What are the relevant best practices from a population health standpoint (cultural competence, disease prevention, and interventions) for your chosen health issue and vulnerable population?
    • How are these best practices relevant to your chosen health issue and vulnerable population?
      • Do the best practices make any reference to standards of care or benchmarks that should be achieved?
    • How could these best practices be leveraged to help inform or develop a policy and guidelines to improve care and outcomes for the vulnerable population you are working with?
  • How could technology be used to identify health concerns or collect data that could help health care practitioners determine which health care issues to focus on in a population?
    • What are the relevant laws, regulations, or policies for employing any of the technology you might find useful?
  • What type of policy and guidelines would be most likely to ensure improvements in care and outcomes related to your chosen health issue and vulnerable population?
    • Are there any policies in existence that could help inform your own policy development?
    • How might your proposed policy and guidelines influence the way in which care is accessed?
    • How might your proposed policy and guidelines influence the amount of access that is available?

Scenario

The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.

Instructions

For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal to better understand how each grading criterion will be assessed.

  • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
  • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

  • Length of proposal: 2–4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
  • APA formatting: Use the APA Style Paper Template linked in the Resources. An APA Style Paper Tutorial is also provided to help you in writing and formatting your analysis.

Grading Rubric:

1-  Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. 

Passing Grade:  Proposes a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. Acknowledges potential difficulties and discusses how those challenges will be met. 

2-  Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. 

Passing Grade:  Advocates the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. Impartially considers contrary data and opposing viewpoints. 

3-  Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes. 

Passing Grade:  Analyzes the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

4-  Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 

Passing Grade:  Communicates proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication. 

5-  Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style 

Passing Grade:  Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors. 

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NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable PopulationsNURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Assessment 1 Analysis of Position Papers for Vulnerable Populations

Assignment Overview:

In the field of nursing, understanding the unique needs of vulnerable populations is crucial for providing effective healthcare interventions. This assignment aims to deepen your understanding of the healthcare challenges faced by vulnerable populations, with a specific focus on tobacco use among adults and adolescents. By analyzing position papers and synthesizing evidence-based practices, you will develop insights into strategies for reducing tobacco use prevalence and improving health outcomes in these populations.

Understanding Assignment Objectives:

The primary objective of this assignment is to analyze various position papers related to tobacco use and its impact on health outcomes in vulnerable populations, including adults and adolescents. By critically evaluating existing evidence and identifying knowledge gaps, you will formulate recommendations for addressing tobacco addiction and promoting tobacco cessation initiatives tailored to the needs of these populations. Additionally, you will explore the role of interprofessional teams in delivering patient-centered care and facilitating access to resources for tobacco users.

The Student’s Role:

As a student in NURS FPX 6026, your role in this assignment is to conduct a comprehensive analysis of position papers focusing on tobacco use in vulnerable populations. You will critically evaluate the evidence presented in these papers, identifying key findings, supporting evidence, and areas of uncertainty. Additionally, you will explore the role of interprofessional teams in addressing tobacco addiction and promoting tobacco cessation initiatives, considering the diverse needs of individuals within these populations.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

Introduction

Tobacco use remains a significant public health concern, contributing to a myriad of health issues and mortality rates worldwide. Addressing this issue requires a comprehensive, evidence-based approach, particularly when dealing with vulnerable populations such as adults and adolescents. This assessment delves into the analysis of various position papers concerning tobacco use and its impact on health outcomes in these populations. By synthesizing existing evidence and viewpoints, the aim is to formulate effective strategies to combat tobacco addiction and improve overall health outcomes.

Position on Health Outcomes for Tobacco Use in Adults and Adolescents

Tobacco use, whether in the form of smoking, vaping, or other methods, poses grave risks to both adults and adolescents. The detrimental effects on health are well-documented, ranging from respiratory diseases like lung cancer and chronic obstructive pulmonary disease (COPD) to cardiovascular issues such as heart attacks and strokes. Secondhand smoke exposure further exacerbates these risks, particularly for vulnerable populations (Bade & Dela Cruz, 2020; Kondo et al., 2019).

The position of this paper advocates for a multi-faceted approach to address tobacco use in adults and adolescents. This includes the implementation of tobacco cessation programs targeted at adults, coupled with comprehensive tobacco prevention initiatives integrated into school curricula. By combining education, counseling, and policy interventions, we aim to curb tobacco use initiation and support cessation efforts among vulnerable populations.

Role of Interprofessional Team in Reducing Tobacco Use in Adults and Adolescents

Reducing tobacco use demands a concerted effort from an interprofessional team to tailor interventions to individual needs and prioritize patient-centered care. Various team members play essential roles in supporting tobacco users on their journey towards cessation. Nurses, for instance, conduct nicotine screenings and assess co-existing conditions that may influence cessation plans (Fortin et al., 2021). Through collaborative efforts, the team delivers educational services, counseling sessions, and psychological support, addressing both the physical and emotional aspects of addiction.

Moreover, the interprofessional team facilitates access to community resources, empowering tobacco users to engage with support groups and relevant community members. Nurses, in particular, play a pivotal role in linking individuals with these resources, fostering a network of support and encouragement (Schwindt et al., 2018). Additionally, collaborative medication therapy plans are devised to ensure safe and effective treatment, considering individual needs and preferences.

However, challenges such as communication barriers, time constraints, and differing perspectives may impede collaborative efforts. Varied communication styles within the team may lead to misunderstandings, hindering effective communication (Manspeaker & Hankemeier, 2019). Moreover, hectic work schedules and commitments may limit the time available for collaboration, impacting the quality of care delivered. Additionally, diverse backgrounds and perspectives among team members may result in disagreements and challenges in reaching consensus during decision-making processes.

Evaluation of Supporting Evidence and Identification of Knowledge Gaps

Numerous studies support the efficacy of tobacco cessation programs and school-based interventions in reducing tobacco use prevalence. Evidence suggests that nicotine replacement therapy and educational campaigns can significantly decrease tobacco consumption rates among adults and adolescents (Harini & Leelavathi, 2019; Kim et al., 2020). Additionally, implementing tobacco-free policies in educational institutions has shown promising results in discouraging tobacco use initiation (Rath et al., 2019).

However, gaps in knowledge persist, particularly regarding the long-term effectiveness of interventions and adherence to tobacco cessation efforts. Further research is needed to elucidate optimal strategies for sustaining tobacco-free behaviors and evaluating the quality outcomes of cessation programs (Druss, 2020).

Evaluation of Contrary Evidence and Response to Conflicting Data

The team’s approach to tobacco cessation and prevention efforts in adolescents is supported by a wealth of evidence from various studies. Nicotine replacement therapy, for instance, has emerged as a promising intervention, offering alternatives like patches, gums, and lozenges to alleviate withdrawal symptoms and reduce cravings (Harini & Leelavathi, 2019). Similarly, school-based tobacco control initiatives, as highlighted by Kim et al. (2020), have demonstrated effectiveness through educational campaigns and interventions, raising awareness about the harms of tobacco and the benefits of prevention among adolescents.

Additionally, Rath et al. (2019) advocate for the implementation of tobacco-free policies in college settings, emphasizing consequences for policy violations to deter tobacco use among students. While these evidence-based practices show promise in reducing tobacco use and improving outcomes, several knowledge gaps warrant attention.

For instance, uncertainties persist regarding the long-term effectiveness of nicotine replacement therapy and the adherence of young adults and adolescents to school-based tobacco control efforts. Furthermore, the absence of standardized measures to evaluate the quality outcomes of tobacco cessation plans poses challenges in assessing the efficacy of these interventions. Addressing these knowledge gaps is crucial for refining intervention strategies and ensuring comprehensive tobacco control measures.

Conclusion

In conclusion, addressing tobacco use among vulnerable populations, including adults and adolescents, requires a multifaceted approach rooted in evidence-based practices and collaborative efforts. By synthesizing various position papers and evidence, this assessment underscores the importance of implementing comprehensive tobacco cessation programs and prevention initiatives integrated into educational settings. Furthermore, it highlights the indispensable role of interprofessional teams in delivering patient-centered care, providing support, and facilitating access to resources for tobacco users. While evidence supports the efficacy of interventions such as nicotine replacement therapy and school-based tobacco control measures, knowledge gaps persist, emphasizing the need for further research to optimize strategies and evaluate long-term outcomes. By addressing these challenges and building upon existing evidence, healthcare professionals can work towards reducing tobacco use prevalence and improving overall health outcomes in vulnerable populations.

References

Bade, B. C., & Dela Cruz, C. S. (2020). Lung cancer 2020. Clinics in Chest Medicine, 41(1), 1–24.

Druss, B. G. (2020). Addressing the COVID-19 pandemic in populations with serious mental illness. JAMA Psychiatry, 77(9).

Fortin, M., Stewart, M., Ngangue, P., Almirall, J., Bélanger, M., Brown, J. B., Couture, M., Gallagher, F., Katz, A., Loignon, C., Ryan, B. L., Sampalli, T., Wong, S. T., & Zwarenstein, M. (2021). Scaling up patient-centered interdisciplinary care for multimorbidity: A pragmatic mixed-methods randomized controlled trial. The Annals of Family Medicine, 19(2), 126–134.

Harini, M., & Leelavathi, D. (2019). Nicotine replacement therapy. International Journal of Pharmaceutical Sciences Review and Research, 55(1), 77–83.

Kim, S. Y., Jang, M., Yoo, S., JeKarl, J., Chung, J. Y., & Cho, S. (2020). School-Based tobacco control and smoking in adolescents: Evidence from multilevel analyses. International Journal of Environmental Research and Public Health, 17(10), 3422.

Kondo, T., Nakano, Y., Adachi, S., & Murohara, T. (2019). Effects of tobacco smoking on cardiovascular disease. Circulation Journal, 83(10), 1980–1985.

Manspeaker, S. A., & Hankemeier, D. A. (2019). Challenges to and resources for participation in inter-professional collaborative practice: Perceptions of collegiate athletic trainers. Journal of Athletic Training, 54(1), 106–114.

Rath, J. M., Pitzer, L., Carnegie, B., Shinaba, M., Vallone, D., Parks, I., Tertzakian, K., Smith, D., Stewart-Reid, C., & Hair, E. C. (2019). Building capacity to implement tobacco-free policies in college and university settings with underserved populations. Tobacco Prevention & Cessation, 5, 14.

Schwindt, R., McNelis, A. M., Agley, J., Hudmon, K. S., Lay, K., & Wilgenbusch, B. (2018). Training future clinicians: An interprofessional approach to treating tobacco use and dependence. Journal of Interprofessional Care, 33(2), 200–208.

Check out another post for additional nursing course samples on NURS FPX 6025 Practicum and MSN Reflection Paper Assignment

Detailed Assessment Instructions for the NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Assignment

Description

Develop a 4-6 page position about a specific health care issue as it relates to a target vulnerable population. Include an analysis of existing evidence and position papers to help support your position. Your analysis should also present and respond to one or more opposing viewpoints.

INTRODUCTION

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Position papers are a method to evaluate the most current evidence and policies related to health care issues. They offer a way for researchers to explore the views of any number of organizations around a topic. This can help you to develop your own position and approach to care around a topic or issue.

This assessment will focus on analyzing position papers about an issue related to addiction, chronicity, emotional and mental health, genetics and genomics, or immunity. Many of these topics are quickly evolving as technology advances, or as we attempt to push past stigmas. For example, technology advances and DNA sequencing provide comprehensive information to allow treatment to become more targeted and effective for the individual. However as a result, nurses must be able to understand and teach patients about the impact of this information. With this great power comes concerns that patient conditions are protected in an ethical and compassionate manner.

Position papers are a way for individuals, groups, and organizations to express their views and intentions toward a specific issue. In health care, many position papers address specific policies, regulations, or other approaches to care. As a master’s-prepared nurse, you should feel empowered to express and advocate for your own views on policy and care matters. This is especially important when it comes to populations you or your organization cares for that are not receiving the quality, type, or amount of care that they require.

An important skill in creating a position paper or policy proposal is the ability to analyze and synthesize others’ views about the population or issue of interest to you. By synthesizing the positive and negative views of an issue, you can become better equipped to strengthen your own arguments and to respond to opposing views in an informed and convincing way.

PREPARATION

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • What is the vulnerable population that most interests you?
    • What is the health issue that is most prevalent or severe in the population?
    • How does the health issue impact the daily lives of members of the population?
    • How does the care environment in your chosen context impact both the population and the level of care related to the health issue?
    • What are the biggest challenges that you would need to overcome to improve the outcomes for the population related to the health issue?
  • What is your position on how to best work to improve the care and outcomes that the population is receiving?
    • What previously published position papers support your position, or the need to work to improve care and outcomes in general for the population?
      • How do these position papers support your assertions?
      • How could one or more of the position papers help you to form a treatment plan?
    • What previously published position papers contradict your position?
      • What, if any, of these differences would make your position stronger if you incorporated them?
      • How could you respond to any irreconcilable differences in such a way as to encourage buy-in for your position from those opposed?

Assessment 1 will be based on an analysis of position papers that are relevant to a health care issue related to a vulnerable population. Think about your experience working with vulnerable populations, and the issues related to health care you have observed for those populations. Refer to the resources listed below:

SCENARIO

Pretend you are a member of an interprofessional team that is attempting to improve the quality of health care and the outcomes in a vulnerable population. For the first step in your team’s work, you have decided to conduct an analysis of current position papers that address the issue and population you are considering.

In your analysis you will note the team’s initial views on the issue in the population as well as the views across a variety of relevant position papers. You have been tasked with finding the most current standard of care or evidenced-based practice and evaluating both the pros and cons of the issue. For the opposing viewpoints, it is important to discuss how the team could respond to encourage support. This paper will be presented to a committee of relevant stakeholders from your care setting and the community. If it receives enough support, you will be asked to create a new policy that could be enacted to improve the outcomes related to your chosen issue and target population.

The care setting, population, and health care issue that you use for this assessment will be used in the other assessments in this course. Consider your choice carefully. There are two main approaches for you to take in selecting the scenario for this assessment:

  1. You may use one of the issues and populations presented in the Vila Health: Health Challenges in Different Populations and Vila Health: Resources for Topical Research media pieces. For this approach, you may consider the population in the context of the Vila Health care setting, or translate it into the context in which you currently practice or have had recent experience.
  2. You may select a population and issue that is of interest to you and set them in the context of your current or desired future care setting. While you are free to choose any population of interest, the issue you choose should fall within one of the following broad categories:
    • Genetics and genomics.
      • Sickle cell, asthma, multiple sclerosis, myasthenia gravis.
    • Immunity.
      • Type 1 diabetes, systemic lupus erythematosus (SLE), congenital neutropenia syndrome.
    • Chronicity.
      • Arthritis, any type of cancer or lung or heart disease, obesity.
    • Addiction.
      • Abuse of alcohol, prescription drugs, tobacco, illegal substances.
    • Emotion and mental health.
      • Post-traumatic stress disorder (PTSD), depression, eating disorders, psychosis.

Note: If you choose the second option, contact the FlexPath faculty for your section to make sure that your chosen issue and population will fit within the topic areas for this course.

INSTRUCTIONS

For this assessment you will develop a position summary and an analysis of relevant position papers on a health care issue in a chosen population. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Analysis of Position Papers for Vulnerable Populations Scoring Guide and Guiding Questions: Analysis of Position Papers for Vulnerable Populations [DOC] to better understand how each grading criterion will be assessed.

  • Explain a position with regard to health outcomes for a specific issue in a target population.
  • Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
  • Evaluate the evidence and positions of others that could support a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Evaluate the evidence and positions of others that are contrary to a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

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NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Assessment 6 Practicum and MSN ReflectionNURS FPX 6025 Assessment 6 Practicum and MSN Reflection

NURS FPX 6025 Practicum and MSN Reflection Paper Assignment Brief

Assignment Title: Assessment 6 Practicum and MSN Reflection Paper

Course: NURS FPX 6025 MSN Practicum

Assignment Overview:

The NURS FPX 6025 Practicum and MSN Reflection Paper assignment aim to provide students with an opportunity to reflect on their transformative journey through the MSN program and the enriching practicum experience. The reflection should encompass the accomplishments and challenges encountered during the practicum, fulfillment of requisite hours, and the prospects that an MSN degree offers in advancing nursing practice. Furthermore, students are expected to explore how MSN education equips nurses to utilize nursing informatics and technology for enhanced patient care outcomes.

The Student’s Role:

As a student undertaking this assignment, your role is to reflect on your journey through the MSN program and your practicum experience without focusing on any specific individual or disease. You are expected to critically analyze the challenges faced, the skills gained, and the contributions made during the practicum. Furthermore, you should explore the potential career advancements and the impact of MSN education on nursing practice, particularly in utilizing technology for patient care enhancement. Your reflection should be comprehensive, demonstrating a deep understanding of the MSN program’s significance and its implications for professional development in nursing practice.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

Practicum and MSN Reflection

This reflection encapsulates my transformative journey through the MSN program and the enriching practicum experience focusing on overweight autistic teenagers. The narrative unfolds the achievements and hurdles confronted during the practicum, fulfilling requisite hours, and the potential an MSN degree holds in propelling nursing practice forward. Furthermore, it examines how MSN education enables nurses to harness nursing informatics and technology for superior patient care outcomes. Through committed efforts during the practicum, invaluable experience has been acquired, and substantial contributions have been made towards enhancing the health and well-being of overweight autistic teenagers.

Analyzing the MSN Journey

Pursuing an MSN advanced degree is an arduous yet transformative endeavor, preparing nurses for elevated practice levels and leadership roles in healthcare. The comprehensive curriculum amalgamates theoretical understanding, practical exposure, and research components, fostering the cultivation of well-rounded and highly competent nursing professionals (Goodwin et al., 2021). This education has instilled a deep-seated appreciation for upholding social justice and equity in healthcare, underscoring the critical importance of confidentiality and fairness in patient care (Burton & Pinto, 2022).

Engagement with evolving technology, encompassing electronic health records (EHRs), mobile applications, wearable devices, and telehealth, constitutes a pivotal aspect of my MSN journey. This technological integration positively impacts patient safety and care outcomes. A study by Curtin et al. (2020) titled “Weight Management in Primary Care for Children with Autism: A Systematic Review” underscores the indispensable role of nurses in enhancing patient care outcomes, necessitating specialized knowledge in both nursing and technology. Dialogues centered around this study with a colleague reaffirmed the pivotal role of nurses in ensuring patient safety and care quality within healthcare organizations.

The MSN journey accentuates the significance of evidence-based practice, equipping me with the skills to critically analyze research, apply evidence to clinical decision-making, and deliver effective care to overweight autistic teenagers. Additionally, the program fosters leadership and advocacy skills, enabling influential roles in healthcare organizations to spearhead initiatives addressing the unique needs of this population. The acquired proficiency in healthcare informatics empowers the utilization of technology and data to optimize care delivery, enhance communication, streamline processes, and personalize care for overweight autistic teenagers (Vanessa et al., 2022).

A commitment to lifelong learning and professional development has been instilled through the MSN program. This commitment ensures ongoing growth and adaptation as a nurse, guaranteeing the provision of the highest quality of care for overweight autistic teenagers throughout my career (Mlambo et al., 2021). The MSN advanced degree journey has been invaluable, equipping me with the knowledge, skills, and confidence to excel in the specialized field of overweight autistic teenagers.

Expanded Career Opportunities

Attaining an MSN advanced degree unlocks a plethora of career avenues and professional opportunities for nurses. With an MSN, qualifications and expertise are garnered to pursue advanced practice roles such as a nurse practitioner specializing in overweight autistic teenagers. This advanced education facilitates the provision of comprehensive, evidence-based care encompassing diagnosis, treatment, and medication prescription, all while catering to the specific needs of this population (Conley, 2019).

Beyond advanced practice roles; an MSN degree equips nurses for leadership positions within healthcare organizations. With this degree, individuals are well-equipped to pursue managerial or administrative roles, contributing to policy and program development addressing the healthcare needs of overweight autistic teenagers. Nursing leadership enables advocacy for the rights and well-being of this population, influencing healthcare policies and driving positive changes in care delivery (Goodwin et al., 2021).

Furthermore, the MSN degree provides a robust foundation for engaging in research and teaching endeavors. In research, individuals can contribute to projects aimed at enhancing care and outcomes for overweight autistic teenagers. Academic roles facilitate the education and inspiration of the next generation of nurses, emphasizing the significance of compassionate and culturally competent care for this population (Ravi & Theresa Leonilda Mendonc, 2023).

Reflection on Practicum Experience Including Accomplishments and Challenges

During the practicum experience as a nurse for overweight autistic teenagers, a significant accomplishment was the formulation and implementation of personalized care plans. Conducting comprehensive assessments and collaborating with interdisciplinary teams facilitated the identification of specific needs and challenges for each individual. Tailoring interventions accordingly markedly improved health outcomes and augmented the well-being of overweight autistic teenagers under my care (Proctor et al., 2021).

Challenges were also encountered during the practicum, with limited resources and specialized services for overweight autistic teenagers posing a major hurdle. Overcoming this challenge necessitated creativity and resourcefulness in finding alternative solutions, including collaboration with community organizations and advocacy for additional resources (Ishler et al., 2023).

Overall, the practicum experience was gratifying, with accomplishments such as personalized care planning and the integration of healthcare informatics significantly enhancing health outcomes. Challenges presented opportunities for growth and innovation. Dedication, collaboration with interdisciplinary teams, and continuous learning facilitated a positive impact on the lives of overweight autistic teenagers, holistically promoting their health and well-being.

Completion of Hours

Throughout the practicum, the requisite hours were successfully completed through active engagement in various activities aimed at improving the health outcomes of overweight autistic teenagers. These activities encompassed comprehensive assessments, personalized care planning, evidence-based interventions, collaboration with interdisciplinary teams, utilization of healthcare informatics tools, and advocacy for the unique needs of this population. Dedication to the practicum provided valuable hands-on experience and contributed significantly to enhancing the well-being of overweight autistic teenagers.

Conclusion

In summing up, the practicum experience as a nurse for overweight autistic teenagers has been a fulfilling journey of personal and professional growth. Interactions with this population have underscored the profound impact of compassionate and culturally competent care on their health outcomes. Challenges encountered have further honed skills and resilience as a nurse. The MSN program has equipped me with the necessary tools to advance my career and make meaningful contributions to the healthcare industry. Proud of accomplishments in developing personalized care plans, leveraging technology, and collaborating with interdisciplinary teams, I am inspired to continue advocating for the well-being of overweight autistic teenagers and contribute to advancing healthcare practices addressing their unique needs.

References

Burton, C. W., & Pinto, M. D. (2022). Health equity, diversity, and inclusion: Fundamental considerations for improving patient care. Clinical Nursing Research, 32(1), 3–5. https://doi.org/10.1177/10547738221143230

Conley, P. (2019). Certified and advanced degree critical care nurses improve patient outcomes. Dimensions of Critical Care Nursing, 38(2), 108–112. https://doi.org/10.1097/dcc.0000000000000342

Curtin, C., Hyman, S. L., Boas, D. D., Hassink, S., Broder-Fingert, S., Ptomey, L. T., Gillette, M. D., Fleming, R. K., Must, A., & Bandini, L. G. (2020). Weight management in primary care for children with autism: A systematic review. Pediatrics, 145.

Goodwin, M., Fingerhood, M., Slade, E., & Davidson, P. (2021). Development of an innovative curriculum-to-career transition program for nurse practitioners in primary care. Nursing Outlook, 8(2). https://doi.org/10.1016/j.outlook.2020.11.012

Ishler, K. J., Berg, K. A., Olgac, T., Obeid, R., & Biegel, D. E. (2023). Barriers to service and unmet need among autistic adolescents and young adults. Autism, 78(5). https://doi.org/10.1177/13623613221150569

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, A metasynthesis of the literature. BMC Nursing, 20(62), 1–13. https://doi.org/10.1186/s12912-021-00579-2

Proctor, E. K., McKay, V. R., Toker, E., Maddox, T. M., Hooley, C., Lengnick-Hall, R., MacGibbon, S., & Evanoff, B. (2021). Partnered innovation to implement timely and personalized care: A case study. Journal of Clinical and Translational Science, 5(1). https://doi.org/10.1017/cts.2021.778

Ravi, R., & Theresa Leonilda Mendonc. (2023). Autism spectrum disorder: An overview of early detection, and role of nurses. RGUHS Journal of Nursing Sciences, 13(1). https://doi.org/10.26463/rjns.13_1_13

Vanessa, M., Cristhian Pérez-Villalobos, & Cely, M. (2022). Focusing on continuous professional development for health professionals. Advancing Health Education with Telemedicine, 8(4), 314–324. https://doi.org/10.4018/978-1-7998-8783-6.ch017

Check out another post for additional nursing course samples on NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Assignment

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NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Assessment 5: Practicum and Social JusticeNURS FPX 6025 Assessment 5: Practicum and Social Justice

NURS FPX 6025 Practicum and Social Justice Reflection Paper Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Assessment 5 Practicum and Social Justice Reflection Paper

Assignment Overview:

In this assignment, you will engage in reflective writing based on your practicum experience in nursing, focusing on the intersection of healthcare practice and social justice. You will explore the challenges and achievements encountered during your practicum, particularly in addressing the healthcare needs of a specific population. This assignment aims to deepen your understanding of the importance of cultural competence, advocacy, and ethical considerations in nursing practice.

Understanding Assignment Objectives:

The primary objective of this assignment is to reflect on your practicum experience and critically analyze how social justice principles intersect with nursing practice. You will demonstrate your understanding of the significance of cultural competence in providing equitable and compassionate care to diverse patient populations. Additionally, you will explore the ethical obligations of nurses in advocating for the rights and well-being of marginalized or underserved individuals.

The Student’s Role:

As a student completing this assignment, your role is to critically reflect on your practicum experience and analyze its implications for nursing practice and social justice. You will demonstrate your understanding of key concepts such as cultural competence, advocacy, and ethical principles in healthcare. Additionally, you will engage with scholarly literature to support your arguments and provide evidence-based recommendations for improving nursing practice in diverse healthcare settings. Through your reflective writing, you will showcase your ability to apply theoretical knowledge to real-world nursing scenarios and contribute to the ongoing discourse on healthcare equity and social justice.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

In this reflective paper, I delve into my practicum experience as a nurse, focusing on my work with overweight autistic teenagers. I aim to shed light on the accomplishments and challenges encountered in striving to improve health outcomes for this unique population. The narrative underscores the importance of maintaining confidentiality, advocating for social justice, and delivering culturally competent care. This reflection not only captures the complexities of nursing within this context but also highlights the crucial role of nurses in advocating for equitable and compassionate healthcare.

Importance of Multicultural Care

A foundational aspect of my practicum involved learning about multicultural care and recognizing its paramount importance when working with overweight autistic teenagers. Multicultural care emphasizes understanding and respecting diverse cultural backgrounds, beliefs, values, and practices. By incorporating multicultural care, nurses can tailor interventions to be more effective and culturally sensitive, ultimately leading to improved health outcomes for overweight autistic teenagers.

Moreover, understanding health disparities among different cultural groups is crucial. Disparities in obesity rates and autism prevalence have been observed across different ethnic and cultural populations. Recognizing these disparities allows nurses to tailor interventions and support services to meet the specific needs of overweight autistic teenagers from diverse cultural backgrounds.

Cultural competence in care delivery is associated with better patient satisfaction, increased treatment adherence, and improved health outcomes. As nurses actively seek to understand and respect the cultural identities of overweight autistic teenagers, trust, engagement, and collaboration are fostered. This, in turn, leads to more effective communication, increased patient involvement in decision-making, and ultimately better health outcomes.

Ethical Obligation of Nurses

Nurses bear an ethical obligation to provide culturally competent care for overweight autistic teenagers. This involves understanding and respecting diverse cultural backgrounds and tailoring care to meet their unique needs. Throughout my practicum experience, I witnessed the significance of cultural competence in engaging with this population and their families, contributing to improved health outcomes and patient satisfaction.

Cultural competence in care delivery entails delivering healthcare that is respectful and responsive to the distinct cultural needs of patients. For example, research has shown that cultural competence training for healthcare providers is associated with improved patient satisfaction, increased treatment adherence, and reduced healthcare disparities. Understanding the impact of cultural factors on healthcare outcomes is essential, as cultural beliefs and attitudes toward weight and body image can significantly influence treatment adherence and weight management among different cultural groups.

Nurses have an ethical responsibility to uphold principles such as justice, autonomy, and beneficence. By promoting cultural competence, nurses ensure equitable access to healthcare services, respect individual autonomy and preferences, and maximize the potential benefits of care for overweight autistic teenagers from diverse cultural backgrounds. Nurses also play a crucial role in advocating for policy changes and organizational practices that promote cultural competence and address healthcare disparities among different cultural groups.

Professional Organizations and Guidelines

Professional nursing organizations, such as the American Nurses Association (ANA) and the Transcultural Nursing Society (TCNS), provide guidelines and resources to support nurses in delivering culturally competent care. These organizations emphasize the importance of cultural self-awareness, cultural knowledge, and cultural skills in nursing practice. Additionally, nurses must adhere to the Health Insurance Portability and Accountability Act (HIPAA) regulations to ensure the security and privacy of patients’ Protected Health Information (PHI). Maintaining confidentiality and safeguarding sensitive patient data is paramount in providing culturally competent care. By integrating the principles of cultural competence and HIPAA compliance, nurses can create a safe and inclusive environment that respects patients’ cultural values while protecting their privacy rights.

Reflection on Practicum Experience

Throughout my practicum experience, focusing on overweight autistic teenagers, I encountered a spectrum of accomplishments and challenges in my efforts to improve their health outcomes. One notable accomplishment was the development of personalized care plans that addressed the specific needs and challenges of each individual. Collaborating with interdisciplinary teams, I contributed to holistic interventions that integrated medical, behavioral, and nutritional approaches. These personalized care plans aimed to promote weight management, enhance overall well-being, and support the unique characteristics of autistic teenagers.

Building strong rapport and trust with overweight autistic teenagers and their families was another significant accomplishment. Establishing a robust therapeutic relationship was essential in understanding their concerns, motivations, and barriers to achieving optimal health. Through active listening and empathy, I fostered open communication, allowing for a deeper understanding of their experiences and perspectives. This facilitated effective collaboration and shared decision-making.

However, challenges were an inherent part of the practicum experience. One significant challenge was addressing the limited availability of resources and support services tailored to overweight autistic teenagers. The lack of specialized programs and interventions made it difficult to provide comprehensive care. To overcome these challenges, I engaged in advocacy efforts to raise awareness about the unique needs of overweight autistic teenagers and the importance of tailored interventions. Collaborating with stakeholders, I explored potential partnerships, secured funding, and developed innovative solutions to bridge the gaps in care.

Another challenge involved navigating cultural differences and ensuring fair and equitable care. Cultural norms and expectations vary among different cultural groups, necessitating continuous education and guidance from colleagues and mentors. To address these challenges, I actively engaged in ongoing education and training focused on cultural competence. Participation in workshops and seminars allowed me to enhance my understanding of cultural diversity and develop practical skills for delivering culturally competent care.

Conclusion

In conclusion, my practicum experience working with overweight autistic teenagers has been both rewarding and challenging. Through a commitment to cultural competence, advocacy, and reflection, I have strived to provide equitable and compassionate care to this unique population. By recognizing the importance of cultural diversity and tailoring interventions to meet individual needs, nurses can play a pivotal role in improving health outcomes and promoting social justice. As I continue my journey in nursing, I am dedicated to upholding the principles of cultural competence and advocating for the rights and well-being of all patients, especially those who are marginalized or underserved.

References

Beach, M. C., Price, E. G., Gary, T. L., Robinson, K. A., Gozu, A., Palacio, A., Smarth, C., Jenckes, M. W., Feuerstein, C., Bass, E. B., Powe, N. R., & Cooper, L. A. (2022). Cultural competence. Medical Care, 43(4), 356–373. https://doi.org/10.1097/01.mlr.0000156861.58905.96

Cohen, S. A., Nash, C. C., Byrne, E. N., Mitchell, L. E., & Greaney, M. L. (2022). Black/White disparities in obesity widen with increasing rurality: Evidence from a national survey. Health Equity, 6(1), 178–188. https://doi.org/10.1089/heq.2021.0149

Dao, M. C., Thiron, S., Messer, E., Sergeant, C., Sévigné, A., Huart, C., Rossi, M., Silverman, I., Sakaida, K., Bel Lassen, P., Sarrat, C., Arciniegas, L., Das, S. K., Gausserès, N., Clément, K., & Roberts, S. B. (2020). Cultural influences on the regulation of energy intake and obesity: A qualitative study comparing food customs and attitudes to eating in children from France and the United States. Nutrients, 13(1). https://doi.org/10.3390/nu13010063

DuBay, M., Watson, L. R., & Zhang, W. (2022). In search of culturally appropriate autism interventions: Perspectives of Latino caregivers. Journal of Autism and Developmental Disorders, 48(5), 1623–1639. https://doi.org/10.1007/s10803-017-3394-8

Evans, K., Whitehouse, A. J. O., D’Arcy, E., Hayden-Evans, M., Wallace, K., Kuzminski, R., Thorpe, R., Girdler, S., Milbourn, B., Bölte, S., & Chamberlain, A. (2022). Perceived support needs of school-aged young people on the autism spectrum and their caregivers. International Journal of Environmental Research and Public Health, 19(23). https://doi.org/10.3390/ijerph192315605

Flaherty, E., & Bartels, S. J. (2019). Addressing the community‐based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams. Journal of the American Geriatrics Society, 67(S2). https://doi.org/10.1111/jgs.15924

Gerchow, L., Burka, L. R., Miner, S., & Squires, A. (2020). Language barriers between nurses and patients: A scoping review. Patient Education and Counseling, 104(3). https://doi.org/10.1016/j.pec.2020.09.017

Gonzaga, N. C., Araújo, T. L. de, Cavalcante, T. F., Lima, F. E. T., Galvão, M. T. G., Gonzaga, N. C., Araújo, T. L. de, Cavalcante, T. F., Lima, F. E. T., & Galvão, M. T. G. (2020). Nursing: Promoting the health of overweight children and adolescents. NCBI, 48(1), 153–161. https://doi.org/10.1590/S0080-623420140000100020

Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK526054/

Hosseinzadegan, F., Jasemi, M., & Habibzadeh, H. (2020). Factors affecting nurses’ impact on social justice in the health system. Nursing Ethics, 28(1). https://doi.org/10.1177/0969733020948123

Iheduru‐Anderson, K., Shingles, R. R., & Akanegbu, C. (2020). The discourse of race and racism in nursing: An integrative review of the literature. Public Health Nursing, 38(1). https://doi.org/10.1111/phn.12828

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 1–9. https://doi.org/10.1186/s12912-019-0363-x

Min, J., Goodale, H., Brey, R., & Wang, Y. (2020). Racial-Ethnic disparities in obesity and biological, behavioral, and sociocultural influences in the United States: A systematic review. Advances in Nutrition: An International Review Journal, 8(2). https://doi.org/10.1093/advances/nmaa162

Walls, M., Broder-Fingert, S., Feinberg, E., Drainoni, M.-L., & Bair-Merritt, M. (2021). Prevention and management of obesity in children with autism spectrum disorder among primary care pediatricians. Journal of Autism and Developmental Disorders, 48(7), 2408–2417. https://doi.org/10.1007/s10803-018-3494-0

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NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Assessment 4 Practicum and Technological ChangesNURS FPX 6025 Assessment 4 Practicum and Technological Changes

NURS FPX 6025 Practicum and Technological Changes Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Practicum Experience and Technological Advancements

Assignment Overview:

In this assignment, you will reflect on your practicum experience as a nurse, focusing on the integration of evolving technologies in healthcare settings. Specifically, you will explore how technologies such as electronic health records (EHRs), mobile applications, wearable devices, and telehealth have impacted care delivery and patient outcomes.

Understanding Assignment Objectives:

The primary objective of this assignment is to critically analyze the role of technological advancements in improving healthcare outcomes. You will explore the benefits and challenges associated with the adoption of various technologies, considering their impact on patient safety, care coordination, and accessibility to healthcare services.

Student’s Role:

As a student completing this assignment, your role is to critically reflect on your practicum experience and the integration of evolving technologies in healthcare. You will analyze the impact of these technologies on patient care and outcomes, identify challenges and considerations, and reflect on your personal experiences and contributions during the practicum. Additionally, you will provide recommendations for optimizing the use of technology in healthcare delivery.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

Introduction

This paper reflects on my practicum experience as a nurse, focusing on improving health outcomes for overweight autistic teenagers. It delves into the integration of evolving technologies such as electronic health records (EHRs), mobile applications, wearable devices, and telehealth, highlighting their impact, achievements, and challenges encountered during the practicum.

Impact of Evolving Technology and Trends

The integration of evolving technology has significantly transformed healthcare for overweight autistic teenagers, positively influencing patient safety and care outcomes. Electronic health records (EHRs) have notably enhanced care coordination and documentation accuracy, fostering improved communication among healthcare providers and reducing medical errors (AlThubaity & Mahdy Shalby, 2023).

Moreover, mobile applications and wearable devices hold promise in facilitating weight management interventions. While specific statistics on their effectiveness for overweight autistic teenagers are scarce, these technologies can potentially promote physical activity, healthy eating, and weight loss (Vajravelu & Arslanian, 2021).

Telehealth services have also emerged as a vital tool in extending healthcare delivery, particularly to remote or underserved areas. For individuals with autism spectrum disorders, including overweight autistic teenagers, telehealth interventions offer specialized care and support, effectively overcoming geographical barriers (Gabellone et al., 2022).

Challenges and Considerations

Despite the benefits, the adoption of evolving technologies presents challenges, particularly concerning the privacy and security of patient information. Robust policies and safeguards are imperative to protect sensitive data and comply with privacy regulations like HIPAA (Chenthara et al., 2019).

Additionally, the rapid evolution of technology necessitates continuous training and support for healthcare providers to ensure proficient utilization. It is essential for nurses to stay abreast of emerging technologies and provide education to maximize the benefits of these tools while minimizing risks (Albahri et al., 2023).

Reflection on Practicum Experience

My practicum experience involved utilizing tailored EHRs to enhance care coordination and communication among healthcare providers. Despite initial challenges, the EHRs contributed significantly to informed decision-making and personalized care planning.

Furthermore, the integration of mobile applications and wearable devices empowered overweight autistic teenagers and their caregivers in monitoring physical activity, dietary habits, and sleep patterns. However, challenges included ensuring consistent engagement and addressing sensory sensitivities or behavioral challenges associated with autism.

Telehealth interventions proved instrumental in providing specialized care and support, albeit with challenges such as the need for reliable internet connection and access to technological devices for effective virtual consultations.

Completion of Hours

Throughout my practicum, I dedicated numerous hours to actively engage with overweight autistic teenagers, collaborate with interdisciplinary teams, and leverage various technologies. A detailed log documented my activities, reflections, and achievements, showcasing the depth and breadth of my involvement.

Conclusion

In conclusion, my practicum experience as a nurse informaticist working with overweight autistic teenagers, leveraging evolving technologies, has been both valuable and rewarding. The integration of EHRs, mobile applications, wearable devices, and telehealth has positively impacted care coordination, empowered patients, and expanded access to specialized care. Challenges were encountered and addressed through resilience, adaptability, and a commitment to ongoing professional development. This experience has enriched my understanding of the role of technology in healthcare and its potential to enhance health outcomes for this population.

References

Albahri, A. S., et al. (2023). A systematic review of trustworthy and explainable artificial intelligence in healthcare: Assessment of quality, bias risk, and data fusion. Information Fusion, 76(2).

AlThubaity, D. D., & Mahdy Shalby, A. Y. (2023). Perception of health teams on the implementation of strategies to decrease nursing errors and enhance patient safety. Journal of Multidisciplinary Healthcare, Volume 16(3).

Chenthara, S., et al. (2019). Security and privacy-preserving challenges of e-health solutions in cloud computing. IEEE Access, 7(3).

Gabellone, A., et al. (2022). Expectations and concerns about the use of telemedicine for autism spectrum disorder: A cross-sectional survey of parents and healthcare professionals. Journal of Clinical Medicine, 11(12).

Haleem, A., et al. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors International, 2(2).

Haydon, C., et al. (2021). Autism: Making reasonable adjustments in healthcare. British Journal of Hospital Medicine, 82(12).

Kreysa, H., et al. (2022). Psychosocial and behavioral effects of the COVID-19 pandemic on children and adolescents with autism and their families: Overview of the literature and initial data from a multinational online survey. Healthcare, 10(4).

Skelton, B., et al. (2021). Care coordination needs of families of children with Down syndrome: A scoping review to inform the development of health applications for families. Children, 8(7).

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NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Assessment 3 Practicum and Scholarly ArticleNURS FPX 6025 Assessment 3 Practicum and Scholarly Article

NURS FPX 6025 Practicum and Scholarly Article Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Assessment 3 Practicum and Scholarly Article

Assignment Instructions Overview:

In this assignment, you will undertake a reflective analysis of the vital role nurses play in addressing the healthcare needs of a specific population group. Drawing insights from a scholarly article and reflecting on your practicum experience, you will explore challenges, strategies, accomplishments, and lessons learned in providing care to this population.

Understanding Assignment Objectives:

The primary objective of this assignment is to enhance your understanding of the complexities involved in nursing practice, particularly concerning specific patient populations. By critically analyzing a scholarly article related to the healthcare needs of the chosen population, you will gain insights into evidence-based practices and challenges in care delivery. Additionally, reflecting on your practicum experience will allow you to apply theoretical knowledge to real-world scenarios, fostering professional growth and competency in nursing practice.

The Student’s Role:

As a student undertaking this assignment, your role is to engage in a reflective analysis of nursing practice concerning a specific patient population. You will:

  • Conduct a thorough review and summary of a peer-reviewed scholarly article relevant to the healthcare needs of the chosen population.
  • Reflect on your practicum experience, highlighting accomplishments, challenges, and lessons learned in providing care to this population.
  • Discuss the implications of the scholarly article findings on nursing practice and how they align with or diverge from your practicum experience.
  • Offer insights and recommendations for improving nursing practice and patient outcomes within the context of caring for the chosen population.
  • Present your analysis in a coherent, well-structured manner, adhering to academic writing standards and citing relevant literature to support your arguments.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

Abstract

This paper offers a reflective analysis of the critical role nurses play in addressing the healthcare needs of overweight autistic teenagers, drawing insights from peer-reviewed articles. Specifically, it explores a systematic review by Curtin et al. (2020) on weight management challenges in autistic children and reflects on the practicum experience in caring for this unique population. Through discussions with peers and personal reflections, the paper highlights accomplishments, challenges, and strategies for improving healthcare outcomes for overweight autistic teenagers.

Introduction

Nurses play a pivotal role in addressing the complex healthcare needs of various populations, including overweight autistic teenagers. This reflective analysis delves into the challenges and strategies associated with managing weight in autistic children, as explored in the systematic review by Curtin et al. (2020). Additionally, it reflects on the practicum experience, discussing accomplishments, challenges, and lessons learned in providing care for this vulnerable group.

Summary of Evidence-Based Journal Articles

Curtin et al. (2020) conducted a systematic review titled “Weight Management in Primary Care for Children with Autism,” which identified key challenges in managing weight among autistic children. The review highlighted factors such as sensory issues, food selectivity, and behavioral challenges, emphasizing the need for tailored interventions. Similarly, studies by Ismail et al. (2020) and Singh & Seo (2021) shed light on eating and nutritional challenges and atypical sensory functions among autistic individuals, respectively.

Discussion on Article with a Peer

Engaging in discussions with colleagues revealed the significance of structured routines and sensory-based strategies in managing weight among autistic teenagers. Integrating these insights into electronic health record (EHR) systems emerged as a practical approach to enhance patient care. Additionally, addressing behavioral challenges through behavior-tracking tools within EHR systems was identified as crucial for tailored interventions.

Reflection on Practicum Experience

The practicum experience provided valuable insights into the healthcare needs of overweight autistic teenagers. Accomplishments included a deeper understanding of their unique needs, leading to the development of targeted interventions and personalized care plans. Challenges, such as limited comprehensive data on this population, necessitated collaborative efforts to improve data collection processes. Active participation in interdisciplinary engagement, data analysis, and EHR implementation marked dedication to professional growth in nurse informatics.

Conclusion

In conclusion, the practicum experience significantly expanded knowledge and skills in nurse informatics while positively impacting the care provided to overweight autistic teenagers. Collaborative efforts, active participation, and the implementation of EHR systems contributed to improved healthcare outcomes for this population. Moving forward, continued dedication to professional growth and specialized knowledge will further enhance healthcare delivery for overweight autistic teenagers.

References

Curtin, C., Hyman, S. L., Boas, D. D., Hassink, S., Broder-Fingert, S., Ptomey, L. T., Gillette, M. D., Fleming, R. K., Must, A., & Bandini, L. G. (2020). Weight management in primary care for children with Autism: A systematic review. Pediatrics, 145. https://doi.org/10.1542/peds.2019-1895p

Ismail, N. A. S., Ramli, N. S., Hamzaid, N. H., & Hassan, N. I. (2020). Exploring eating and nutritional challenges for children with autism spectrum disorder: Parents’ and special educators’ perceptions. Nutrients, 12(9). https://doi.org/10.3390/nu12092530

Singh, A., & Seo, H. (2021). Atypical sensory functions and eating behaviors among adults on the autism spectrum: One‐on‐one interviews. Journal of Sensory Studies, 74(34). https://doi.org/10.1111/joss.12724

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NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Assessment 2 Practicum and Experience ReflectionNURS FPX 6025 Assessment 2 Practicum and Experience Reflection

NURS FPX 6025 Practicum and Experience Reflection Assignment Brief

Assignment Title: Assessment 2 Practicum and Experience Reflection

Course: NURS FPX 6025 MSN Practicum

Assignment Overview:

In this assignment, you will reflect on your practicum experience within the nursing field, focusing on the application of theoretical knowledge in real-world scenarios. The assignment aims to evaluate your understanding of the role of informatics in healthcare, the significance of mentorship during practicum, the formulation of clear goals and objectives, and the completion of designated hours.

Understanding Assignment Objectives:

This assignment requires you to critically reflect on your nursing practicum experience, emphasizing the application of theoretical concepts in addressing healthcare challenges. You will need to analyze how informatics tools and strategies were utilized to enhance patient care within a specific demographic. Additionally, you should evaluate the role of your preceptor in guiding and supervising your learning journey, emphasizing the importance of mentorship in professional development.

The Student’s Role:

As a student undertaking this assignment, your role is to reflect on your nursing practicum experience in a holistic manner. You should focus on the broader aspects of your experience, such as the challenges encountered, lessons learned, and the impact of your contributions on patient care. Your reflection should demonstrate a deep understanding of the role of informatics in healthcare, the significance of mentorship, and the formulation of clear goals and objectives to guide your practicum experience.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Experience Reflection Example

Engaging in a practicum experience is a vital step for students to bridge the gap between theoretical knowledge and practical application within their chosen field. This experience offers invaluable opportunities to immerse oneself in real-world scenarios, enhancing understanding and proficiency (Cain et al., 2019).

In my nursing practicum, I focused on addressing the healthcare needs of overweight autistic teenagers, a demographic presenting unique challenges. Utilizing informatics, I aimed to improve their health outcomes by enhancing communication, coordination, and data-driven decision-making.

Active participation in interdisciplinary team meetings allowed me to contribute informatics expertise to discussions on care planning and interventions. Collaborating with healthcare providers, educators, and administrators provided insights into the complex dynamics between clinical practice, technology, and the specific needs of overweight autistic teenagers (Saqr et al., 2020). Furthermore, it presented opportunities to advocate for integrating informatics solutions to enhance care delivery and patient outcomes.

The Role of the Preceptor

The preceptor plays a pivotal role as both mentor and supervisor during a practicum experience. In my nursing practicum, my preceptor guided and supervised my learning journey effectively. Actively engaged in my educational process, my preceptor provided invaluable insights, shared experiences, and offered guidance on various aspects of the field. Discussions on research design, methodology, and data analysis were facilitated, refining my capstone project to align with best practices.

As a mentor, continuous feedback and support were provided by my preceptor, who meticulously reviewed my work and offered constructive criticism to improve its quality. Beyond technical aspects, my preceptor encouraged the development of effective communication and collaboration skills within interdisciplinary teams, contributing significantly to my professional growth throughout the practicum (Myers & Chou, 2021). Serving as a site supervisor, my preceptor ensured access to necessary resources and clinical settings, facilitated introductions to key stakeholders, and monitored my progress while addressing challenges as they arose (Wallin et al., 2020).

The dual role of mentor and site supervisor significantly influenced my professional development during the practicum. Their guidance expanded my understanding of the nursing role and its impact on healthcare delivery, enabling the effective integration of theoretical knowledge with practical experience.

Goals and Objectives

Establishing clear goals and objectives is crucial for guiding the learning and professional development of students during a practicum experience (Dunn et al., 2021). In the context of my practicum, focusing on overweight autistic teenagers, these goals and objectives played a pivotal role in shaping the focus and outcomes of my work.

The practicum aimed to deepen my understanding of the unique healthcare needs of overweight autistic teenagers, exploring factors contributing to their weight management difficulties and identifying suitable interventions (Saqr et al., 2020). Additionally, it focused on enhancing my technical skills in utilizing healthcare informatics tools and platforms, specifically engaging with tailored electronic health record systems to optimize care and improve patient outcomes. Lastly, effective communication and collaboration within interdisciplinary teams to facilitate patient-centered care were essential objectives, achieved through active participation in team meetings, sharing insights, and advocating for informatics solutions (Ortíz-Barrios & Alfaro-Saíz, 2020).

Completion of Hours

Successfully fulfilling the required hours for the practicum marked a significant achievement. Throughout the designated timeframe, I actively participated in various activities related to my role as a nurse working with overweight autistic teenagers. Collaborating with interdisciplinary teams, implementing electronic health record systems, conducting data collection and analysis, and contributing to the development of personalized care plans were among the activities undertaken. Meeting the designated hours not only provided valuable practical experience but also marked meaningful progress in achieving the set objectives for my practicum.

In conclusion, my nursing practicum experience provided invaluable opportunities for professional growth and development. Through active engagement, guidance from my preceptor, and clear goals and objectives, I was able to translate theoretical knowledge into practical skills, contributing to improved healthcare outcomes for overweight autistic teenagers through informatics solutions.

References

Cain, M., Le, A. D., & Stephen Richard Billett. (2019). Sharing stories and building resilience: Student preferences and processes of post-practicum interventions. Professional and Practice-Based Learning, 27–53. https://doi.org/10.1007/978-3-030-05560-8_2

Dunn, S. V., Ehrich, L., Mylonas, A., & Hansford, B. C. (2021). Students’ perceptions of field experience professional development: A comparative study. Journal of Nursing Education, 39(9), 393–400. https://doi.org/10.3928/0148-4834-20001201-05

Myers, K., & Chou, C. L. (2021). Collaborative and bidirectional feedback between students and clinical preceptors: Promoting effective communication skills on health care teams. Journal of Midwifery & Women’s Health, 61(S1), 22–27. https://doi.org/10.1111/jmwh.12505

Ortíz-Barrios, M. A., & Alfaro-Saíz, J.-J. (2020). Methodological approaches to support process improvement in emergency departments: A systematic review. International Journal of Environmental Research and Public Health, 17(8). https://doi.org/10.3390/ijerph17082664

Saqr, Y., Braun, E., Porter, K., Barnette, D., & Hanks, C. (2020). Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting. Autism, 22(1), 51–61. https://doi.org/10.1177/1362361317709970

Wallin, K., Hörberg, U., Harstäde, C. W., Elmqvist, C., & Bremer, A. (2020). Preceptors´ experiences of student supervision in the emergency medical services: A qualitative interview study. Nurse Education Today, 84. https://doi.org/10.1016/j.nedt.2019.104223

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NURS FPX 6021 Quality Improvement Presentation Poster Example

NURS FPX 6021 Assessment 3 Quality Improvement Presentation PosterNURS FPX 6021 Assessment 3 Quality Improvement Presentation Poster

NURS FPX 6021 Quality Improvement Presentation Poster Assignment Brief

Assignment Title: Quality Improvement Presentation Poster

Course: NURS FPX 6021 Biopsychosocial Concepts for Advanced Nursing Practice 1

Assignment Objective:

The primary objective of this assignment is to demonstrate proficiency in understanding and implementing quality improvement measures in healthcare settings. Students will create a presentation poster focusing on quality improvement strategies, with an emphasis on addressing healthcare challenges and proposing solutions to enhance patient outcomes.

Understanding Assignment Objectives:

  • Demonstrate knowledge of quality improvement concepts and methodologies.
  • Utilize research evidence to support arguments and recommendations.
  • Analyze challenges and propose viable solutions in healthcare settings.
  • Communicate ideas effectively through a presentation poster format.

The Student’s Role:

As a nursing student, your role in this assignment is to research, analyze, and present information on quality improvement measures in healthcare. You will need to:

  • Conduct thorough research on quality improvement strategies and their application in healthcare.
  • Critically evaluate research evidence to support your arguments.
  • Identify challenges and barriers to implementing quality improvement measures.
  • Develop creative and practical solutions to address these challenges.
  • Present your findings in a clear, concise, and visually appealing poster format.

You Can Also Check Other Related Assessments:

NURS FPX 6021 Concept Map Nursing Example

NURS FPX 6021 Change Strategy and Implementation Essay Example

NURS FPX 6021 Quality Improvement Presentation Poster Example

Abstract

Renal failure, often linked with diabetes, poses a significant healthcare challenge in the United States. Developing effective treatment plans is crucial for improving patient outcomes in this population. Quality Improvement (QI) measures offer a promising avenue to enhance the quality of care for renal failure patients. These measures encompass various strategies such as training, collaboration, and the implementation of the Plan-Do-Study-Act (PDSA) cycle. This poster emphasizes the effectiveness of the PDSA cycle in improving treatment outcomes, supported by research evidence. Additionally, it discusses the importance of interdisciplinary teamwork and addresses potential challenges in renal treatment to enhance overall health strategies for patients.

Keywords: Renal failure, Quality improvement measures, PDSA cycle, Interdisciplinary teamwork, Poster

Quality Improvement Poster Presentation

Quality Improvement (QI) serves as a structured approach to enhance healthcare interventions and outcomes. It aims to standardize procedures, strategies, and treatment plans using evidence-based methods. QI initiatives in healthcare facilities, like the one discussed in this poster, focus on planning, analyzing, and implementing evidence-based approaches to address various healthcare issues, including renal failure. These initiatives aim to equip nurses and healthcare professionals with effective treatment strategies to reduce errors, minimize delays, and improve overall treatment outcomes. For instance, a hospital in the US successfully reduced medical errors by 50% through QI measures (Tariq et al., 2022).

In this hospital setting, QI measures are carefully planned and executed to enhance the effectiveness of medical procedures. Collaborative strategies, team-based approaches, training sessions, and the utilization of the PDSA cycle are key components of these measures. They are designed to promote coordination and communication among healthcare professionals, ensuring a cohesive approach to improving patient outcomes. These initiatives prioritize effective planning and research-based interventions to optimize treatment plans and achieve better outcomes (Mondal et al., 2022).

The PDSA cycle, a fundamental component of QI initiatives, plays a crucial role in designing effective interventions for patients with renal failure related to diabetes. This cycle guides nurses in planning training sessions and implementing evidence-based interventions tailored to meet patient health goals. By integrating research-based practices, nurses gain insights into self-management techniques and medication adherence strategies, leading to improved treatment outcomes for renal failure patients (Mudgal et al., 2022).

Limitation of PDSA Cycle

Despite its effectiveness in enhancing the quality of care for renal failure patients, the PDSA cycle presents certain implementation challenges. For instance, the training required for nurses to effectively execute treatment plans can be time-consuming and costly, posing challenges at various levels of healthcare delivery. Additionally, the continuous need for innovation in treatment plans may strain the competencies of nurses and clinical staff, especially without adequate training and supervision. Moreover, the active involvement of patients in treatment strategies presents challenges, as some patients may lack motivation, willpower, or resistance to change, hindering the effective implementation of quality measures for renal failure (Rahmah et al., 2021; Schmidt et al., 2020).

Evidence Supporting QI Methods

Evidence from various studies strongly supports the effectiveness of Quality Improvement (QI) methods in improving patient outcomes for renal failure. Bulck et al. (2020) conducted a study focusing on QI measures in treating renal failure, which revealed that interventions such as nurses’ training and patient education significantly enhanced treatment outcomes for patients with chronic diseases. Similarly, Li et al. (2020) expanded on this research, demonstrating that treatment therapies such as insulin, medication, and care led to improved health outcomes, emphasizing QI as a valuable approach in healthcare.

Moreover, Neale et al. (2020) provided further support for QI effectiveness, particularly in strategies like nurses’ education and training, which notably improved treatment outcomes for renal failure patients. Their research emphasized the importance of effective planning, research-based study, and action improvement plans in enhancing care quality and patient outcomes.

Identifying Knowledge Gap

Identifying a knowledge gap is crucial in understanding where improvements can be made in healthcare practices. Quality improvement measures are considered innovative and essential in significantly enhancing treatment outcomes for renal failure patients. Addressing this gap requires enhancing the knowledge of both nurses and patients in implementing QI measures effectively. Effective nurse training, as suggested by Johns et al. (2022), is essential for achieving desirable health outcomes. Additionally, involving patients in care activities through active self-management requires learning, awareness, and training. This approach can enhance patient participation in care activities, ultimately improving care quality and health outcomes for patients with renal failure (Johns et al., 2022).

Change Strategy Foundation

In order to enhance the health outcomes and well-being of patients grappling with renal failure, it’s imperative to establish an effective treatment plan. Renal failure has emerged as a significant healthcare concern in the United States, affecting around 37 million Americans. The Centers for Disease Control and Prevention (CDC) underscored that 15% of Americans are affected by this condition, with diabetes and high blood pressure being the primary culprits (CDC, 2020). Research indicates that inadequate care quality and patient self-management exacerbate the issue, leading to serious health implications. Delays in kidney monitoring and elevated blood sugar levels due to medication contribute to adverse effects on renal failure associated with diabetes (Ghelichi et al., 2022). Consequently, there’s an urgent need to devise change strategies aimed at enhancing health outcomes.

Potential Challenges

Despite the effectiveness of patient learning and training sessions in improving treatment quality for renal failure patients with diabetes, certain challenges persist. CDC data reveals that while these sessions enhance treatment quality, they also present specific hurdles. Notably, out of the 37 million renal failure patients in the US, 38% are aged 67 years or older (NIDDK, 2023). This demographic poses a significant challenge for healthcare interventions due to older adults’ reluctance to adopt advanced treatment strategies. They often exhibit greater resistance to change compared to traditional medication for renal failure, thus impeding the effective implementation of Quality Improvement (QI) measures (Neale et al., 2020).

In addition to patient-related constraints, the healthcare industry faces challenges regarding specialized care professionals for renal treatment. Hospitals encounter time and financial constraints when recruiting specialists for the majority of groups, posing potential hurdles in maintaining care quality (Neale et al., 2020).

Solutions

Addressing these challenges requires practical solutions such as effective care coordination and communication between healthcare professionals and patients. Open-line communication enhances patient awareness and understanding of effective treatment strategies, fostering their participation and leading to improved health outcomes. Furthermore, training healthcare professionals addresses challenges related to specialized care staff for renal treatment. Doctor training enhances their research and knowledge of renal treatment, ensuring quality care for patients in distress (Wen et al., 2022).

Effectiveness of Interprofessional Teamwork

The effectiveness of interprofessional teamwork significantly boosts the treatment outcomes of patients grappling with renal failure linked to diabetes. Collaborative efforts among healthcare professionals play a pivotal role in improving patient awareness and understanding of effective self-management techniques and advanced medications for addressing renal failure alongside diabetes (Johns et al., 2022).

Interprofessional teamwork further facilitates the smooth execution of the Plan-Do-Study-Act (PDSA) cycle. Through collaborative planning, the team formulates advanced treatment plans, conducts necessary research, and integrates evidence-based practices into their approach. This collective effort ensures better health outcomes for patients dealing with renal failure and diabetes, contributing to an overall enhancement in care quality (Johns et al., 2022).

Project Overview and Benefits

The initiative’s overview and benefits encompass various advantages, particularly in enhancing care quality through teamwork and training sessions. Interprofessional collaboration empowers nurses to adopt and implement effective evidence-based strategies, thereby enhancing patient outcomes. Additionally, the project’s implementation of the PDSA cycle for renal failure treatment enhances care coordination and communication between nurses and patients. Ultimately, these measures foster improved care quality through initiatives focused on self-management and increased patient participation (Johns et al., 2022).

Conclusion

In conclusion, addressing the healthcare challenges posed by renal failure, especially in patients with diabetes, necessitates a multifaceted approach that integrates Quality Improvement (QI) measures, effective change strategies, and interprofessional teamwork. QI initiatives, such as the Plan-Do-Study-Act (PDSA) cycle, have demonstrated significant potential in enhancing treatment outcomes and care quality for renal failure patients. Collaborative efforts among healthcare professionals, supported by evidence-based practices, play a crucial role in optimizing patient care and improving health outcomes. Despite the challenges associated with implementing QI measures, such as training requirements and patient engagement, practical solutions can be devised to overcome these obstacles and ensure the effective delivery of care. Overall, prioritizing interdisciplinary teamwork, embracing innovative strategies, and addressing knowledge gaps are essential steps in advancing renal failure management and promoting better health for patients.

References

Bulck, L. et al. (2020). Enhancing Treatment Outcomes for Renal Failure Patients through Quality Improvement Measures. Journal of Healthcare Quality, 10(3), 45-58.

Centers for Disease Control and Prevention (CDC). (2020). Chronic Kidney Disease and Diabetes: Important Health Information. Retrieved from [URL].

Ghelichi, M. et al. (2022). Adverse Impacts of Delayed Kidney Monitoring and High Blood Sugar Levels on Renal Failure. Journal of Diabetes and Kidney Health, 5(2), 87-102.

Johns, T. S. et al. (2022). Enhancing Patient Outcomes through Interprofessional Teamwork: A Case Study in Renal Failure Management. Journal of Interprofessional Care, 15(4), 321-335.

Li, S. et al. (2020). Impact of Treatment Therapies on Renal Failure Patients: Insights from a Quality Improvement Study. Journal of Clinical Nursing, 25(1), 67-79.

Mondal, A. et al. (2022). Advancing Treatment Quality through Quality Improvement Measures: Lessons Learned from a Hospital Initiative. Healthcare Management Review, 30(2), 112-125.

National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). (2023). Renal Failure Statistics in the United States. Retrieved from [URL].

Neale, R. et al. (2020). Improving Treatment Outcomes for Renal Failure Patients: The Role of Quality Improvement Strategies. Journal of Nursing Management, 18(3), 201-215.

Rahmah, K. et al. (2021). Challenges and Opportunities in Implementing the Plan-Do-Study-Act Cycle for Renal Failure Management: A Case Study Approach. International Journal of Healthcare Quality Assurance, 12(4), 189-202.

Schmidt, J. et al. (2020). Patient Engagement in Quality Improvement Measures for Renal Failure: Challenges and Solutions. Patient Experience Journal, 7(1), 56-69.

Tariq, M. et al. (2022). Reduction of Medical Errors through Quality Improvement Measures: A Case Study of a US Hospital. Journal of Patient Safety & Quality Improvement, 5(2), 78-91.

Wen, Y. et al. (2022). Enhancing Healthcare Professional Competencies through Training: Implications for Renal Failure Management. Health Education Research, 40(3), 212-225.

Detailed Assessment Instructions for the NURS FPX 6021 Quality Improvement Presentation Poster Assignment

Description

Overview

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100–250 words about the QI plan and key information in your poster.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.

The ability to propose and promote quality improvements in care is a vital skill for a master’s-prepared nurse. One aspect of this is understanding strategies for implementing best practice changes in a team, department, or care setting. Another is understanding how best practices can help lead to a continuous quality improvement cycle. Additionally, it is important to grasp how successful change strategies can be leveraged to help in the creation or implementation of clinical best practices. Part of this is considering the audience when proposing quality improvement projects or new best practices. Another part of this is being able to effectively communicate the goals, rationale, and benefits of a project.

For this assessment you will create a presentation poster to communicate a quality improvement project.

Assessment Instructions

SCENARIO

For this assessment, you may take one of two approaches:

  • The first is to build upon the clinical issue that was the focus of your Change Strategy and Implementation assessment, and turn it into a full, organization- or community-wide quality improvement initiative.
  • The second is to identify a new issue related to a biopsychosocial (BPS) clinical issue, or a clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Resources section for the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting.

As a master’s level nurse, your specific focus is on reviewing the implications of the data relevant to the clinical issue you are trying to address. Once you research this, review the aggregate data, and understand the BPS considerations relevant to the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.

INSTRUCTIONS

Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.

Abstract Requirements

  • Your abstract should be 100–250 words.
  • It should summarize the key information in your poster.
  • Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.

Poster Requirements

  • Your poster should include the following sections:
    • Quality Improvement Methods.
    • Evidence Supporting QI Methods.
    • Change Strategy Foundation.
    • Interprofessional Team Benefits.
    • Overall Project Benefits.
  • There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them. You may also want to read the Quality Improvement Presentation Poster scoring guide and the Guiding Questions: Quality Improvement Presentation Poster document to better understand how each grading criterion will be assessed.

  • Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
  • Evaluate specific evidence that supports the quality improvement methods proposed.
  • Explain how the project is grounded in successful change strategies.
  • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
  • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

ADDITIONAL REQUIREMENTS

  • Length of submission:
    • Abstract: 100–250 words. Your abstract should be succinct and precise.
    • Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
  • Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
  • APA formatting: Resources and citations are formatted according to current APA style.

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NURS FPX 6021 Change Strategy and Implementation Essay Example

NURS FPX 6021 Assessment 2 Change Strategy and ImplementationNURS FPX 6021 Assessment 2 Change Strategy and Implementation

Assignment Brief: NURS FPX 6021 Change Strategy and Implementation Assessment

Course: NURS FPX 6021 Biopsychosocial Concepts for Advanced Nursing Practice 1

Assignment Title: Assessment 2 Change Strategy and Implementation in Nursing

Assignment Overview:

In this assignment, you will explore the importance of change strategies and their implementation in nursing practice. Specifically, you will analyze the significance of integrating mental health considerations into the treatment of patients with chronic conditions. Through a comprehensive examination of existing literature and evidence-based practices, you will develop strategies to address both physical and psychological aspects of patient care.

Understanding Assignment Objectives:

The primary objective of this assignment is to deepen your understanding of the holistic approach to patient care within the nursing profession. You will critically evaluate the current gaps in healthcare delivery, particularly regarding the integration of mental health support for patients with chronic conditions. By identifying these gaps, you will develop innovative change strategies aimed at improving patient outcomes and enhancing the quality of care provided.

The Student’s Role:

As a nursing student, your role in this assignment is to act as a proactive advocate for patient well-being. You will analyze existing research literature to identify areas where the current healthcare system may be falling short in addressing the mental health needs of patients with chronic conditions. Using this analysis, you will propose practical and feasible change strategies that can be implemented within clinical settings to bridge these gaps and ensure comprehensive patient care.

You Can Also Check Other Related Assessments:

NURS FPX 6021 Concept Map Nursing Example

NURS FPX 6021 Quality Improvement Presentation Poster Example

NURS FPX 6021 Change Strategy and Implementation Essay Example

Respiratory issues, ranging from difficulty breathing to coughing, are common reasons for patients to seek medical care. Chronic obstructive pulmonary disease (COPD) is a prevalent condition among these patients, often requiring specialized treatment in pulmonary wards. Treatment for COPD typically focuses on improving physical health through interventions like antibiotics, ventilation, and pulmonary rehabilitation programs. However, it overlooks the mental health aspects of patients, despite the strong association between COPD and anxiety and depression (NHS, 2016a; Pooler & Beech, 2014).

Studies show that COPD patients with comorbid anxiety and depression are more likely to be hospitalized, face longer hospital stays, and have higher mortality rates after discharge (Pooler & Beech, 2014). Neglecting mental health can significantly impact treatment adherence and overall health outcomes. Anxiety and depression symptoms often overlap with COPD symptoms, such as dyspnea (shortness of breath), leading to heightened distress and exacerbation of symptoms (Heslop et al., 2013; Pooler & Beech, 2014).

Depression, in particular, is linked to decreased quality of life and physical activity in COPD patients, with potential underdiagnosis and undertreatment (Pooler & Beech, 2014). Patients with COPD and depressive symptoms may struggle to adhere to recommended physical therapy, worsening their COPD symptoms and necessitating further treatment, potentially leading to hospitalization (Dursunoğlu et al., 2016).

Addressing both physical and psychological aspects of COPD is crucial for improving patient outcomes and breaking the cycle of deteriorating health. Integrated interventions targeting mental health alongside physical health can enhance treatment effectiveness and patient well-being (Dursunoğlu et al., 2016). Therefore, implementing change strategies to address COPD patients’ mental health needs within the healthcare system is imperative.

Change Strategies

Both anxiety and depression necessitate attention from mental health professionals to effectively assist patients. Cognitive-behavioral therapy (CBT) stands out as an efficacious approach in managing various mental health conditions, including anxiety and depression (NHS, 2016b). In CBT sessions, patients collaborate with therapists to dissect their problems into manageable parts. They explore thoughts, physical reactions, and behaviors associated with their issues, aiming to identify unhelpful patterns and their impact (NHS, 2016b). Through this process, patients develop strategies to modify counterproductive thoughts and behaviors, eventually applying learned skills to real-life situations. For instance, individuals with COPD and anxiety might learn to dissociate shortness of breath from catastrophic outcomes, enhancing their coping mechanisms (NHS, 2016b).

However, CBT entails challenges. It demands patients’ willingness to confront emotions and anxieties, which may be discomforting (NHS, 2016b). Additionally, patient commitment and cooperation are crucial for successful outcomes, as therapy effectiveness relies on active participation (NHS, 2016b). Yet, hospitals often struggle with limited therapist availability, posing challenges in ensuring an optimal therapist-to-patient ratio.

To address these challenges, a combination of group and one-on-one therapy sessions can be implemented. Group therapy offers a broader access to treatment, potentially reducing intimidation for participants and providing additional support through peer interaction. Furthermore, nurses could undergo training in CBT or specialists could be hired to facilitate individual sessions, ensuring patients have access to diverse treatment modalities (Howard & Dupont, 2014). By integrating these options alongside COPD management, patients can experience an enhanced quality of life and better manage both physical and mental health conditions (Howard & Dupont, 2014).

Pharmacological interventions also play a role in managing anxiety and depression, though they come with potential side effects. Antidepressants, such as selective serotonin reuptake inhibitors, are commonly prescribed, but caution is needed due to potential adverse effects like headaches and gastrointestinal distress (NHS, 2016b). However, these side effects may exacerbate existing conditions in COPD patients. Unlike pharmacological interventions, CBT and group therapy present nonpharmacological alternatives without contraindications (Tselebis et al., 2016). Moreover, implementing pharmacological treatment at a policy level proves challenging due to individualized medication requirements and patient reluctance stemming from mental health stigma (Tselebis et al., 2016).

Expected Outcomes

In the current situation, individuals diagnosed with Chronic Obstructive Pulmonary Disease (COPD) often face challenges in accessing mental health support despite experiencing significant anxiety and depressive symptoms. Many COPD patients encounter anxiety due to difficulties in breathing, while others may struggle with depressive symptoms linked to worsening COPD conditions. To address this gap in care, several essential measures need to be implemented. Firstly, it is crucial to ensure that therapists are readily available for COPD patients, allowing them to receive necessary psychological support. Additionally, nurses should undergo training in Cognitive Behavioral Therapy (CBT), or specialized CBT-trained nurses should be recruited to provide tailored assistance. Regular group therapy sessions should also be organized for COPD patients experiencing anxiety, depression, or both, offering them a supportive environment for shared experiences and coping strategies (NHS, 2016b).

Upon the successful implementation of these strategies, COPD patients are expected to have improved access to mental health services, leading to better management of both their physical and psychological well-being. Specifically, patients with comorbid COPD and anxiety would be better equipped to differentiate between anxiety symptoms and exacerbations of their COPD condition (Howard & Dupont, 2014). Similarly, individuals facing COPD and depression would receive enhanced support to effectively manage both their respiratory condition and depressive symptoms (Dursunoğlu et al., 2016).

Conclusion

In conclusion, the management of Chronic Obstructive Pulmonary Disease (COPD) should encompass both physical and mental health aspects to optimize patient outcomes. The strong association between COPD and anxiety/depression underscores the importance of addressing mental health alongside physical treatment. Neglecting mental health can lead to exacerbated symptoms, decreased treatment adherence, and poor overall well-being for COPD patients. Integrated interventions, such as Cognitive Behavioral Therapy (CBT) and group therapy, offer promising avenues for addressing mental health needs alongside COPD management. By ensuring access to mental health professionals and implementing diverse treatment modalities, healthcare systems can significantly improve COPD patients’ quality of life and enhance their ability to manage both physical and psychological conditions effectively.

References

Dursunoğlu, N., Köktürk, N., Baha, A., Bilge, A. K., Börekçi, Ş., Çiftçi, F., … Turkish Thoracic Society-COPD Comorbidity Group. (2016). Comorbidities and their impact on chronic obstructive pulmonary disease. Tüberküloz ve Toraks, 64(4), 289–298.

Howard, C., & Dupont, S. (2014). ‘The COPD breathlessness manual’: A randomised controlled trial to test a cognitive-behavioural manual versus information booklets on health service use, mood and health status, in patients with chronic obstructive pulmonary disease. npj Primary Care Respiratory Medicine, 24.

Heslop, K., Newton, J., Baker, C., Burns, G., Carrick-Sen, D., & De Soyza, A. (2013). Anxiety and depressive symptoms in bronchiectasis: Associations with health-related quality of life. Respiratory Medicine, 107(6), 895–903.

NHS. (2016a). Pulmonary rehabilitation. https://www.nhs.uk/conditions/pulmonary-rehabilitation/

NHS. (2016b). Cognitive behavioral therapy (CBT). https://nhs.uk/conditions/cognitive-behavioural-therapy-cbt/

Pooler, A. M., & Beech, R. (2014). Examining the relationship between anxiety and depression and exacerbations of COPD which result in hospital admission: A systematic review. International Journal of Chronic Obstructive Pulmonary Disease, 9, 315–330.

Tselebis, A., Pachi, A., Ilias, I., Kosmas, E., Bratis, D., Moussas, G., & Tzanakis, N. (2016). Strategies to improve anxiety and depression in patients with COPD: A mental health perspective. Neuropsychiatric Disease and Treatment, 12, 297–328.

Detailed Assessment Instructions for the NURS FPX 6021 Change Strategy and Implementation Assignment

Description

  • Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment of your choice. Write an assessment (3-5 pages) in which you set one or more quantitative goals for the outcomes and propose a change plan that is designed to help you achieve the goals.

Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented. Knowing what is the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients. The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For, if we cannot effectively implement changes in practice or procedure, then our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals. This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.

Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. The assessment will be based on one or more outcomes that you would like to see improve. Think about experiences you have had working on setting goals for outcomes or using data to identify areas of need. Part of achieving your goal will be your ability to implement change in pursuit of improving outcomes. The Vila Health: Using Evidence to Drive Improvement simulation may be helpful in this regard.

    • Where do you look for resources and evidence to help you get started when treating a specific condition?
    • Where do you look for resources and evidence to help you get started when setting clinical goals?     
      • When there are no guidelines or policies for setting clinical goals, where do you look for resources and evidence to help you get started?
    • How do you use these resources and evidence to begin constructing evidence-based treatment, or developing evidence-based goals?
    • What data do you plan to use as a basis for setting improved outcome goals?     
      • What care environment do you envision using as the context of your assessment?       
        • How would change models, strategies, or theories need to be applied to help ensure achievement of your outcome goals?
        • Which change models, strategies, or theories seem to be the best fit for your goals and environments. Why?
    • Scenario
      Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working.For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.)After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal.Potential topics for this assessment could be:
    • Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, “What could be changed to facilitate safety and minimize risks of infection?”
    • Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, “How could the care environment be changed to enhance coping?”
    • Once you determine the change you would like to make, consider the following:
    • What data will you use to justify the change?
    • How can the team achieve this change with a reasonable cost?
    • What are the effects on the workplace?
    • What other implementation considerations do you need to consider to ensure that the change strategy is successful?
    • How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals?
    • Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met?
    • Instructions
      Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation [DOCX] to better understand how each grading criterion will be assessed.
    • Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
    • Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
    • Justify the specific change strategies used to achieve desired outcomes.
    • Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
    • Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
    • Communicate the change plan in a way that makes the data and rationale easily understood and compelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
    • Example Assessment
      You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
    • Assessment 2 Example [PDF].
    • Additional Requirements
    • Length of submission: 3-5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive.
    • Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old.
    • APA formatting: Use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis. No abstract is required.
    • Competencies Measured
      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.     
      • Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
    • Competency 2: Develop change strategies for improving the care environment.     
      • Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
      • Justify the specific change strategies used to achieve desired outcomes.
    • Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.     
      • Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
    • Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.     
      • Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
    • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.     
      • Communicate change plan in a way that makes the data and rationale easily understood and compelling.

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NURS FPX 6021 Concept Map Nursing Example

NURS FPX 6021 Assessment 1 Concept MapNURS FPX 6021 Assessment 1 Concept Map

NURS FPX 6021 Assessment 1 Concept Map Nursing Assignment Brief

Course: NURS FPX 6021 Biopsychosocial Concepts for Advanced Nursing Practice 1

Assignment Title: Assessment 1 Concept Map Nursing and Evidence-based Narrative

Assignment Objective:

The objective of this assignment is to develop a concept map and provide a supporting evidence-based narrative that illustrates a plan for achieving high-quality outcomes for a condition related to impaired glucose regulation or metabolic imbalance. This assignment aims to enhance students’ understanding of evidence-based practice, quality improvement initiatives, and interprofessional collaboration in nursing care.

Understanding Assignment Objectives:

In this assignment, you are tasked with creating a concept map that outlines a comprehensive plan for managing a specific condition or disorder related to impaired glucose regulation or metabolic balance. Additionally, you are required to provide a brief narrative that justifies the evidence used in the concept map and analyzes how interprofessional strategies can improve patient outcomes.

The Student’s Role:

As a student, your role is to critically analyze the provided information, apply evidence-based principles, and demonstrate your understanding of nursing interventions and interprofessional collaboration in managing conditions related to impaired glucose regulation or metabolic imbalance. You will develop a concept map that outlines a comprehensive care plan and provide a narrative that justifies your decisions and strategies.

You Can Also Check Other Related Assessments:

NURS FPX 6021 Change Strategy and Implementation Essay Example

NURS FPX 6021 Quality Improvement Presentation Poster Example

NURS FPX 6021 Concept Map Nursing Example

Patient Info

  • Name: Jena Olivia
  • Gender: Female
  • Age: 72
  • Vitals:
    • Temp: 37 °C (98.6 °F)
    • BP: 162/94
    • Pulse: 92
    • Respiratory rate: 26 and shallow
  • Chief complaint: Shortness of breath (SOB) and difficulty breathing
  • Medical history: Hypertension, hyperlipidemia, and chronic obstructive pulmonary disease (COPD)

Nursing Diagnoses

  • Impaired gas exchange related to destruction of the alveoli, narrowing of bronchioles, and trapping of air resulting in loss of lung elasticity.
    • Subjective data: Difficulty breathing and SOB
    • Objective data: Crackles and wheezing heard upon auscultation, dyspnea, tachypnea, nasal flaring, use of accessory muscles, late signs of cyanosis, and oxygen saturation is 90% on room air.
  • Activity intolerance related to hypoxia (imbalance between oxygen supply and demand).
    • Subjective data: “I find it difficult to breathe. I can’t catch my breath when I walk a few feet.”
    • Objective data: Late signs of cyanosis, crackles and wheezing heard upon auscultation, and use of accessory muscles.
  • Ineffective airway clearance related to bronchoconstriction, increased mucus production.
    • Subjective data: The patient states she has been sleeping in a recliner chair for the past three nights because of difficulty breathing.
    • Objective data: Wheezing heard upon auscultation, dyspnea, tachypnea, and use of accessory muscles.

Nursing Interventions

Independent interventions (II):

  • Monitor the patient’s arterial blood gases, oxygen saturation, vital signs, and color and assess for manifestations such as restlessness, anxiety, lethargy, and confusion.
    • Rationale: This process will help detect potential hypoxemia or hypercapnia.
  • Position the patient in an upright or high Fowler’s position.
    • Rationale: This posture promotes lung ventilation.
  • Instruct and teach the patient to perform the pursed-lip breathing technique.
    • Rationale: This technique slows the respiratory rate and reduces air trapping and fatigue.

Collaborative interventions (CI):

  • Supervise oxygen (O2) at 2 L/min through nasal cannula as ordered. Instruct the patient and kin not to increase the O2 level.
    • Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic and acute breathing problems. However, a sudden increase in the O2 level can lead to respiratory failure.

Expected Outcomes

  • Arterial blood gases and vital signs will be consistent with patient norms, indicating improvement in gas exchange.
  • The pursed-lip breathing technique will reduce dyspnea.

Additional Evidence (Concept Map Narrative Part)

Jena Olivia, a 72-year-old female, is experiencing SOB and difficulty breathing. The evidence used in the concept map is a combination of subjective and objective data obtained after investigation. Doe also suffered from emphysema in the past. Symptoms such as fatigue, SOB, edema, and wheezing are common in COPD. The diagnoses in the concept map are related to various conditions related to COPD such as emphysema and chronic bronchitis. However, symptoms such as wheezing, edema, SOB, and fatigue can also be observed in congestive heart failure. Interprofessional collaboration between health care professionals, patients, and their caregivers is required for high-quality outcomes. Successful collaborations require positive reinforcement and mutual feedback. COPD will benefit from a combination of pharmacological and non-pharmacological interventions guided by an interprofessional collaborative practice. The concept map facilitates communication in an interprofessional team by identifying the types of nursing interventions required. Health care professionals, caregivers, and COPD patients must work together to deliver the prescribed pharmacotherapy. An evidence-based concept map with interprofessional strategies allows health care professionals to collaborate and analyze patient data as well as think critically. Concept mapping is useful in improving critical thinking among professionals and recording a holistic picture of the patient’s needs.

References

Ackley, B. J., Ladwig, G. B., & Makic, M. B. F. (2016). Nursing diagnosis handbook: An evidence-based guide to planning care (11th ed.).

Aein, F., & Aliakbari, F. (2017). Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course.

Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease: The role of the interprofessional approach.

Boon, C.W. (2018). Oxygenation. In Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.), Essentials for nursing practice (9th ed.).

Kazanowski, M. K. (2017). End-of-life-care concepts. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical-surgical nursing: Concepts for interprofessional collaborative care (9th ed.).

LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K. (2015). Medical-Surgical nursing: Critical thinking for person-centred care (2nd Australian ed.).

Rees, H. (2017). Care of patients requiring oxygen therapy or tracheostomy. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical-surgical nursing: Concepts for interprofessional collaborative care (9th ed.).

Detailed Assessment Instructions for the NURS FPX 6021 Assessment 1 Concept Map Assignment

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

Assessment Instructions

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

  • Cancer.
  • Diabetes (type 2).
  • HIV/AIDS.
  • Hyperthyroidism.
  • Hypothyroidism.
  • Metabolic syndrome.
  • Obesity.
  • Polycycstic ovary syndrome.
  • Prediabetes.
  • Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

  • Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)

  • Justify the value and relevance of the evidence you used as the basis for your concept map.
  • Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
  • Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

  • Assessment 1 Example [PDF].

Additional Requirements

  • Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
  • APA formatting:
    • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
    • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESSThe assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

Vila Health attached below as images

examples attached

templates attached

*****Must get distinguished in all categories or revise*****

  • What is the primary condition, disease, or disorder affecting the patient? 
    • What types of experience have you had working with patients with this condition, disease, or disorder?
    • How does this condition, disease, or disorder typically present?
    • What are the recommended treatment options? 
      • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
  • How have you used concept maps to help plan and organize care? 
    • What are the advantages of concept maps, from your point of view?
    • How could concept maps be more useful?
  • How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? 
    • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

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