Nursing Capstone Project Ideas Examples and Topics that Work

Nursing Capstone Project Ideas, Examples, and Topics that WorkAs baccalaureate-level nursing students, your capstone is the grand finale of your academic endeavors, a bridge between the end of school and the beginning of a fulfilling career.

More than an academic task, a capstone project transforms your learning experience. It challenges you to think critically, tackle problems, and refine essential skills like communication, public speaking, goal setting, and research. The project should showcase your ability to solve specific nursing problems.

The format your nursing capstone paper may vary depending on your institutional guidelines and instructions, but the focus remains on evidence-based practice, typically presented through a formal paper or a dynamic team-led presentation to a faculty panel.

So, gear up for your nursing capstone writing assignment undertaking! This article serves as your ultimate guide, exploring ideas, examples, and topic suggestions that align with your passion. Get ready to dive into the world of nursing capstone projects.

So What Exactly is a Nursing Capstone Paper?

Understanding what a nursing capstone paper is might seem a bit puzzling. In simple terms, it’s a formal academic document usually written in your final year of nursing studies, marking the end of your academic journey. This paper can take various shapes, like a research paper, evidence-based analysis, or a case study, all tied to the culmination of your nursing training.

The Purpose of Writing Nursing Capstone Project Paper

The capstone process isn’t just about paperwork; it’s a practical way to showcase your communication skills, how you share information, and your use of evidence-based practices. This paper indicates that you’re ready to apply what you’ve learned in real-world healthcare settings, reflecting skills like time management, research design, and critical thinking.

Whether it’s called a senior capstone, capstone experience, or just a capstone, this academic endeavor exposes you to real-world situations, a vital part of your course. The goal is to develop practical solutions beyond the classroom, allowing you to choose topics that interest you and align with your evaluator’s expectations. Whether you’re a BSN, MSN, ADN, or DNP student, the nursing capstone paper is a culmination of your studies, showcasing your ability to lead and practice clinical nursing at any level. As we explore nursing capstone project ideas and examples, you’ll get insights and inspiration for your unique capstone journey.

The Importance of Nursing Capstone Projects for Students

Beyond the stated goals, nursing capstone projects offer students a variety of benefits:

  • Addressing Community Needs: Through these projects, students can pinpoint and resolve various healthcare needs within a community, making a tangible impact.
  • Fostering Specialization Interest: Capstone projects often ignite a passion for specific specialties. Students delve deep into a chosen topic, nurturing a keen interest in that particular area.
  • Identifying Discrepancies: Capstone projects empower healthcare workers to identify and address discrepancies within a community. This proactive approach allows for the creation of effective strategies to tackle prevalent healthcare issues.
  • Integrating Practice with Theory: These projects seamlessly blend professional practice with classroom learning. By applying classroom theories, models, and frameworks, students enhance their professional skills, bridging the gap between theoretical knowledge and practical application.

In essence, nursing capstone projects go beyond academic requirements, providing students with a platform to contribute meaningfully to community health, foster personal interests, address healthcare disparities, and integrate theoretical and practical aspects of their education. As we explore nursing capstone project ideas and examples, these additional dimensions will undoubtedly surface, highlighting the holistic impact of these projects on nursing students.

Basic Structure for Your Nursing Capstone Paper

While nursing programs may have variations in their requirements, a standard structure for a well-crafted capstone paper can be followed, ensuring clarity and a positive impression on your evaluators. Here’s a concise breakdown of the essential sections:

Title Page

Begin with a professionally formatted title page in either APA or Harvard style, adhering to your program’s preferences.

Abstract

Compose a concise abstract (200-250 words) that encapsulates the purpose, background, problem, and proposed solutions of your nursing capstone project. Draft this section last to ensure it accurately reflects your capstone’s flow.

Introduction

Engaging Opener

Begin with an attention-grabbing hook statement, possibly utilizing statistics or a compelling statement to underscore the significance of your capstone topic.

Problem Introduction

Dig into the background of your chosen capstone topic, elucidating why it’s worthy of investigation and your motivation for selecting it.

Thesis Statement

Present a clear thesis statement, encapsulating the main idea that unifies your entire capstone. Optionally, provide a blueprint of your paper to guide the reader.

PICOT and Research Question

Introduce your PICOT question and the subsequent nursing research question, establishing the groundwork for your research.

Purpose Statement

Include a brief section stating the objectives, aims, and scope of your nursing capstone project.

Literature Review

Perform a critical examination of recent peer-reviewed scholarly articles (within the last five years) related to your capstone topic. Synthesize findings, cross-compare, and establish common ground. Optionally, incorporate relevant theories or frameworks guiding your capstone.

Methods and Materials

Provide a detailed account of the materials and methods employed in your research. Specify sampling strategies, inclusion/exclusion criteria, ethical considerations, and the rationale behind your chosen approach. Offer transparency in your research process.

Results and Discussion

Results Presentation

Display your findings using appropriate visual aids, such as tables, graphs, or charts. Tailor the presentation to align with your research design (quantitative or qualitative).

Linking to Literature

Relate your results to existing literature, drawing connections between your findings and scholarly work discussed in the literature review.

Conclusion

Concise Summary

Summarize the problem, findings, discussions, and recommendations concisely in the conclusion.

Address Limitations

Acknowledge any limitations in your research and propose avenues for future studies.

Highlight Significance

Emphasize the significance of your findings and the implications for nursing practice or research.

References

List all sources alphabetically, adhering to your program’s citation style (APA or Harvard).

Appendices

Include supplementary materials, such as figures, diagrams, tables, or other relevant items mentioned in your capstone. Examples may include an implementation plan, memos, participant data, ethics/consent forms, systematic review summaries, or evidence level tables.

This structure provides a comprehensive framework for a nursing capstone paper, ensuring clarity, professionalism, and adherence to academic standards.

Simplifying the Process of Choosing Nursing Capstone Project Ideas

Picking the right nursing capstone project idea might seem daunting, but it’s simpler than you think. Here’s a straightforward approach:

  1. Follow Your Interests: Choose a topic that genuinely interests you. This keeps your writing enjoyable and ensures you stay motivated.
  2. Explore New Territory: Go for ideas that haven’t been explored much. This adds value to your research and allows you to gain unique insights.
  3. Use Trustworthy Sources: Make sure your capstone project idea is backed by reliable sources. Access relevant data to support your research, analysis, and presentation.
  4. Build on Facts: Your chosen idea should be supported by facts. Include credible information to strengthen the foundation of your capstone project.
  5. Keep a Variety of Ideas: Maintain a range of potential nursing capstone project ideas. Consult with your mentor to refine and choose the most suitable topic for your research.
  6. Avoid the Obvious: Steer clear of overly straightforward ideas. Choosing a unique angle sets you apart and showcases your competitiveness.
  7. Consult Experts: Seek guidance from experienced writers or mentors. They can provide quality nursing capstone project topics tailored to your interests, ensuring your project stands out.

Where to Find Nursing Capstone Project Ideas

Discovering the best capstone project ideas for nursing can be found in various places. Consider these sources:

  1. Nursing News Articles: Explore recent articles on nursing issues available on the internet. These articles offer detailed information and guide you in selecting nursing capstone project ideas.
  2. Clinical Rounds: Engage in clinical rounds to gain firsthand experiences and knowledge applicable to patient services. This exposure helps you identify challenges, assess evidence-based practices, and generate ideas for your capstone project.
  3. Peer-Reviewed Nursing Journals: Access online peer-reviewed nursing journals. These journals provide valuable information through detailed analysis, allowing you to identify nursing-related issues and clinical challenges for your capstone project.
  4. Class Notes and Reading Materials: Utilize class notes and reading materials from your lectures. These resources serve as a foundation for brainstorming capstone ideas, helping you understand project requirements and the writing service needed.
  5. Nursing Capstone Papers from Past Classes: Seek guidance from your tutor and fellow students who have previously written capstone projects. Reviewing past papers can provide insights into the capstone paper writing process and serve as examples to guide your own project. You can also read some examples of nursing capstone projects completed on the topics below:
    1. NURS FPX 4900 Assessing the Health Problem: Leadership Collaboration Communication Change Management and Policy Considerations Example
    2. NURS FPX 4900 Assessment – Assessing the Problem: Quality, Safety, and Cost Considerations Example  
    3. NURS FPX 4900 Assessment 3 – Assessing the Problem: Technology, Care Coordination, and Community Resources Considerations  
    4. NURS FPX 4900 Assessment 4 – Patient, Family, or Population Health Problem Solution  
    5. NURS FPX 4900 Assessment 5 – Intervention Presentation and Capstone Video Reflection   
    6. NURS FPX 6025 Practicum and Experience Reflection  

Choosing Your Nursing Capstone Topic: A Practical Guide

When faced with the task of selecting a nursing capstone topic, students are encouraged to consider various factors that align with their interests, strengths, and career aspirations. The choice of a capstone topic is a critical decision, and different nursing schools may offer diverse recommendations based on individual skills and preferences.

Assess Your GPA and Skills:

  • Students with lower GPAs and foundational nursing skills may find success in selecting basic medical-surgical topics.
  • Those with strong clinical skills and higher GPAs might explore more advanced areas such as emergency or intensive care medicine.
  • The choice of topic should resonate with the individual’s academic strengths and competencies.

Consider Your Nursing Specialty:

  • Align your capstone topic with your chosen nursing specialty area.
  • Explore topics relevant to your future career goals, ensuring that your capstone project contributes to your professional development.

Seek Guidance from Advisors:

  • Consult with faculty, supervisors, preceptors, and fellow students for valuable insights.
  • Advisors can offer guidance on selecting an appropriate capstone site, considering factors like geographical location, facility size, patient population, and care delivery model.

Leverage Organizational and Time Management Skills:

  • Successful completion of capstone projects requires strong organizational and time management skills.
  • Develop a timeline for your capstone project to ensure timely completion.

Embrace Evidence-Based Practice:

  • Capstone projects are an opportunity to apply evidence-based practice in real-world scenarios.
  • Hone your skills in conducting literature searches, identifying research designs, and critically evaluating evidence.

Learn Throughout Your Training:

  • The skills necessary for capstone project completion are cultivated throughout your nursing training.
  • Acquire proficiency in writing, critical thinking, and research methodologies.
  • Engage in literature reviews, enhancing your ability to synthesize information and apply it to practical challenges.

Remember that the guidance provided here serves as a general example, and specific recommendations may vary among nursing schools. Seek advice from your institution, mentors, and peers to make an informed decision aligned with your academic journey and professional goals.

Exploring the Essence of an Outstanding Nursing Capstone Project

Crafting an outstanding nursing capstone project goes beyond meeting semester-long requirements; it’s about sticking to research ethics, understanding statistics, and connecting with the capstone research proposal’s goals.

A standout nursing capstone paper addresses real-world issues with straightforward, factual insights. For instance, examining the effects of diabetes and asthma in the African American population not only shows your interests but also highlights your analytical skills.

To ensure a successful nursing capstone project, consider the following guidelines:

  • Choose a topic that interests you and aligns with your academic and professional interests.
  • Ensure that your project is evidence-based and demonstrates a deep understanding of the chosen topic.
  • Develop a clear and concise research proposal that outlines your project’s goals and objectives.
  • Utilize appropriate research methods and data collection techniques to support your project.
  • Analyze your findings and present them in a clear and organized manner, demonstrating critical analysis and problem-solving skills.

Tips for Writing an A+ Nursing Capstone Paper

Writing a top-notch nursing capstone paper requires careful planning and execution. Follow these valuable tips to ensure your paper stands out:

Choose a Relevant Topic:

  • Evaluate your strengths, weaknesses, and professional interests to select a topic aligned with your career goals.
  • Consider basic medical-surgical, leadership, management, or practice-oriented topics if you are not confident in your research skills.
  • Brainstorm, research, read widely, check previous capstone examples, and consult with mentors to finalize your topic.

Write a Comprehensive Proposal:

  • Develop a research proposal early in the process, covering essential elements such as the project’s background, problem statement, evidence synthesis, target population, methodology, budget, timeline, and more.
  • Seek feedback from your professor during the proposal writing stage.

Create an Outline:

  • Draw a clear outline for your nursing capstone paper to serve as a roadmap.
  • List all sections, including introduction, literature review, methodology, results, discussion, and conclusion.

Conduct Extensive Research:

  • Research extensively using credible sources published in the last five years.
  • Focus on primary sources for factual information and use online bibliography tools for organization.

Formulate a Strong Thesis Statement:

  • Develop a compelling thesis statement that encapsulates the main idea of your entire paper.

Write Introduction, Conclusion, and Abstract Last:

  • Complete the introduction, conclusion, and abstract after finishing other sections.
  • Ensure these sections capture all essential aspects without unnecessary repetition.

Cite Sources Properly:

  • Use APA or Harvard formats as per the assignment brief.
  • Cite all sources in-text and in the bibliography section to avoid plagiarism.

Proofread Thoroughly:

  • Polish your paper for mistakes, errors, and clarity.
  • Revise complex sentences, check for spelling and grammar errors, and edit for overall structure.

Submit for Assessment and Feedback:

  • Submit your paper for assessment and feedback from instructors, mentors, or professors.

Refine Based on Feedback:

  • Refine your paper based on the received feedback, addressing any suggested improvements.
  • Compile all sections into a cohesive and polished final capstone paper.

Tips for Crafting an Effective Nursing Capstone Presentation

As the culmination of your capstone project, the presentation plays a pivotal role in assessing your professional communication skills and showcasing the application of evidence-based practice. Whether in the form of a poster or a PowerPoint presentation, here are valuable tips to ensure a successful defense:

Understand the Purpose:

  • The presentation serves as an opportunity to disseminate information to stakeholders and demonstrate your proficiency in evidence-based practice.

Choose the Right Format:

  • For a poster presentation, cover key elements such as background, problem, purpose, methodology, major findings, and implications for nursing practice or research.
  • In a PowerPoint presentation, summarize your capstone project across 12 to 20 slides, with each slide representing a minute of your presentation time.

Visual Appeal:

  • Utilize visuals like graphs, figures, and bullet points to convey complex information concisely.
  • Ensure slides are visually appealing and enhance the audience’s understanding of your project.

Time Management:

  • Pay meticulous attention to time limits during your presentation.
  • Plan for one slide per minute to maintain a steady pace and cover all essential points.

Practice Efficiently:

  • Rehearse your presentation multiple times to ensure fluency and confidence.
  • Practice with a timer to refine your pacing and identify areas for improvement.

Stay Calm and Composed:

  • Maintain composure during the presentation; don’t let nerves overshadow your expertise.
  • Speak clearly, confidently, and engage with your audience.

Back-Up and Print:

  • Always have a backup copy of your PowerPoint presentation to address any technical issues.
  • Print copies of your presentation for stakeholders, facilitating a deeper understanding of your work.

Thorough Preparation:

  • Adequately prepare for potential questions and discussions that may arise during the defense.
  • Familiarize yourself with the guidelines provided by your preceptor, ensuring alignment with expectations.

How Nursing Capstones are Graded

Grading for nursing capstone projects varies among programs, utilizing diverse evaluation methods. The assessment typically revolves around key components, including written sections, the final proposal, and the presentation. Here are common factors influencing the grading process:

Written Sections:

  • Evaluation of written sections constitutes a significant portion of the grading process.
  • Assessment of problem identification in nursing practice, administration, policy, or education.
  • Review of theoretical research and literature synthesis.
  • Critical analysis and synthesis of research findings.
  • Recommendations for evidence-based practice.

Proposal Evaluation:

  • The final proposal’s quality and adherence to capstone course objectives play a crucial role.
  • Comprehensive assessment of problem identification, theoretical research, and proposed solutions.
  • Consideration of implications for nursing roles, research, policy, and education.

Presentation Skills:

  • Students’ ability to effectively present their capstone findings is a key aspect of grading.
  • Thorough preparation and in-depth knowledge of the subject matter.
  • Clear and concise communication during the presentation.
  • Adherence to time limits specified for the presentation.
  • Competence in answering questions and citing relevant references.
  • Persuasiveness in conveying key points.

Use of Nursing Process:

  • Evaluation of the application of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation.
  • Ensuring alignment with the nursing code of ethics and ethical use of technology.

Collaboration and Communication:

  • Assessment of professional and civil collaboration skills.
  • Evaluation of communication effectiveness in conveying capstone project details.

Creative Nursing Capstone Project Ideas

Nursing capstone projects should address permanent community problems, showcase knowledge, and engage the target reader. Provided below are some categories of relevant nursing capstone projects along with specific project ideas that can be very useful to any nursing or medical student:

Medical Surgery Nursing Capstone Project Ideas

  1. Coronary Artery Bypass Graft Surgery:
    • In-depth exploration of the procedure and its implications.
  2. Bariatric Surgery for Obesity:
    • Examining the process and outcomes of bariatric surgery.
  3. Organ Transplantation After Organ Failure:
    • Investigating the transplantation process and its challenges.
  4. General Anesthesia Outcomes:
    • Evaluating the outcomes and considerations of general anesthesia.
  5. Nurses’ Duties in Occupational Therapy:
    • Highlighting the role of nurses in occupational therapy settings.
  6. Diagnosis and Management of Meningitis:
    • Exploring the diagnostic process and treatment options.
  7. Peripheral Artery Bypass:
    • In-depth analysis of performing peripheral artery bypass surgery.
  8. Patient Care Post-Surgical Operation:
    • Examining the critical aspects of patient care after surgery.
  9. Operating Room Safety:
    • Ensuring safety protocols in operating rooms.
  10. Arterial Bypass Surgical Operation:
    • Detailed exploration of performing arterial bypass surgery.
  11. Setting Up an Operating Room:
    • Guidelines and considerations for setting up an operating room.
  12. Lyme Disease Severity and Management:
    • Investigating the severity and treatment of Lyme disease.
  13. Cancer Patients and Stem Cells Therapy:
    • Exploring the application of stem cell therapy for cancer patients.
  14. Refractive Surgery and Cataract:
    • Understanding the procedures and implications.

Nursing Capstone Project Ideas for Mental Health

  1. Effects of Sexual Abuse on Children:
    • Investigating the long-term impact of sexual abuse on mental health.
  2. Tobacco Dependence and Mental Health:
    • Examining the correlation between tobacco dependence and mental well-being.
  3. Impact of Domestic Violence on Children:
    • Analyzing how domestic violence affects the mental health of children.
  4. Art Therapy’s Influence on Mental Health Patients:
    • Evaluating the effectiveness of art therapy in mental health treatment.
  5. Correlation Between Suicide and Teenage:
    • Investigating the factors contributing to suicide among teenagers.
  6. Adolescent Psychiatry:
    • Exploring psychiatric care tailored for adolescents.
  7. Safety of Psychiatric Health Clinicians:
    • Examining the safety measures for mental health clinicians.
  8. Developing a New Mental Health Guide:
    • Creating a comprehensive guide for mental health educators.
  9. Enhancing Workability in Psychiatric Centers:
    • Strategies for improving efficiency in psychiatric facilities.
  10. Administering Health Education to Mentally Ill Patients:
    • Exploring effective ways to provide health education to mentally ill individuals.
  11. Addressing Stigma Among Mentally Ill Patients:
    • Strategies to reduce societal stigma associated with mental health.
  12. Connection Between Mental Health and Homelessness:
    • Analyzing the relationship between mental health issues and homelessness.
  13. Effectiveness of Yoga in Boosting Mental Health:
    • Investigating the therapeutic benefits of yoga for mental well-being.
  14. Positive Youth Development Through Art Therapy:
    • Examining how expressive art therapy contributes to positive youth development.

Nursing Leadership Capstone Project Ideas

  1. Benefits of Charismatic Leadership for Nurse Leaders:
    • Analyzing the impact of charismatic leadership in nursing.
  2. Nurse Leadership in Developed vs. Developing Nations:
    • Comparing leadership approaches in healthcare settings globally.
  3. Nurse Leaders Shaping the Future of Nursing:
    • Exploring the role of nurse leaders in influencing the future of nursing.
  4. Importance of Nurse Leadership to Patients:
    • Investigating the significance of nurse leadership in patient outcomes.
  5. Transformational Leadership Among Nurses:
    • Analyzing the application of transformational leadership in nursing.
  6. Nurse Leadership Strategies:
    • Examining effective strategies employed by nurse leaders.
  7. Change Management and Nurse Leadership:
    • Exploring the correlation between change management and nurse leadership.
  8. Stress Therapy for Nurse Leaders:
    • Strategies for managing stress among nurse leaders.
  9. Professional Growth of Nurse Leaders:
    • Investigating avenues for professional development for nurse leaders.
  10. Ethical Practices Among Nurse Leaders:
    • Analyzing ethical considerations in nurse leadership.
  11. Challenges Faced by Nurse Leaders:
    • Identifying common challenges encountered by nurse leaders.
  12. Conflict Resolution in Clinical Settings:
    • Strategies for resolving conflicts within healthcare teams.
  13. Advocacy for Patients’ Rights by Nurse Leaders:
    • Examining the role of nurse leaders in advocating for patients.
  14. Nurse Leadership in the U.S. Healthcare System:
    • A comprehensive review of nurse leadership in the U.S. healthcare landscape.

General Nursing Capstone Project Ideas

  1. Advanced Nursing Practices:
    • Exploring the evolving landscape of advanced nursing roles.
  2. Impact of IOM Report on Nursing:
    • Analyzing the influence of the Institute of Medicine (IOM) report on nursing practices.
  3. Achieving Affordable Nursing Care for All:
    • Strategies for making nursing care accessible and affordable.
  4. Importance of Health History:
    • Investigating the significance of comprehensive health histories in patient care.
  5. Common Diseases Among the Aged:
    • Analyzing prevalent health issues in the elderly population.
  6. Nursing Care for Veterans:
    • Addressing the unique healthcare needs of military veterans.
  7. Mental Well-being of Veterans:
    • Examining mental health considerations for veterans.
  8. Patient Protection and Affordable Care Act (ACA):
    • Analyzing the impact of the ACA on nursing and patient care.
  9. Improving Preventive Health:
    • Strategies for enhancing preventive healthcare measures.
  10. Managing Nosocomial Infections:
    • Exploring protocols to minimize hospital-acquired infections.
  11. Transition from Student Nurse to Registered Nurse:
    • Challenges and strategies in transitioning to a registered nursing role.
  12. Understanding the Healthcare System:
    • A comprehensive overview of the healthcare system and its components.
  13. Best Insurances for Employees:
    • Evaluating insurance options for healthcare professionals.
  14. Secrets to Healthy Aging:
    • Tips and practices for promoting healthy aging among the elderly.

Pediatric Nursing Capstone Project Ideas

  1. Caring for Children with Congenital Heart Diseases:
    • Strategies for providing specialized care to children with heart conditions.
  2. Mental Health Care for Children:
    • Addressing psychological issues in pediatric patients.
  3. Evaluation of Pragmatic Language Patterns in Autistic Children:
    • Analyzing language patterns in children with autism.
  4. Management of Cancer in Pediatric Patients:
    • Comprehensive care strategies for children with cancer.
  5. Interaction Between Leukemia Cells and the Immune System:
    • Exploring the immune response to leukemia in pediatric patients.
  6. Childhood Obesity in the U.S.:
    • Investigating the prevalence and implications of childhood obesity.
  7. Diagnosing Acute Childhood Leukemia with Molecular Markers:
    • Utilizing molecular markers for early diagnosis.
  8. Reducing Blindness Risks in Children Under Oxygen Therapy:
    • Strategies to minimize risks during oxygen therapy in pediatric patients.
  9. Epidemiology of Childhood Obesity in the U.S.:
    • Analyzing factors contributing to childhood obesity.
  10. Early-Life Exposure to Endocrine-Disrupting Chemicals and Adult Heart Diseases:
    • Investigating the long-term impact of chemical exposure in childhood.
  11. Stem Cell Therapy for Pediatric Diseases:
    • Exploring the potential of stem cell therapy in pediatric healthcare.
  12. Relationship Between Endocrine-Disrupting Chemicals and Childhood Obesity:
    • Analyzing the connection between environmental factors and obesity.
  13. Identifying, Preventing, and Managing Childhood Obesity:
    • Strategies for early identification, prevention, and management.
  14. Children and Adolescents Obesity Prevention Measures:
    • Designing preventive programs for obesity in children and adolescents.

Women’s Health Capstone Project Ideas

  1. Causes and Management of Preeclampsia:
    • Investigating the causes and effective management of preeclampsia in pregnant women.
  2. Postpartum Management:
    • Strategies for comprehensive postpartum care for women.
  3. Pregnancy and Diabetes:
    • Examining the intersection of pregnancy and diabetes.
  4. Mental Health Treatment for Expectant Mothers in Rural Areas:
    • Addressing mental health challenges in pregnant women residing in rural areas.
  5. Effects of Smoking on Pregnant Women:
    • Analyzing the impact of smoking on maternal and fetal health.
  6. Teenage Pregnancy:
    • Exploring the implications and strategies for managing teenage pregnancies.
  7. Exclusive Breastfeeding for Children Under 6 Months:
    • Promoting the importance of exclusive breastfeeding.
  8. Mortality and Preterm Births in African American Mothers:
    • Investigating disparities and effective interventions.
  9. Correlation Between Cervical Cancer and HPV:
    • Understanding the relationship between HPV and cervical cancer.
  10. Mammography for Breast Cancer Screening:
    • Evaluating the efficacy and implications of mammography.
  11. Managing Gestational Diabetes:
    • Strategies for effective management and prevention.
  12. Family Planning Among Women:
    • Analyzing family planning methods and their impact on women’s health.
  13. Pumping vs. Breastfeeding:
    • Exploring the pros and cons of pumping and breastfeeding.
  14. Ectopic Pregnancy:
    • Understanding causes, management, and implications of ectopic pregnancy.
  15. Effects of Codeine Use While Breastfeeding:
    • Investigating the impact of codeine on breastfeeding mothers and infants.
  16. Pregnancy and Nutrition:
    • Addressing the nutritional needs and challenges during pregnancy.
  17. Endometriosis Diagnosis and Management:
    • Exploring effective approaches to diagnose and manage endometriosis.
  18. Birth Control Methods for Women:
    • Analyzing various birth control methods and their suitability.
  19. Female Genital Mutilation:
    • Examining the impact and cultural aspects of female genital mutilation.
  20. Effects of Untreated Fibroids in Women:
    • Investigating the consequences of untreated fibroids on women’s health.

These capstone project ideas cover diverse nursing topics, allowing students to explore and contribute valuable insights to the field. Students can choose projects based on their interests, expertise, and the societal impact they wish to make.

FAQs about Nursing Capstone Project Writing Process

Is a capstone project a thesis?

No, a capstone project is distinct from a thesis. While a thesis is a more extensive research project, a capstone is an individualized research endeavor on a nursing topic. Capstones fulfill degree requirements and typically take 8-12 weeks, whereas a thesis may take 2-3 months. Capstones are project-based and may not be published in research journals, unlike theses.

How do I write a perfect nursing capstone paper?

Writing an excellent nursing capstone paper involves several steps:

Topic Selection:

  • Choose a relevant nursing-related topic.
  • Seek approval from your preceptor or instructor.

Proposal Writing:

  • Develop and submit a capstone project proposal.
  • Revise and resubmit if necessary.

Paper Outline:

  • Begin outlining your capstone paper.
  • Craft a compelling thesis statement.

Literature Review:

  • Conduct a literature review, focusing on recent scholarly articles.
  • Synthesize findings and identify gaps in practice.

Methods and Materials:

  • Detail the materials and methods used in your research.
  • Provide transparency and rationale for your chosen approach.

Results and Discussion:

  • Present findings using appropriate visual aids.
  • Relate results to existing literature and scholarly work.

Conclusion:

  • Summarize the problem, findings, discussions, and recommendations.
  • Acknowledge limitations and propose future studies.

References:

  • List all sources alphabetically, adhering to citation style guidelines (APA or Harvard).

Appendices:

  • Include supplementary materials mentioned in the capstone.

What should I write as the purpose statement for my capstone?

In the purpose statement, reflect on the chosen healthcare issue, emphasize the urgency of solving it, and support your reasoning with evidence from relevant academic sources. Identify aspects of the status quo that require attention and address them.

Can you fail a capstone project? What happens if you fail your capstone?

Yes, failure is possible if you do not meet learning objectives. Failing students often engage in practices that should be avoided during capstone writing. Failing the capstone course renders you ineligible for degree conferral. Remedial actions may include reconsidering your approach or retaking the class. Seeking professional capstone paper writing help is preferable to failing after a significant investment in nursing education.

How can I select a good capstone topic for my nursing degree?

Selecting a good capstone topic involves:

  • Reading widely.
  • Assessing interests, strengths, and weaknesses.
  • Consulting with preceptors or instructors.
  • Considering future professional practice projections.
  • Identifying passion areas and lessons learned during education and practicum.
  • Ensuring adequacy of sources for a comprehensive literature review.

How do I write a great literature review for my nursing capstone?

To write an effective literature review:

  • Create keyword phrases matching your topic.
  • Use reputable databases like CINAHL, Google Scholar, PubMed, MEDLINE, and Cochrane.
  • Select primary studies from the last five years.
  • Pass sources through the CRAAP test.
  • Consult with a librarian for assistance.
  • Prove the relevance and worthiness of your capstone by identifying gaps in existing literature.

How do I format my nursing capstone?

When formatting your nursing capstone, choose either APA or Harvard style. Ensure freedom from typographical, spelling, and grammatical errors. Maintain consistency in in-text citations and the bibliography/reference list according to the chosen format.

How should I conduct my capstone oral presentation for success?

For a successful capstone oral presentation:

  • Choose a professional tone.
  • Demonstrate expertise and knowledge in nursing.
  • Present findings effectively and audibly.
  • Keep the presentation within the 30-minute time frame.
  • Utilize videoconferencing, Poster, or PowerPoint slides as presentation media.

Why Working with Professionals for Your Nursing Capstone Projects is the Best Option?

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NURS FPX 4900 Assessment – Assessing the Problem: Quality, Safety, and Cost Considerations Example

NURS FPX 4900 Assessment - Assessing the Problem: Quality, Safety, and Cost Considerations Example

NURS FPX 4900 Assessment 2 – Assessing the Problem: Quality, Safety, and Cost Considerations.

NURS FPX 4900 Assessment – Assessing the Problem: Quality, Safety, and Cost Considerations Assignment Brief

Course: NURS-FPX 4900: Capstone Project for Nursing

Assignment Title: Assessment 2 – Assessing the Problem: Quality, Safety, and Cost Considerations.

Assignment Instructions Overview:

The main goal of this assignment is to evaluate the overall impact of health conditions on healthcare, focusing on aspects related to care quality, patient safety, and associated costs. By exploring different elements like healthcare practices, policies, and effective methods, the goal is to gain insights into effectively handling health challenges. This assignment encourages students to dig into the complexities related to health conditions and suggest practical approaches based on evidence to enhance overall outcomes.

The Student’s Role:

As a healthcare student in your respective program, your task is to approach this assignment with a critical and analytical mindset. Conduct thorough research to understand the details of various health conditions and their impact on healthcare quality, safety, and costs. Apply healthcare practices and policies to assess their influence on patient care. Develop practical and evidence-based strategies for dealing with health challenges. Demonstrate your commitment to professional accountability by carefully tracking practicum hours related to managing health conditions.

Detailed Assessment Instructions for the NURS FPX 4900 Assessing the Problem Quality Safety and Cost Considerations Assignment

In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Report on your experiences during your first two practicum hours.

Introduction

Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

Preparation

In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To prepare for the assessment:

Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.

Conduct research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.

Review the Practicum Focus Sheet: Assessment 2 [PDF], which provides guidance for conducting this portion of your practicum.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

Instructions

Complete this assessment in two parts.

Part 1

Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

Whom did you meet with?

What did you learn from them?

Comment on the evidence-based practice (EBP) documents or websites you reviewed.

What did you learn from that review?

Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.

What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?

Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?

What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?

What changes, if any, did you make to your definition of the problem, based on your discussions?

What might you have done differently?

CORE ELMS

Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form in CORE ELMS.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.

Cite evidence that supports the stated impact.

Note whether the supporting evidence is consistent with what you see in your nursing practice.

Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.

Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.

Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.

Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.

Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.

Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.

Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Use paraphrasing and summarization to represent ideas from external sources.

Apply APA style and formatting to scholarly writing.

Additional Requirements

Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:

A title page and reference page. An abstract is not required.

Appropriate section headings.

Length: Your paper should be approximately 5-7 pages in length, not including the reference page.

Supporting evidence: Cite at least 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.

Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Competencies Measured

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

Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.

Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.

Competency 5: Analyze the impact of health policy on quality and cost of care.

Explain how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual.

Competency 8: Integrate professional standards and values into practice.

Use paraphrasing and summarization to represent ideas from external sources.

Apply APA style and formatting to scholarly writing.

NURS FPX 4900 Assessing the Problem Quality Safety and Cost Considerations Example

Introduction

In this capstone research project, I will thoroughly examine John’s case, a 10-year-old dealing with clinical obesity. The primary focus is to grasp how obesity impacts care quality, patient safety, and costs for both the individual and the healthcare system. The objective is to explore various aspects of obesity, considering its effects on care, safety, and financial aspects. Moreover, the paper will explore nursing practice standards and governmental policies that influence the treatment of patients like John. Understanding how these standards and policies shape care delivery and the challenges they present is crucial. Lastly, the paper will propose practical strategies to enhance care quality, elevate patient safety, and cut down costs for both the patient and the healthcare organization. The aim is to refine the overall approach to cases resembling John’s. By delivering comprehensive, evidence-based care, the ultimate goal is to significantly enhance health outcomes, improve quality of life, ensure patient safety, and promote cost efficiency for our patients.

The Impact of Obesity on Care Quality, Patient Safety, and Costs

John’s clinical obesity has a substantial impact on the quality of care, patient safety, and financial aspects for both the healthcare system and his personal expenses. Let’s take a closer look at this.

Quality of Care:

John’s clinical obesity poses a challenge for healthcare providers to deliver top-notch care. Obesity often brings along additional health issues like hypertension, diabetes, and heart disease, requiring a specialized and comprehensive care approach (Safaei et al., 2021). This complexity may lead to inconsistencies or delays in providing care. Moreover, obesity is linked to psychosocial problems, including depression and anxiety, which can hinder the effectiveness of medical care. Research also points out obstacles that obese patients face in accessing care, such as stigma, discrimination, and inadequately equipped medical facilities (Talumaa et al., 2022). These factors can hinder regular check-ups, early diagnosis, and preventive care, which are crucial for maintaining optimal health.

Patient Safety:

Patient safety takes a hit with obesity. Individuals like John face a higher risk of adverse events, including misdiagnosis due to limitations in physical examinations, inaccurate drug dosing, complications from surgeries, and an increased likelihood of falls (Appeadu & Bordoni, 2023). For instance, there could be challenges in determining the correct medication dosage for an obese patient, potentially leading to overdosing or underdosing.

System and Individual Costs:

Clinical obesity imposes a significant economic burden on both healthcare systems and individual patients. Direct medical costs associated with obesity encompass preventive, diagnostic, and treatment services (Ling et al., 2022). Obesity-related illnesses contribute to higher hospital admissions and longer stays, putting a strain on healthcare resources. On an individual level, patients like John face the challenge of covering high out-of-pocket expenses, including medication costs, extra co-pays, and additional charges on insurance premiums due to their increased risk status.

Nursing Practice Standards and Policies: How They Impact Care Quality, Safety, and Costs

The Board of Registered Nursing (BRN) in California has set detailed standards that greatly affect how care is provided, ensuring patient safety and managing healthcare costs. According to BRN, registered nurses play an active role in preventing and managing diseases in collaboration with other healthcare teams. Specifically related to obesity, BRN recommends that nurses continuously educate themselves on nutrition and weight management. Additionally, it emphasizes the importance of competent detection of obesity-related complications like diabetes or cardiac issues (Backstrom, 2019). These standards aim to enhance the quality of care for obese patients, ensuring safety by preventing or managing potential complications and avoiding costly procedures resulting from unmanaged issues.

The Affordable Care Act (ACA) has significantly lessened the financial burdens tied to diseases related to obesity by prioritizing preventive care and managing chronic conditions. It mandates that insurance covers preventive services, easing the financial load on patients. ACA also encourages healthy living, preventing the development of severe conditions linked to obesity. Prioritizing preventive care directly reduces costs by avoiding expensive treatments and hospitalizations later on (Rdesinski et al., 2023). Research supports the effectiveness of these policies; Mylona et al. (2020) noted a decline in healthcare costs related to obesity after the implementation of ACA, emphasizing the benefits of focusing on prevention.

This shift in policy has influenced nursing practice by providing a foundation for a more comprehensive, cost-effective patient care strategy. For a patient like John, this might involve regular health monitoring, mental health support, patient education on self-management, and preventive measures to enhance care quality, safety, and reduce costs. These standards and policies guide nursing practice by shaping patient relationships, enforcing competency standards, and regulating clinical decision-making. The Nurse’s Practice Act standards dictate the scope of practice, while federal laws like ACA influence the delivery of preventive care, reimbursement rates, and respect for patient rights. Together, these influences provide nurses with direction to offer patients efficient, preventive, and sustainable healthcare.

Effective Strategies for Enhancing Care Quality, Patient Safety, and Cost Efficiency

To enhance the quality of care, ensure patient safety, and reduce costs associated with John’s clinical obesity, several strategies can be employed:

Personalized Care

Personalized care is crucial for addressing patient issues like obesity effectively. It involves tailoring care plans to individual needs, considering unique health circumstances and requirements (Lavallee et al., 2021). In the case of obesity, this approach may include recommending a dietary shift towards lower saturated fats and higher fruits and vegetables. A structured and safe physical activity plan, guided by a physical therapist, could be an essential component (Wadden et al., 2020). Including mental health support from a psychologist or counselor is beneficial, given the often coexisting mental health issues with obesity. Studies show that personalized care leads to improved patient engagement and adherence to lifestyle changes, contributing to significant and sustainable weight loss. This comprehensive approach enhances patient safety, ensures quality care, and empowers the patient towards better health outcomes.

Telehealth Services

Telehealth services play a vital role in managing obesity by providing remote patient monitoring, nutrition counseling, mental support, and physical activity strategies (Houser et al., 2019). For John, struggling with obesity, telehealth offers benefits such as remote weight and health monitoring, adjustment of treatment plans, and superior health management. Nutritional counseling by accredited dieticians and access to comprehensive virtual physical activity programs can contribute significantly to John’s obesity management. Telehealth also facilitates connections with psychologists or therapists to address mental or emotional challenges related to obesity. Research shows that telehealth-led weight management programs lead to weight reduction and improved health behaviors among obese individuals. This adaptable approach to delivering personalized care can improve health outcomes and enhance the quality of life for patients like John.

Incorporating evidence-based strategies like personalized care and telehealth services is crucial in managing obesity effectively. Utilizing benchmark data from reputable sources such as the Centers for Disease Control and Prevention (CDC) and the American Telemedicine Association enables the comparison of John’s progress with established standards. This approach ensures that interventions remain effective and tailored to the evolving landscape of obesity management. Overall, the evidence supports the promise of customized care and telemedicine services in managing obesity, offering a practical, accessible, and adaptable approach to care.

Practicum Experience Hours and Record-Keeping

To keep track of the hours spent assisting John in managing obesity during my practicum, I will carefully record information using Capella’s Academic Portal Volunteer Experience Form. This record will include details like session dates, times, the nature of our interaction, interventions used, and John’s progress. It covers changes in his weight, diet, exercise routines, and how he responds to different strategies. I may also note changes in his mood, motivation, and commitment to the obesity management program. Challenges faced during our sessions and their resolutions will be documented. Any consultations with experts in the field will also be recorded. By maintaining this detailed record, I exhibit accountability, commitment, and professionalism. Additionally, it enables an objective assessment of intervention effectiveness, contributing to evidence-based and person-centered approaches for future strategies.

Conclusion

As I wrap up the exploration into evaluating healthcare quality, safety, and cost considerations, especially concerning John’s clinical obesity, it’s essential to ponder the intricacies of this widespread health issue. Obesity isn’t merely an individual challenge; its impact extends throughout the healthcare system. The ripple effect on care quality, patient safety, and financial aspects for both individuals and the system is significant. To navigate this, adhering closely to standards outlined by entities like the Board of Registered Nursing (BRN) and regulations such as the Affordable Care Act (ACA) can effectively mitigate these effects. As healthcare providers, we can use these as guiding principles, shaping our approach to focus on prevention, proactive complication management, and building a more comprehensive and financially accessible care system. Above all, we must keep in mind the person at the center – our patient John and others like him struggling with the weight of obesity. By combining compassionate, clinically sound care with effective policies, standards, and personalized preventive strategies, we can markedly enhance their healthcare journey. Our joint efforts should aim at not only making the path to health a possibility but a reality. It transcends professional standards; it embodies the very essence of why we chose to be part of the healthcare system – to assist individuals like John in living healthier, happier, and more fulfilling lives.

References

Appeadu, M., & Bordoni, B. (2023). Falls and fall prevention. StatPearls Publishing. PubMed

Backstrom, L. (2019). Weighty problems: Embodied inequality at a children’s weight loss camp. Rutgers University Press. Google Books

Houser, S., Joseph, R., Puro, N., & Burke, D. (2019). Use of technology in the management of obesity: A literature review. Perspectives in Health Information Management, 16(Fall). PubMed Central

Lavallee, K. L., Zhang, X. C., Schneider, S., & Margraf, J. (2021). Obesity and mental health: A longitudinal, cross-cultural examination in Germany and China. Frontiers in Psychology, 12(712567). DOI

Ling, J., Chen, S., Zahry, N. R., & Kao, T. A. (2022). Economic burden of childhood overweight and obesity: A systematic review and meta‐analysis. Obesity Reviews, 24(2). DOI

Mylona, E. K., Benitez, G., Shehadeh, F., Fleury, E., Mylonakis, S. C., Kalligeros, M., & Mylonakis, E. (2020). The association of obesity with health insurance coverage and demographic characteristics: A statewide cross-sectional study. Medicine, 99(27), e21016. DOI

Rdesinski, R., Chamine, I., Valenzuela, S., Marino, M., Schmidt, T., Larson, A., Huguet, N., & Angier, H. (2023). Impact of the Affordable Care Act Medicaid expansion on weight loss among community health center patients with obesity. The Annals of Family Medicine, 21(Supplement 1). DOI

Safaei, M., Sundararajan, E. A., Driss, M., Boulila, W., & Shapi’i, A. (2021). A systematic literature review on obesity: Understanding the causes & consequences of obesity and reviewing various machine learning approaches used to predict obesity. Computers in Biology and Medicine, 136(104754). DOI

Talumaa, B., Brown, A., Batterham, R. L., & Kalea, A. Z. (2022). Effective strategies in ending weight stigma in healthcare. Obesity Reviews, 23(10). DOI

Ufholz, K., & Bhargava, D. (2021). A review of telemedicine interventions for weight loss. Current Cardiovascular Risk Reports, 15(9). DOI

Wadden, T. A., Tronieri, J. S., & Butryn, M. L. (2020). Lifestyle modification approaches for the treatment of obesity in adults. American Psychologist, 75(2), 235–251. DOI

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NURS FPX 4900 Assessing the Health Problem: Leadership Collaboration Communication Change Management and Policy Considerations

NURS FPX 4900 Assessing the Problem: Leadership Collaboration Communication Change Management and Policy Considerations

NURS FPX 4900 Assessment 1 – Assessing the Health Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

Assignment Brief: NURS FPX 4900 – Assessing the Health Problem Assignment

Course: NURS-FPX 4900: Capstone Project for Nursing

Assignment Title: Assessment 1 – Assessing the Health Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

Assignment Instructions Overview:

This assignment is designed to explore and analyze a significant health issue with a focus on key aspects such as leadership, collaboration, communication, change management, and policy considerations.

Understanding Assignment Objectives:

The primary objective is to understand a health issue thoroughly, focusing on interventions and strategies. By examining leadership roles, collaboration with stakeholders, effective communication, change management, and policy implications, students will gain insights into a comprehensive approach to healthcare challenges.

The Student’s Role:

Students will take on the role of a healthcare professional tasked with addressing a specific health problem. The goal is to demonstrate an understanding of the identified health issue, integrating relevant data and statistics to emphasize its significance. The focus should be on practical interventions and strategies aligned with the identified problem areas.

Detailed Assessment Instructions for the NURS FPX 4900 – Assessing the Health Problem Assignment

In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Academic Portal Volunteer Experience Form. Introduction Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness. Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective. This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following: • Develop a problem statement for a patient, family, or population that’s relevant to your practice. • Begin building a body of evidence that will inform your approach to your practicum. • Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem. Preparation In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists). To prepare for the assessment, complete the following: • Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem. • Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence. In addition, you may wish to complete the following: • Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed. • Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum. Instructions Complete this assessment in two parts. Part 1 Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project. Part 2 Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Academic Portal Volunteer Experience Form. Requirements The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence. • Define a patient, family, or population health problem that’s relevant to your practice. o Summarize the problem you’ll explore. o Identify the patient, family, or group you intend to work with during your practicum. o Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population. o Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse. • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined. o Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice. o Explain how you would know if the data are unreliable. o Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined. o Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem. o Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. o Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum. • Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined. o Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem. o Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. o Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem. • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined. o Discuss research on the effectiveness of leadership strategies. o Define the role that you anticipate leadership must play in addressing the problem. o Describe collaboration and communication strategies that you anticipate will be needed to address the problem. o Describe the change management strategies that you anticipate will be required to address the problem. • Organize content so ideas flow logically with smooth transitions. • Apply APA style and formatting to scholarly writing. Additional Requirements • Format: Format your paper using APA style. Be sure to include: o A title page and reference page. An abstract is not required. o Appropriate section headings. • Length: Your paper should be approximately 5–7 pages in length, not including the reference page. • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format. • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Lead people and processes to improve patient, systems, and population outcomes. o Define a patient, family, or population health problem that’s relevant to personal and professional practice. • Competency 2: Make clinical and operational decisions based upon the best available evidence. o Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem. • Competency 5: Analyze the impact of health policy on quality and cost of care. o Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem. • Competency 7: Implement patient-centered care to improve quality of care and the patient experience. o Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem • Competency 8: Integrate professional standards and values into practice. o Organize content so ideas flow logically with smooth transitions. o Apply APA style and formatting to scholarly writing.

NURS FPX 4900 Assessing the Health Problem: Leadership Collaboration Communication Change Management and Policy Considerations Example

Introduction

This work focuses on a 10-year-old boy named John, who has been clinically diagnosed with obesity. I’ve used established literature and professional guidelines to create a comprehensive framework, highlighting the seriousness of this pediatric health concern. As a nurse with a baccalaureate level of preparation, it emphasizes my essential role in addressing John’s obesity through effective leadership, coordination with other professionals, clear communication, managing change, and participating in policy initiatives. Supported by scholarly research, this approach aims to enhance care planning and implementation and share knowledge within the nursing practice at Kindred Hospital Los Angeles.

Patient, Family, and Population Health Problem

The health problem I’m addressing in my professional practice is pediatric obesity, with a focus on a 10-year-old boy named John, who has recently been admitted to Kindred Hospital Los Angeles. Pediatric obesity is a growing concern worldwide, affecting approximately 18.5% of children and adolescents in the U.S., as indicated by the National Health and Nutrition Examination Survey (NHANES). John’s obesity, categorized under the 95th percentile for BMI in his age group, poses immediate health risks like the early onset of type-2 diabetes and hypertension. This condition also significantly impacts his overall quality of life, including psychosocial and educational aspects.

The severity of childhood obesity is underscored by the Centers for Disease Control and Prevention (CDC) data, revealing a 19.3% obesity rate among children and adolescents aged 2-19 years in 2019-2020. The global scale of the issue is highlighted by the World Health Organization, reporting that more than 41 million children under 5 were overweight or obese in 2019. Pediatric obesity is not only an immediate health concern but also sets the stage for potential long-term health complications in adulthood, such as cardiovascular diseases, diabetes, and an increased risk of certain cancers.

John’s case reflects the complex nature of obesity, influenced by factors like genetic predisposition, unhealthy dietary habits, and a lack of physical activity. Addressing childhood obesity is crucial not only for immediate health improvement but also to prevent its persistence into adulthood. As a baccalaureate-prepared nurse, I recognize the escalating rates of childhood obesity and the associated health risks. In my role, I play a key part in health education and facilitating lifestyle modifications for patients like John and their families. Implementing interventions focused on weight management, including nutritional guidance and promoting physical activity, holds the potential to significantly enhance John’s health outcomes. This issue is highly relevant to my professional practice, aligning with my responsibilities as a nurse to contribute to the well-being of patients and their families.

Evidence-Based Nursing Actions for Clinical Obesity

Evidence from reputable sources, including the American Academy of Pediatrics (AAP), the World Health Organization (WHO), and the Journal of Pediatric Health Care, guides nursing interventions for childhood obesity. The AAP emphasizes the crucial role of healthcare providers, including nurses, in preventing childhood obesity through primary prevention and therapeutic interventions. They recommend using motivational interviewing techniques with families, encouraging them to set goals and make small changes in family behaviors (Smith et al., 2020).

According to the WHO, improving the intake of healthy foods and physical activity while reducing the intake of unhealthy foods and drinks is crucial in preventing pediatric obesity (World Health Organization, 2021). Literature on the role of nurses in policymaking highlights their critical role as advocates for healthy behaviors and initiating change in the healthcare system to improve health outcomes and reduce hospital readmissions (Flaubert et al., 2021). The literature also supports utilizing nursing theories, such as the Health Belief Model or the Family Systems Nursing theory, for childhood obesity interventions. These models can guide nursing actions by identifying beliefs and perceptions about health and promoting healthy behaviors in the family setting.

Nurses can play a significant role in combating childhood obesity by providing patient education on topics such as leadership, collaboration, communication, change management, and policy considerations. Family-centered, school-based interventions involving physical activity and nutrition education, as highlighted in a study published in the Journal of Pediatric Health Care, were found to effectively reduce BMI in children (Fruh et al., 2021). Nurses can participate in or lead such interventions, emphasizing the implementation of behavioral modifications, nutritional counseling, and increased physical activity.

However, barriers to evidence-based practice in childhood obesity exist, including insufficient time, resources, or skills for effective counseling. Healthcare professionals, especially in high-patient volume settings, often struggle to allocate adequate time to complex issues like childhood obesity during clinical visits. Effective management of childhood obesity requires access to health promotion and assessment tools, referrals to specialized resources, and training in counseling skills, including motivational interviewing and behavioral modification techniques. Challenges also arise from limited familial involvement and socioeconomic and cultural barriers, necessitating systemic changes, healthcare professional training, and multi-sector involvement in addressing childhood obesity (Taghizadeh et al., 2023).

Impact of Nursing Practice Standards and Policies on Clinical Obesity

The management of John’s clinical obesity can be significantly influenced by nursing practice standards set by the state board of nursing and governmental policies. In California, the state board outlines standards and competencies for managing obesity, specifying the scope of practice for registered nurses. This includes tasks such as nutritional counseling, promoting physical activity, and making referrals for advanced care or surgical intervention for obesity (Ogata & Carney, 2022). These standards directly impact John’s obesity management by guiding the nursing care he receives. They facilitate effective interventions, such as nutritional counseling and physical activity guidance, crucial for managing obesity and improving overall patient health and safety.

Federal legislation, like the Affordable Care Act (ACA), also has potential implications for obesity management by promoting preventive services, including obesity screening and dietary counseling. Preventive services through ACA policy aim to prevent obesity by encouraging physical activity and nutritional management (Hudak, 2023). Research on the effectiveness of these standards suggests that nursing interventions, guided by state board regulations, can result in weight loss and improved metabolic parameters in obese patients. Similarly, studies have shown that ACA’s preventive provisions have the potential to address obesity at a population level by altering lifestyle behaviors (Whitehead et al., 2021). Nurses play a crucial role in implementing these policies by providing frontline care.

Therefore, state board nursing practice standards and governmental regulations play a vital role in patient care, healthcare outcomes, and the nursing scope of practice. They significantly impact how nurses manage clinical obesity in the pediatric population, focusing on prevention, intervention, and policy implementation to influence lifestyle modification, healthcare access, and patient education—essential aspects of obesity management within the nursing role.

Proposed Leadership Strategies for Clinical Obesity

To address John’s obesity, a comprehensive leadership approach is needed and can be broken down into several stages. The application of transformational leadership can lead to positive health outcomes. This type of leadership can inspire John and his family to change their lifestyle significantly. A transformational leader goes beyond managing day-to-day operations and crafts strategies for taking care of John’s health in the long run. They can inspire and encourage John to participate actively in physical activities and adhere to a healthier diet (Khan et al., 2020). Moreover, incorporating visionary leadership can affect patient-centered care and patient experience positively. A visionary leader’s role is to set a clear and motivational vision for managing John’s obesity. They set long-term goals by imagining a healthy future for John and creating a strategic plan for achieving this vision (Barden et al., 2020). This approach helps bridge the gap between current practices and desired health outcomes, thus streamlining efforts and improving the overall patient experience.

Creating partnerships with relevant stakeholders, such as school authorities, dietitians, and fitness consultants, is another aspect of the leader’s role. Collaborative efforts in this direction can effectively handle and address the problem. Leadership is crucial in the management of obesity, particularly by developing personalized care plans and inspiring individuals to adopt healthier lifestyles. However, achieving this requires concerted effort; successful implementation depends on collaboration among key entities like healthcare providers, dietitians, and the patient’s family. Essential to this is clear and consistent communication, which helps align understanding and expectations, fostering adherence to the proposed management plan. Lastly, addressing an issue like obesity necessitates individuals to change established habits, requiring efficient change management. In this context, models like ADKAR can enhance awareness, desire, and ability for change while reinforcing newly developed healthier habits (Sung & Kim, 2021).

Practicum Experience

During the two hours dedicated to John and his family, we engaged in thorough conversations about their daily routines, diets, and physical activities. This significant time investment has been officially recorded using the Capella Academic Portal Volunteer Experience Form, providing formal acknowledgment for the commitment and time devoted to supporting John in improving his health.

Conclusion

In conclusion, effectively addressing John’s obesity requires a comprehensive approach involving leadership, collaboration, clear communication, change management, and thoughtful policy considerations. Leadership is crucial for creating and implementing strategies to improve patient outcomes and prioritize patient-centered care. This involves supporting John, educating his family, and coordinating with healthcare professionals and school authorities. Successful collaboration and communication among various stakeholders, including the family, school personnel, and dieticians, are essential for streamlining efforts and creating an environment conducive to positive change. The collective approach is expected to positively influence John’s dietary habits and physical activity, essential elements in managing obesity. Lastly, policy considerations are significant as they can shape the overall environment supporting John’s journey toward a healthier lifestyle. Local, state, and federal policies promoting healthier school food options can have a substantial impact on this issue. The combination of these strategies aims to effectively address the challenge of obesity in John’s case.

References

Barden, A., Giammarinaro, N., & Petrosino, L. (2020). Perspective shifting: Engaging leaders-of-leaders in patient and caregiver experience. Journal of Patient Experience, 7(6), 2374373520942405. https://doi.org/10.1177/2374373520942405

CDC. (2021, February 5). Products – health e stats – prevalence of overweight, obesity, and severe obesity among children and adolescents aged 2–19 years: United States, 1963–1965 through 2017–2018. CDC – Obesity in Children and Adolescents

Drozdz, D., Alvarez-Pitti, J., Wójcik, M., Borghi, C., Gabbianelli, R., Mazur, A., Herceg-Čavrak, V., Lopez-Valcarcel, B. G., Brzeziński, M., Lurbe, E., & Wühl, E. (2021). Obesity and cardiometabolic risk factors: From childhood to adulthood. Nutrients, 13(11), 4176. https://doi.org/10.3390/nu13114176

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses in improving health care access and quality. National Academies Press (US). Read Here

Fruh, S., Williams, S., Hayes, K., Hauff, C., Hudson, G. M., Sittig, S., Graves, R. J., Hall, H., & Barinas, J. (2021). A practical approach to obesity prevention. Journal of the American Association of Nurse Practitioners, Publish Ahead of Print(11). https://doi.org/10.1097/jxx.0000000000000556

Hudak, M. L. (2022). Scope of health care benefits for neonates, infants, children, adolescents, and young adults through age 26. Pediatrics, 150(3), e2022058881. https://doi.org/10.1542/peds.2022-058881

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout, and social loafing: A Mediation Model. Future Business Journal, 6(1), 1–13. https://doi.org/10.1186/s43093-020-00043-8

Ogata, B., & Carney, L. N. (2022). Academy of Nutrition and Dietetics: Revised 2022 standards of practice and standards of professional performance for registered dietitian nutritionists (Competent, Proficient, and Expert) in Pediatric Nutrition. Journal of the Academy of Nutrition and Dietetics, 122(11), 2134-2149.e50. https://doi.org/10.1016/j.jand.2022.07.005

Smith, J. D., Fu, E., & Kobayashi, M. A. (2020). Prevention and management of childhood obesity and its psychological and health comorbidities. Annual Review of Clinical Psychology, 16(1), 351–378. https://doi.org/10.1146/annurev-clinpsy-100219-060201

Sung, W., & Kim, C. (2021). A study on the effect of change management on organizational innovation: Focusing on the mediating effect of members’ innovative behavior. Sustainability, 13(4), 2079. https://doi.org/10.3390/su13042079

Taghizadeh, S., Hashemi, M. G., Zarnag, R. K., Fayyazishishavan, E., Gholami, M., Farhangi, M. A., & Gojani, L. J. (2023). Barriers and facilitators of childhood obesity prevention policies: A systematic review and meta-synthesis. Frontiers in Pediatrics, 10(10). https://doi.org/10.3389/fped.2022.1054133

Whitehead, L., Kabdebo, I., Dunham, M., Quinn, R., Hummelshoj, J., George, C., & Denney‐Wilson, E. (2021). The effectiveness of nurse‐led interventions to prevent childhood and adolescent overweight and obesity: A systematic review of randomized trials. Journal of Advanced Nursing, 77(12). https://doi.org/10.1111/jan.14928

World Health Organization. (2021, June 9). Obesity and Overweight. World Health Organization. Obesity and Overweight

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NRS-430V Nursing Conceptual Model vs Nursing Theory Example

NRS-430V Nursing Conceptual Model vs Nursing Theory ExampleAssignment Brief: NRS-430V Nursing Conceptual Model vs Nursing Theory

Assignment Instructions Overview:

In this assignment, you will explore the differences between nursing conceptual models and nursing theories. The objective is to enhance your understanding of these fundamental concepts in nursing and their application in practice.

1)            Discuss the difference between a nursing conceptual model and a nursing theory.

2)            Select a nursing theory and provide a concise summary of it.

3)            Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.

Understanding Assignment Objectives:

Discuss the Difference:

  • Provide a detailed discussion on the differences between a nursing conceptual model and a nursing theory.
  • Highlight how these differences practically affect nursing.

Select a Nursing Theory:

  • Choose a specific nursing theory for examination.
  • Summarize the chosen nursing theory concisely, highlighting its key principles.

Apply the Theory in Practice:

  • Illustrate an example in nursing practice where the selected nursing theory would be effective in managing patient care.
  • Offer practical scenarios to explain how the theory can be applied in real-world healthcare settings.

The Student’s Role:

As a student, your role involves exploring the core distinctions between nursing conceptual models and nursing theories. Engage in in-depth research to select a nursing theory for analysis. Summarize the chosen theory clearly, focusing on its practical implications in patient care scenarios.

Extend your understanding by providing a practical example in nursing practice where the selected theory proves beneficial. Consider patient care scenarios and how the theory addresses specific healthcare challenges.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example

In nursing, the effectiveness of practice is directly linked to the theoretical foundation guiding nurses’ actions. However, the methods used in research frameworks vary in terms of available data and desired outcomes. One key distinction lies between nursing conceptual models and nursing theories, which are widely recognized in the field. Therefore, it is essential to clearly define these concepts to grasp their differences.

A conceptual framework in nursing is closely tied to the process of identifying patterns in concepts to justify the application of a particular theory. Researchers describe a conceptual model as a qualitative tool that creates a plan for the interaction between selected variables and concepts, leading to expected outcomes (Mastal, 2018). On the other hand, a nursing theory involves justifying an abstract phenomenon related to nursing concepts. In simpler terms, a nursing theory can be seen as a more organized representation of a phenomenon, while the connection between concepts in a conceptual model tends to be mainly qualitative.

An illustrative example of a nursing theory is Dorothea Orem’s self-care deficit theory. According to Orem, patients need nursing assistance because they cannot fully take care of themselves (Gligor & Domnariu, 2020). This means that a nurse’s main responsibility is to assess a patient’s basic factors, such as age, gender, socio-cultural background, and health condition, to determine the appropriate intervention. For instance, in palliative care, patients may struggle to meet basic human needs like nutrition, requiring support with pain management, medical monitoring, and medication administration. Therefore, the self-care deficit theory provides a justification for nurses’ actions in terms of patient care, aiming to create a satisfying environment.

In conclusion, understanding the distinction between nursing conceptual models and nursing theories is crucial for enhancing nursing practice. Conceptual models provide a qualitative framework for understanding interactions, while theories offer a more systematic explanation of phenomena. Dorothea Orem’s self-care deficit theory is a practical example of how nursing theories guide nurses in providing comprehensive care to patients.

References:

Gligor, L., & Domnariu, C. D. (2020). Patient care approach using nursing theories-comparative analysis of Orem’s self-care deficit theory and Henderson’s model. Acta Medica Transilvanica, 25(2), 11-14. Web.

 

Mastal, M. (2018). Evolution of a conceptual model: Ambulatory care nursing. Nursing Economics, 36(6), 296-303.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Two

Introduction

Nursing theories and nursing conceptual models serve different purposes within the field, and it is important to differentiate between the two. Nursing theories aim to explain connections between ideas, providing a framework for nurses to address healthcare challenges in their daily activities (Evangelista et al., 2020). On the other hand, nursing conceptual models present a mental image of how a theory works, attempting to illustrate the functioning and structure of the theory (Evangelista et al., 2020). This paper delves into the disparities between nursing theories and conceptual models, using Jean Watson’s theory of human caring as an illustrative example.

Nursing Theory

A nursing theory serves as a comprehensive explanation of the relationships between different ideas. These theories are integral to the growth of the nursing profession as they guide nurses in navigating healthcare challenges (Evangelista et al., 2020).

Nursing Conceptual Model

Contrastingly, a nursing conceptual model is a mental representation of how a theory operates, attempting to provide a vivid picture of the relationships under discussion (Evangelista et al., 2020).

Jean Watson’s Theory of Human Caring

Jean Watson’s theory emphasizes the importance of caring in the nursing profession. Watson notes that while caring exists universally, it often fails to pass from one generation to the next in communities (Evangelista et al., 2020). Consequently, the nursing profession takes on the responsibility of transmitting caring from one generation to the next as a way of adapting to its environment.

Elements of Watson’s Theory

Watson’s theory outlines ten essential elements of genuine care, including humanistic values, hope, empathy, a supportive trust connection, and emotional expression. These elements contribute to creating a caring environment (Evangelista et al., 2020). Additionally, problem-solving, teaching and learning, establishing a conducive atmosphere, facilitating the satisfaction of human needs, and allowing existential-phenomenological forces are other crucial components.

Application in Nursing Practice

Consider a 76-year-old man in a nursing home, set to undergo leg surgery, with his family scattered across the country. The nurse caring for him, guided by Watson’s theory, should focus on developing humanistic, altruistic value systems, instilling hope, and providing empathetic mental and physical support.

Conclusion

In conclusion, understanding the difference between nursing theories and conceptual models is essential for effective application in nursing practice. While theories provide a comprehensive explanation of relationships between ideas, conceptual models offer a visual representation of how these theories operate. The application of nursing theories, such as Jean Watson’s theory, contributes to creating a caring environment in healthcare settings.

Reference

Evangelista, C. B., Lopes, M. E. L., da Nóbrega, M. M. L., de Vasconcelos, M. F., & Viana, A. C.G. (2020). An analysis of Jean Watson’s theory according to Chinn and Kramer’s model. Revista de Enfermagem Referência, 5(4). https://search.proquest.com/openview/0e6ef5858bc6c80509fddf01c5fead90/1?pq-origsite=gscholar&cbl=2042208.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Three

Introduction

In nursing, there are frameworks and theories that guide both practice and research. Understanding the differences between nursing conceptual models and nursing theories is important for healthcare professionals. This paper explores the difference between nursing conceptual models and nursing theories, highlighting their unique characteristics and applications.

Nursing Conceptual Model

A nursing conceptual model is a general and abstract framework used to guide both practice and research. Often presented visually, these models depict the connections between various components and concepts, offering a clear representation of how these elements relate to different phenomena (Carla et al., 2020). The visual aspect of conceptual models helps in understanding the relationships and connections between different elements.

Nursing Theory

In contrast, a nursing theory is more specific in its application. It is designed to describe, predict, explain, and understand a particular aspect of interest within the field of nursing. Unlike conceptual models, nursing theories go into the details of a specific phenomenon, providing a more detailed and systematic representation (Carla et al., 2020). The key difference lies in the level of specificity and the intended application within the nursing profession.

Patricia Benner’s Nursing Theory

As an illustrative example, Patricia Benner’s nursing theory, “From Novice to Expert,” focuses on the progression of nurses’ skills and knowledge. Benner’s theory represents a more specific approach, describing the stages of skill acquisition and expertise development in nursing practice (Benner, 1982).

Application in Nursing Practice

Understanding the difference between nursing conceptual models and nursing theories is essential for applying these frameworks in nursing practice. For instance, when designing a care plan for a patient, a nurse may use a conceptual model to visualize the connections between different aspects of patient care. On the other hand, a nursing theory, such as Watson’s Theory of Human Caring, may guide the nurse in understanding and addressing the emotional and psychological needs of the patient (Carla et al., 2020).

Conclusion

In conclusion, while nursing conceptual models provide a broad and abstract framework for understanding connections between concepts, nursing theories offer a more specific and detailed explanation of particular phenomena within the field. Both play crucial roles in guiding nursing practice and research, emphasizing the importance of understanding their differences for effective application in healthcare settings.

References

Benner, P. (1982). From Novice to Expert. American Journal of Nursing, 82(3), 402-407.

Carla, B. E., Maria Emília, L. L., Maria Miriam Lima da Nóbrega, Ferreira de Vasconcelos, M., & Ana Claúdia, G. V. (2020). An analysis of Jean Watson’s theory according to Chinn and Kramer’s model. Revista De Enfermagem Referência, 5(4).

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Four

A conceptual model serves as a structured framework in research, organizing ideas, design, and concepts. It provides direction and orderliness, particularly in the nursing field. On the other hand, a theory forms the basis for action, describing a phenomenon and offering strategies for implementation in patient care.

For instance, Virginia Henderson’s need theory underscores the nurse’s role in aiding a patient’s recovery by addressing specific needs. It emphasizes individualized care to ensure the well-being of patients with diverse needs.

According to Butts and Rich (2018), managing post-traumatic stress disorder can address various patient needs, including physiological, spiritual, and social needs. Counseling can assist with physiological needs, while engaging in recreational activities can address social needs. This theory proves effective in helping patients recover from traumatic experiences, positively impacting their outlook on life. Counseling sessions aid patients in accepting their lack of control over what happened and finding hope for a better future.

Attending to a patient’s physiological needs is crucial for overall recovery. The nurse must also consider other healthcare-related needs, creating a supportive environment, and helping the patient overcome unhealthy behaviors resulting from stress. Addressing spiritual needs is equally important to foster the patient’s faith and hope, regardless of their present circumstances.

References

Butts, J. B., & Rich, K. L. (2018). Philosophies and theories for advanced nursing practice. Burlington, Massachusetts: Jones & Bartlett Learning.

Grand Canyon University. (2018). Dynamics in nursing: Art and science of professional practice. Grand Canyon University.

Nilsen, P. (2015). Making sense of implementation theories, models, and frameworks. Implementation science: IS, 10, 53. doi:10.1186/s13012-015-0242-0.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Five

A nursing conceptual model provides a broader framework, illustrating the overarching perspective of nursing, while a nursing theory entails specific and factual concepts derived from the model to guide nursing practice (Carla, et.al, 2020). Dorothea Orem’s Self-Care Deficit Theory serves as an example of a nursing theory, emphasizing patient involvement in their own care. This theory can be particularly effective in post-surgical patient education and recovery.

In the medical field, specifically nursing, a conceptual model and a theory serve distinct yet interconnected roles. A nursing conceptual model presents an abstract framework that depicts the broader scope of nursing practice, showcasing the interaction between a nurse and a patient, the essence of nursing, and the scientific inquiry process. Conversely, a nursing theory constitutes a concrete set of propositions and concepts derived from the conceptual model, offering specific guidance for nurses in describing, explaining, predicting, and controlling outcomes in nursing care.

Dorothea Orem’s Self-Care Deficit Theory stands as an exemplar of a nursing theory. This theory posits that patients can enhance their recovery by actively participating in self-care up to their ability. In situations where a patient is recuperating from surgery, this theory becomes valuable, especially in educating the patient on self-care practices such as changing dressings. Empowering patients to take charge of certain aspects of their care promotes independence and contributes to improved overall care quality.

References

Carla, B. E., Maria Emília, L. L., Maria Miriam Lima da Nóbrega, Ferreira de Vasconcelos, M., & Ana Claúdia, G. V. (2020). An analysis of Jean Watson’s theory according to chinn and Kramer’s model. Revista De Enfermagem Referência, 5(4).

Nursing Theory. (n.d.). Dorothea Orem – Nursing theorist. Retrieved from https://nursing-theory.org/nursing-theorists/dorothea-orem.php

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NRS-451VN Characteristics of Performance-Driven Team in Nursing Example

NRS-451VN Characteristics of Performance-Driven Team in Nursing ExampleDiscussion Assignment Brief: NRS-451VN Characteristics of Performance-Driven Team in Nursing

Assignment Overview:

This assignment is all about understanding and describing what makes a nursing team effective. We’re focusing on clear characteristics of these teams and the motivation that keeps them going.

Understanding Assignment Objectives:

Here’s what the assignment is aiming at:

Characteristics of Good Nursing Teams:
  • Explain the important traits of effective nursing teams. Talk about things like good communication, flexibility, teamwork, innovation, and reaching goals together.
  • Share examples or real stories to show how these traits work in actual nursing teams.
Motivation in Teams:
  • Understand and explain the differences between two types of motivation – the one that comes from inside (like personal satisfaction) and the one that comes from outside (like rewards).
  • Discuss how these types of motivation impact nursing teams. Use real-life situations to explain.

Your Role:

As a student, your job is to research and talk about the qualities that make nursing teams work well. Use clear examples to explain these traits. Also, dive into the motivation part – show how intrinsic (inside) and extrinsic (outside) motivation affects real nursing teams.

Detailed Assessment Instructions for the NRS-451VN Characteristics of Performance-Driven Team in Nursing Assignment

Describe the Characteristics of Performance-Driven Team NRS 451 Topic 3 DQ 2

Describe the characteristics of a performance-driven team. Describe the difference between intrinsic and extrinsic motivation and explain why it is important in understanding the types of motivation when it comes to team performance.

NRS-451VN Characteristics of Performance-Driven Team in Nursing Example

NRS-451VN Characteristics of Performance-Driven Team in Nursing Example Initial Discussion Post by Mia Rodriguez

Mia Rodriguez

Jan 15, 2024, 2:00 PM

Hey everyone!

Excited to dive into a discussion about performance-driven teams in the nursing field. From my experience, these teams play a pivotal role in delivering high-quality patient care. Let’s explore the characteristics that make a team truly performance-driven.

A performance-driven nursing team is marked by its goal-oriented nature, specialized qualifications, and effective communication. This type of team is not just a group of individuals but a cohesive unit that collaborates, innovates, and consistently achieves superior results (SHRM, nd). Achieving this level of teamwork requires open communication, rapport among team members, and adaptability to navigate the ever-changing healthcare landscape.

Now, let’s talk about motivation, a key factor in team performance. There are two main types: intrinsic and extrinsic. Intrinsic motivation is about finding personal satisfaction and accomplishment in tasks, while extrinsic motivation involves external rewards. Understanding the nuances of these motivations is crucial for effective leadership and team dynamics. As Cherry (2022) notes, comprehending how each type of motivation works can help individuals perform tasks and enhance their learning.

Excited to hear your thoughts and experiences on this!

References:

SHRM. (n.d.). Developing and sustaining high-performance work teams. Retrieved from https://www.shrm.org/ResourcesAndTools/tools-and-samples/toolkits/Pages/developingandsustaininghigh-performanceworkteams.aspx

Cherry, K. (2022, May 23). Extrinsic vs. intrinsic motivation: What’s the difference? Verywell Mind. Retrieved https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384

 

Sophie Thompson

Replied to Mia Rodriguez

Jan 16, 2024, 8:45 AM

Hi Mia!

I couldn’t agree more about the importance of performance-driven teams in nursing. Your mention of effective communication and adaptability really struck a chord with me. In my experience, those traits are essential for delivering top-notch patient care. I’m curious, Mia, have you encountered any specific strategies or challenges in fostering open communication within a healthcare team?

References:

LaFerny, M.C. (2018). Point of care: What motivates you as a nurse? Retrieved from [Link]

Thomas, J, S. (2018). Applying servant leadership in practice. In Grand Canyon University (Eds.), Nursing leadership & management: Leading and serving.

 

Liam Martinez

Replied to Mia Rodriguez

Jan 16, 2024, 12:30 PM

Hey Mia!

Great post! I’ve seen how goal-oriented teams can truly make a difference in patient outcomes. Your mention of adaptability is spot on, especially in the fast-paced healthcare environment. I’m interested to know if you’ve come across any specific examples of successful team adaptations in response to unexpected challenges?

References:

Ndambo, M. K., Munyaneza, F., Aron, M. B., Nhlema, B., & Connolly, E. (2022). Qualitative assessment of community health workers’ perspective on their motivation in community-based primary health care in rural Malawi. BMC Health Services Research, 22(1), 1–13.

Nickerson, C. (2021). Differences of extrinsic and intrinsic motivation.

 

Emma Turner

Replied to Mia Rodriguez

Jan 16, 2024, 3:15 PM

Hi Mia!

Your insights into performance-driven teams are enlightening. The idea of collaboration, innovation, and consistently achieving superior results resonates with me. I’m curious, Mia, in your experience, have you observed any specific leadership styles that particularly foster these qualities in a nursing team?

References:

Akhtar, P., Frynas, J., Mellahi, K., & Ullah, S. (2019). Big Data‐Savvy Teams’ Skills, Big Data‐Driven Actions and Business Performance.

Lynch, J., & West, D. (2017). Agency Creativity: Teams and Performance.

 

Elijah Baker

Replied to Mia Rodriguez

Jan 17, 2024, 9:20 AM

Hey Mia!

Your post highlights crucial aspects of performance-driven teams. Open communication is indeed a game-changer. I’m wondering, Mia, how do you think the introduction of technology has influenced communication within nursing teams? Has it enhanced or posed challenges in your experience?

References:

LaFerny, M.C. (2018). Point of care: What motivates you as a nurse?

Ndambo, M. K., Munyaneza, F., Aron, M. B., Nhlema, B., & Connolly, E. (2022). Qualitative assessment of community health workers’ perspective on their motivation in community-based primary health care in rural Malawi. BMC Health Services Research, 22(1), 1–13.

 

Olivia Garcia

Replied to Mia Rodriguez

Jan 17, 2024, 2:45 PM

Hi Mia!

Your post resonated with my experiences in nursing. Achieving superior results through collaboration and innovation is the essence of a high-performance team. I’m curious, Mia, do you have any insights on how to maintain team morale during challenging times? It’s something I’ve been thinking about lately.

References:

Akhtar, P., Frynas, J., Mellahi, K., & Ullah, S. (2019). Big Data‐Savvy Teams’ Skills, Big Data‐Driven Actions and Business Performance.

Thomas, J, S. (2018). Applying servant leadership in practice. In Grand Canyon University (Eds.), Nursing leadership & management: Leading and serving.

 

Nathan Reed

Replied to Mia Rodriguez

Jan 18, 2024, 10:10 AM

Hi Mia!

Your post captured the essence of what makes a nursing team truly effective. I’m interested in the aspect of adaptability. Have you encountered situations where the team had to adapt rapidly, and if so, how did it impact the overall team performance?

References:

Ndambo, M. K., Munyaneza, F., Aron, M. B., Nhlema, B., & Connolly, E. (2022). Qualitative assessment of community health workers’ perspective on their motivation in community-based primary health care in rural Malawi. BMC Health Services Research, 22(1), 1–13.

Nickerson, C. (2021). Differences of extrinsic and intrinsic motivation.

 

Eva Turner

Replied to Mia Rodriguez

Jan 18, 2024, 3:30 PM

Hey Mia!

Your post brought out some crucial points on performance-driven teams. I’m particularly intrigued by the adaptability aspect. Have you ever encountered resistance to change within a nursing team, and if so, how was it addressed to ensure a smooth transition?

References:

Akhtar, P., Frynas, J., Mellahi, K., & Ullah, S. (2019). Big Data‐Savvy Teams’ Skills, Big Data‐Driven Actions and Business Performance.

Thomas, J, S. (2018). Applying servant leadership in practice. In Grand Canyon University (Eds.), Nursing leadership & management: Leading and serving.

 

Daniel Chen

Replied to Mia Rodriguez

Jan 19, 2024, 9:55 AM

Hi Mia!

Your post emphasizes the essential elements of a high-performance nursing team. I’m curious about the role of continuous learning. How do you think fostering a culture of continuous learning impacts the adaptability and innovation of a nursing team?

References:

LaFerny, M.C. (2018). Point of care: What motivates you as a nurse?

Lynch, J., & West, D. (2017). Agency Creativity: Teams and Performance.

 

Ava Martinez

Replied to Mia Rodriguez

Jan 19, 2024, 2:20 PM

Hi Mia!

Your insights into performance-driven teams are on point. I’m particularly interested in the adaptability aspect. Have you ever encountered resistance to change within a nursing team, and if so, how was it addressed to ensure a smooth transition?

References:

Akhtar, P., Frynas, J., Mellahi, K., & Ullah, S. (2019). Big Data‐Savvy Teams’ Skills, Big Data‐Driven Actions and Business Performance.

Ndambo, M. K., Munyaneza, F., Aron, M. B., Nhlema, B., & Connolly, E. (2022). Qualitative assessment of community health workers’ perspective on their motivation in community-based primary health care in rural Malawi. BMC Health Services Research, 22(1), 1–13.

 

Liam Rodriguez

Replied to Mia Rodriguez

Jan 20, 2024, 10:30 AM

Hey Mia!

Your post brilliantly encapsulates the characteristics of a high-performance nursing team. The focus on collaboration and consistently achieving superior results is crucial. I’m wondering, Mia, how do you think these traits contribute to the overall patient experience and outcomes?

References:

LaFerny, M.C. (2018). Point of care: What motivates you as a nurse?

Lynch, J., & West, D. (2017). Agency Creativity: Teams and Performance.

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PHI 413V RS Applying the Four Principles Case Study Example

PHI 413V RS Applying the Four Principles Case Study ExampleAssignment Brief: PHI 413V RS Applying the Four Principles Case Study Assignment

Assignment Instructions Overview:

This assignment aims to apply the four ethical principles in the context of a case study titled “Healing and Autonomy.” The case study involves a patient named James and his parents, Mike and Joane, facing critical decisions regarding James’ medical treatment. The ethical principles to be considered are Beneficence, Nonmaleficence, Autonomy, and Justice.

Understanding Assignment Objectives:

The primary goal of this assignment is for students to analyze and apply the four ethical principles within the given case study. The students are expected to:

  • Identify Actions Based on Ethical Principles: Recognize and outline specific actions taken by healthcare professionals and the involved individuals in the case study that align with the ethical principles of Beneficence, Nonmaleficence, Autonomy, and Justice.
  • Evaluate Application of Principlism: Evaluate how the principles of Principlism, as outlined in the case study, contribute to ethical decision-making in the healthcare setting.
  • Christian Worldview Consideration: Analyze the case study from the perspective of the Christian worldview, emphasizing which ethical principle holds precedence and how a Christian might prioritize the four principles.
  • Ranking Ethical Principles: Discuss how a Christian might rank the priority of the four principles within the Christian worldview, justifying the order based on their significance in healthcare decision-making.

The Student’s Role:

As a student undertaking this assignment, your role is to thoroughly examine the provided case study, “Healing and Autonomy.” Pay specific attention to actions taken by healthcare professionals, patients, and family members in the context of the ethical principles of Beneficence, Nonmaleficence, Autonomy, and Justice.

Your analysis should be comprehensive, providing specific examples from the case study to support your observations. Furthermore, you are expected to integrate insights from the Christian worldview, explaining how this perspective influences the prioritization and application of ethical principles in the given healthcare scenario.

Detailed Assessment Instructions for the PHI 413V RS Applying the Four Principles Case Study Assignment

Case Study on Biomedical Ethics in the Christian Narrative – Applying the Four Principles: Case Study

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice. Applying the Four Principles: Case Study.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHI 413V RS Applying the Four Principles Case Study Example

Part 1: Chart (60 points)

Based on the “Healing and Autonomy” case study, complete the relevant boxes as follows:

 

Ethical Principles Actions in the Case Study
Medical Indications Beneficence and Nonmaleficence
– Suggested immediate dialysis for James during the first visit due to elevated blood pressure and fluid buildup.
– Placed James on regular dialysis during the second visit to stabilize his deteriorating condition.
– Proposed a kidney transplant to be performed within the next year despite James being in a stable state currently.
– Informed Mike and Joanne that the church members were not potential donors due to a mismatch of their tissues.
– Suggested for Mike and Joanne a donor that was an ideal tissue match, James’ brother Samuel.
Patient Preferences Autonomy
– The physician did not interrupt when Mike and Joane were making decisions regarding James’ medication.
– The physician did not interrupt when Mike and Joane were deciding to forego the dialysis and place their faith in God.
– The physician did not interrupt when Mike and Joane were deciding whether to let Samuel donate a kidney to James or wait for God to perform a miracle.
Quality of Life Beneficence, Nonmaleficence, Autonomy
Contextual Features Justice and Fairness
– The physician did not consider Mike or Joanne as ideal kidney donors to James since they were not compatible donors.
– The physician did not consider any of the church members as an ideal donor since their tissues did not match with those of James.
– Advised Mike and Joanne to ensure a kidney transplant was done in the next year despite James’ current stable state.
– Proposed Samuel as an ideal kidney donor.
– Allowed Mike and Joanne to make a decision about Samuel donating one of his kidneys to his brother, James.
Contextual Features Justice and Fairness
– The physician allowed James to use the dialysis machine, performing daily rounds to stabilize his condition.

 

Part 2: Evaluation

In 200-250 words, answer the following: According to the Christian worldview, which of the four principles is most pressing in this case? Explain why. (45 points)

In the context of the Christian worldview, the principle of autonomy takes precedence in this case. Autonomy, as defined by Singh and Ivory (2015), asserts that individuals have the right to independence, self-determination, and the freedom to make their own choices without external influence. This principle extends to the healthcare sector, emphasizing that clients, including parents like Mike and Joane in this case, possess the right to make decisions about their health without undue influence.

Given that James is a minor, the Christian worldview still upholds the autonomy of his parents in making decisions on his behalf. The physician, recognizing this, respects their autonomy even when there is a misalignment with his professional recommendations. For instance, when the physician suggested immediate dialysis due to James’s deteriorating condition, he did not interrupt or coerce Mike and Joane when they chose to take James home and rely on faith for a miracle. Similarly, when the decision involved whether Samuel should donate a kidney or wait for a divine intervention, the physician refrained from influencing the choice, respecting the autonomy of Mike and Joane.

Although these decisions may be deemed risky and potentially harmful to James’s well-being, the Christian worldview places a high value on autonomy, allowing individuals the freedom to exercise their beliefs and make decisions in alignment with their faith. In this case, autonomy emerges as the most pressing principle, highlighting the Christian perspective that respects the independence and decision-making authority of individuals, even when faced with critical healthcare choices.

In 200-250 words, answer the following: According to the Christian worldview, how might a Christian rank the priority of the four principles? Explain why. (45 points)

In a Christian worldview, the principles would be ranked in a specific order. The primary consideration would be given to the principle of Non-maleficence, as advocated by Ediger (2015). This principle emphasizes the importance of minimizing harm and ensuring that healthcare procedures are as non-harmful as possible to achieve optimal results. Christians would prioritize procedures and interventions that prioritize the well-being of the individual, seeking to do no harm in the pursuit of medical care.

The second-ranking principle would be justice or fairness, in accordance with the belief that individuals are entitled to benefit from advancements in fields such as psychology or healthcare (Al-Bar & Chamsi-Pasha, 2015). This principle aligns with the Christian perspective of embracing technological progress and incorporating it into healthcare practices, ensuring that individuals receive fair and just treatment.

The principle of beneficence, which promotes actions with good intentions towards patients, would be the third in the hierarchy. Christians would consider decisions that bring about the most benefits, aligning with the ethical consideration of doing good for the well-being of the patient.

Autonomy, the principle emphasizing the right to independence, self-determination, and freedom to make choices without external influence, would be ranked last in this Christian framework. The rationale is that, especially in the case of minors like James, parents are entitled to the independence of thought and action in making healthcare decisions (Case Study on Biomedical Ethics in the Christian Narrative). However, it’s crucial to note that this order doesn’t diminish the importance of autonomy but reflects a particular Christian perspective that places a higher priority on minimizing harm, ensuring justice, and promoting beneficence in the healthcare context. This ranking underscores the Christian emphasis on seeking the best outcomes for individuals while respecting autonomy within the boundaries of faith-based decision-making.

References:

Al-Bar, M. A., & Chamsi-Pasha, H. (2015). Beneficence. In Contemporary Bioethics (pp. 129-139). Springer, Cham.

APA. (2020). Ethical Principles of Psychologists and Code of Conduct: Including 2010 and 2016 Amendments. Retrieved from https://www.apa.org/ethics/code/

Young, G. (2017). The Five Core and the Five Supplementary Ethical Principles and Their Sub-principles. In Revising the APA Ethics Code (pp. 63-91). Springer, Cham.

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NURS FPX 4020 Improvement Plan In-Service Presentation Example

NURS FPX 4020 Improvement Plan In-Service Presentation ExampleNURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment Brief

Course: NURS FPX 4020 Improving Quality of Care and Patient Safety

Assignment Title: Assessment 3: Improvement Plan In-Service Presentation

Assignment Instructions Overview:

This assignment is designed to assess your ability to develop and deliver an engaging and informative in-service presentation related to a Medication Safety Improvement Plan. The primary goal is to showcase your proficiency in key competencies such as analyzing successful quality improvement initiatives, explaining the nurse’s role in coordinating care, and applying professional, scholarly, evidence-based strategies to communicate effectively.

Understanding Assignment Objectives:

In this assignment, you will build on the Medication Safety Improvement Plan developed in Assessment 2 and create an 8–14 slide PowerPoint presentation. The presentation, accompanied by detailed speaker’s notes, will be designed for a hypothetical in-service session targeting nursing staff. The focus is on promoting knowledge acquisition and skill application related to the safety improvement initiative.

The assignment will assess your ability to:

Analyze the Elements of a Successful Quality Improvement Initiative:

Explain the Nurse’s Role in Coordinating Care:

  • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
  • Explain the audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Apply Professional, Scholarly, Evidence-Based Strategies to Communicate Effectively:

  • Ensure slides are easy to read, error-free, and organized with a clear purpose or goals.
  • Provide detailed speaker notes that are clear, organized, and professionally presented.
  • Communicate with nurses in a respectful and informative way, presenting expectations and soliciting feedback on communication strategies for future improvement.

The Student’s Role:

As a student undertaking this assignment, your role is to:

  • Utilize the knowledge gained throughout the course to develop a comprehensive Medication Safety Improvement Plan.
  • Design an in-service presentation agenda and outcomes that clearly articulate the purpose and goals of the session, addressing the importance of safe medication administration for nurses.
  • Present a thorough overview of the Safety Improvement Plan, emphasizing its significance in reducing medication errors, improving patient outcomes, and enhancing the overall work environment.
  • Engage the audience by explaining their critical role in implementing and driving the improvement plan, highlighting the direct impact on patient safety and the overall success of the initiative.
  • Create resources and activities within the presentation that encourage skill development and process understanding related to safe medication administration.
  • Communicate effectively through well-organized slides and detailed speaker notes, ensuring clarity, professionalism, and alignment with evidence-based strategies.
  • Demonstrate a commitment to ongoing improvement by soliciting feedback from the audience and outlining how this feedback will be integrated into future sessions.

Remember to refer to the provided literature and best practices, and leverage the AONE Nurse Executive Competencies as you design and deliver the in-service presentation. Your ability to lead and educate other nurses, demonstrating leadership and valuable resourcefulness, will be key in this assignment.

Detailed Assessment Instructions for the NURS FPX 4020 Assessment Improvement Plan In-Service Presentation Assignment

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies — especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative. Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented. Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference for NURSFPX4020 Capella Assessment 3: Improvement Plan In-Service Presentation.

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or

Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.

Explain the need for and process to improve safety outcomes related to medication administration.

Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.

Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away.

Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation.

Part 3: Audience’s Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on medication administration. Describe how their work could benefit from embracing their role in the plan.

Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements :

Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).

Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.

APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.

Number of references: Cite a minimum of 5 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

PLEASE READ THE INSTRUCTIONS CAREFULLY AND TAKE YOUR TIME TO MEET EVERY REQUIREMENT!

Resources:

Leadership Competencies

  • American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies
  • The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.

Evidence and Value-Based Decision Making

Zadeh, R., Sadatsafavi, H., & Xue, R. (2015). Evidence-based and value-based decision making about healthcare design: An economic evaluation of the safety and quality outcomes. HERD: Health Environments Research & Design Journal, 8(4), 58–76.

  • This article presents a model for taking different decision-making approaches to improve outcomes.

Facilitating Learning

Fewster-Thuente, L. (2014). A contemporary method to teach collaboration to students. Journal of Nursing Education, 53(11), 641–645.

This article may give you some ideas for a skills practice activity to include in your Improvement Plan In-Service Presentation.

  • Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.

Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.

  • Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.

The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.

  • Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016). Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.

In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.

  • Capella Writing Center
  • Introduction to the Writing Center.
  • Access the various resources in the Capella Writing Center to help you better understand and improve your writing.

Assessment 3: Improvement Plan In-Service Presentation APA Style and Format

  • Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Capella University Library

  • BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

PowerPoint

Refer to these helpful Campus resources for PowerPoint tips:

  • Capella University Library: PowerPoint Presentations.
  • Guidelines for Effective PowerPoint Presentations [PPTX].

NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment

Slide 1: Title

  • Title: Medication Safety Improvement Plan In-Service Presentation

Speaker Notes:

    • Good [morning/afternoon/evening], everyone. Today, we’re here to discuss a crucial aspect of patient care – Medication Safety Improvement Plan.
    • Medication errors can have serious consequences, and our goal is to address this issue through a comprehensive in-service presentation.

Slide 2: Introduction

Introduction:

  • Medication errors are preventable adverse events occurring during prescribing, transcribing, or dispensing.
  • Escalation at our medical facility due to factors like workload, inadequate training, and distractions (Farzi et al., 2017).
  • Consequences include patient harm, prolonged hospital stay, increased costs, and potential lawsuits.

Speaker Notes:

  • Let’s now look at the core of the issue. Medication errors are avoidable but have been on the rise at our facility due to various factors.
  • We’ve noticed adverse effects on patients, increased hospital stays, and elevated costs. Today, we’ll explore how a Safety Improvement Plan can mitigate these issues.

Slide 3: Agenda and Outcomes

Agenda and Outcomes:

  • 3-4 days of sessions focusing on safety improvement.
  • Key Topics: Safety improvement, Audience role, New skills.
  • Outcomes: Understanding strategies, Evidence-based practice, Teamwork importance, New skills acquisition.

Speaker Notes:

  • Over the next 3-4 days, we’ll cover key topics critical to our safety improvement initiative.
  • By the end of this in-service, our goal is for you to understand strategies, implement evidence-based practices, appreciate teamwork, and acquire new skills related to medication safety.

Slide 4: Safety Improvement Plan Overview

Safety Improvement Plan:

  • Significant medication errors over the past 8 years.
  • Addressing the issue vital for reducing morbidity and mortality, minimizing costs, and improving work environment.
  • Proposed plan: Health information technology, effective communication, increased staff, and minimized interruptions (Hughes & Ortiz, 2015).

Speaker Notes:

  • Now, let’s take a closer look at the Safety Improvement Plan. We’ve observed a significant increase in medication errors over the past 8 years.
  • It’s crucial to address this issue not just for patient safety but also to reduce costs, improve work environment, and prevent potential legal challenges.

Slide 5: Audience’s Role and Importance

Audience’s Role and Importance:

  • Staff will implement and drive the plan.
  • Commenting, sharing experiences, taking responsibility, and embracing the plan.
  • Critical for success as they are directly affected, integral to the process, and their response influences success.
  • Benefits include minimal errors, trust from patients, and improved overall performance.

Speaker Notes:

  • You, the staff, play a pivotal role in implementing and driving this plan. Your input, experiences, and commitment are invaluable.
  • Your active participation is not just essential; it’s integral to the success of the plan. By embracing your roles, you contribute to minimal errors, gain trust, and enhance overall performance.

Slide 6: New Processes and Skills Practice

New Processes and Skills Practice:

  • Emphasis on the “Five Rights” of medication administration.
  • Right patient, drug, dose, route, and time (Martyn et al., 2019).
  • Role play for effective practice, activities related to medication labels and orders for critical thinking, and question worksheets.
  • Ensuring rigorous activities for skill development and understanding.

Speaker Notes:

  • Let’s talk about the practical side. We’ll focus on the “Five Rights” of medication administration – ensuring the right patient, drug, dose, route, and time.
  • We’ve designed role-playing activities, critical-thinking exercises, and question worksheets to enhance your skills and understanding.

Slide 7: Soliciting Feedback

Soliciting Feedback:

  • Methods: Asking questions, surveys, exploratory discussions.
  • Importance of feedback in shaping future improvements.
  • Responding to feedback, making necessary changes, and compiling results.

Speaker Notes:

  • Your feedback is crucial in shaping the success of this plan. We’ll employ various methods, from direct questions to surveys and exploratory discussions.
  • We want to hear from you – your concerns, suggestions, and experiences. Your input will guide us in making necessary improvements for the future.

Slide 8: Conclusion

Conclusion:

  • The improvement plan is tailored for patient safety.
  • Audience’s roles are pivotal for success.
  • Strategic processes and skills practice are essential.
  • Soliciting feedback is integral for ongoing improvement.

Speaker Notes:

  • In conclusion, our improvement plan is tailored to ensure patient safety, and your roles are central to its success.
  • As we focus on the strategic processes and skills practice, keep in mind that your ongoing feedback is integral for continuous improvement.

Slide 9: References

References:

CDC. (2017). Medication Safety. [Link]

Farzi, S., Irajpour, A., Saghaei, M., & Ravaghi, H. (2017). Causes of medication errors in intensive care units. Journal of research in pharmacy practice, 6(3), 158.

Hughes, R. G., & Ortiz, E. (2015). Medication errors: why they happen, and how they can be prevented. Journal of infusion nursing, 28, 14-24.

Kasemsap, (2017). The perspectives of medical errors in the health care industry. In Impact of medical errors and malpractice on health economics, quality, and patient safety (pp. 113-143). IGI Global.

Martyn, -A., Paliadelis, P., & Perry, C. (2019). The safe administration of medication: Nursing behaviours beyond the five-rights. Nurse Education in Practice, 37, 109–114. [DOI Link]

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Nursing HTN SOAP Note for Hypertension Example [Solved]

Nursing HTN SOAP Note for Hypertension ExampleAssignment Brief: HTN SOAP Note for Hypertension

Overview:

This assignment focuses on creating a comprehensive SOAP (Subjective, Objective, Assessment, Plan) note for a hypothetical patient with hypertension. The objective is to improve your skills in documenting and communicating vital information related to hypertension care. By engaging in this assignment, you will strengthen your abilities in considering both subjective and objective elements, conducting assessments, and formulating appropriate plans for managing hypertension.

Understanding Assignment Objectives:

SOAP Note Structure:

  • Understand the SOAP note structure.
  • Identify and define each section’s purpose, including Subjective, Objective, Assessment, and Plan.

Patient Encounter Documentation:

  • Learn to document a patient encounter systematically.
  • Understand the importance of including subjective information, objective measurements, professional assessments, and tailored plans.

Hypertension Management:

  • Explore the details of documenting hypertension-related information.
  • Develop skills in assessing blood pressure readings, interpreting lab results, and creating effective plans for hypertension management.

The Student’s Role:

Your role as a student is to assume the position of a healthcare professional responsible for documenting a patient encounter related to hypertension. Imagine yourself as a nurse, nurse practitioner, or physician’s assistant in a clinical setting. Your task is to create a SOAP note that encapsulates crucial details regarding the patient’s hypertension, incorporating both the patient’s self-reported information and objectively measurable data.

Assignment Guidelines:

SOAP Note Creation:

  • Create a detailed SOAP note for a hypothetical patient with hypertension.
  • Ensure each section (Subjective, Objective, Assessment, Plan) is clearly defined and filled with relevant information.

Subjective Section:

  • Include the patient’s self-reported information such as symptoms, concerns, lifestyle habits, medication adherence, and relevant medical history related to hypertension.

Objective Section:

  • Document measurable and observable data, including blood pressure readings, physical examinations, and any relevant lab or diagnostic test results.

Assessment Section:

  • Offer your professional assessment and interpretation of the patient’s hypertension status based on both subjective and objective information.

Plan Section:

Outline a comprehensive treatment plan, interventions, and recommendations for managing the patient’s hypertension. This should include lifestyle modifications, medication recommendations, follow-up plans, and educational aspects.

 HTN SOAP Note for Hypertension Example

Patient Information:

  • Name: Mr. W.S.
  • Age: 65-year-old
  • Sex: Male
  • Source: Patient
  • Allergies: None
  • Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime
  • PMH: Hypercholesterolemia
  • Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
  • Surgical History: Appendectomy 47 years ago.
  • Family History:
    • Father-died at 81; no reported information
    • Mother-alive, 88 years old, Diabetes Mellitus, HTN
    • Daughter-alive, 34 years old, healthy
  • Social History: No smoking or illicit drug use, occasional alcoholic beverage consumption, retired, widow, lives alone.

SUBJECTIVE:

Chief Complaint: Headaches that started two weeks ago.

Symptom Analysis/HPI:

Mr. W.S., a 65-year-old male, complains of recurring headaches over the past two weeks. Blood pressure readings on three occasions were elevated (159/100, 158/98, and 160/100). He occasionally experiences dizziness. Stress in the workplace has been reported for the last month.

Denies chest pain, palpitation, shortness of breath, nausea, or vomiting.

Review of Systems (ROS):

  • CONSTITUTIONAL: Denies fever or chills, weakness, or weight loss.
  • NEUROLOGIC: Reports headaches and dizziness, denies changes in LOC, tremors, or seizures.
  • HEENT: Denies head injury, changes in vision, diplopia, blurred vision, ear pain, hearing loss, or nasal issues.
  • RESPIRATORY: Denies shortness of breath, cough, or hemoptysis.
  • CARDIOVASCULAR: No chest pain, tachycardia, orthopnea, or paroxysmal nocturnal dyspnea.
  • GASTROINTESTINAL: Denies abdominal pain, flatulence, nausea, vomiting, or diarrhea.
  • GENITOURINARY: Denies hematuria, dysuria, or changes in urinary frequency.
  • MUSCULOSKELETAL: Denies falls, pain, or abnormal sounds.
  • SKIN: No changes in coloration, rashes, or pruritus.

Objective Data:

  • CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmHg, RR: 20, PO2: 98% on room air, Ht: 6’4”, Wt: 200 lb, BMI: 25. Reports pain 0/10.
  • General Appearance: Alert and oriented x 3, no acute distress.
  • NEUROLOGIC: Alert, CN II-XII grossly intact, oriented, sensation intact, bilateral UE/LE strength 5/5.
  • HEENT: Normocephalic, atraumatic, symmetric, non-tender. No abnormalities in eyes, ears, nose, or throat.
  • CARDIOVASCULAR: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.
  • RESPIRATORY: No dyspnea, use of accessory muscles. Clear breath sounds bilaterally.
  • GASTROINTESTINAL: No mass or hernia. Bowel sounds present, no bruits. Abdomen soft, non-tender.
  • MUSCULOSKELETAL: No pain, normal ROM.
  • INTEGUMENTARY: Intact, no lesions, rashes, cyanosis, or jaundice.

Assessment:

Essential (Primary) Hypertension (ICD10 I10): Given symptoms and high blood pressure (156/92 mmHg), classified as stage 2. Once organic causes ruled out (renal, adrenal, thyroid), this diagnosis is confirmed.

Differential Diagnosis:

  • Renal artery stenosis (ICD10 I70.1)
  • Chronic kidney disease (ICD10 I12.9)
  • Hyperthyroidism (ICD10 E05.90)

Plan:

Diagnosis: Clinical evaluation, history, physical examination, and routine laboratory tests. Basic tests include CMP, CBC, Lipid profile, TSH, Urinalysis, and ECG.

Pharmacological Treatment:

  • Thiazide-like diuretic and/or CCB.
  • Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

Non-Pharmacologic Treatment:

  • Weight loss
  • Healthy diet (DASH)
  • Reduced sodium intake
  • Increased potassium intake
  • Regular physical activity
  • Tobacco cessation
  • Stress management

Education:

  • Provide nutrition/dietary information.
  • Daily blood pressure monitoring at home for 7 days, record, and bring to next visit.
  • Medication intake compliance.
  • Education on possible complications: stroke, heart attack, etc.

Follow-ups/Referrals:

  • Evaluation with PCP in 1 week for managing blood pressure.
  • Urgent Care visit prn.
  • No referrals needed currently.

References:

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0

HTN SOAP Note for Hypertension Example Two

Patient Information:

  • Name: Mr. U
  • Age: 48 years old
  • Blood Pressure (BP): 165/90 mm Hg

Background:

Mr. U’s BP is elevated, and he is reluctant to take medication. He has been trying to manage it through diet and weight loss. His family history is significant for hypertension, with both parents and several siblings affected. Mr. U has a history of smoking one pack per day for 30 years, and he does not consume alcohol. He currently takes no medications.

Review of Symptoms:

Denies chest pain, shortness of breath, claudication, headache, dizziness, palpitations, weight change, constipation, daytime sleepiness, and snoring.

Physical Examination:

  • BP: 165/90 mm Hg in both arms
  • Pulse: 84 bpm
  • Respiratory Rate: 16 breaths per minute
  • Weight: 220 pounds
  • BMI: 30 kg/m²

Additional Findings:

  • Fundoscopic exam: Arteriolar narrowing with no hemorrhages or exudates
  • Cardiovascular exam: S4 present, no S3 or murmurs
  • No abdominal bruits, normal pulses, and no peripheral edema
  • Neurologic exam: Normal

Initial Test Results:

  • ECG: Left ventricular hypertrophy by voltage, otherwise normal
  • TSH: 1.0 microunit/mL
  • Urine albumin–creatinine ratio: Normal
  • Electrolytes: Na 145 mEq/L, K 4.2 mEq/L, Cl 100 mEq/L, BUN 11 mg/dL, creatinine 0.5 mg/dL
  • Fasting glucose: 90 mg/dL
  • Fasting lipid panel: Total cholesterol 240 mg/dL, HDL 40 mg/dL, triglycerides 100 mg/dL, LDL 180 mg/dL

Assessment:

  • Hypertension
  • Early Retinopathy
  • Hypercholesterolemia
  • Left ventricular hypertrophy
  • Obesity

Rule out secondary hypertension.

Plan:

  • Smoking cessation counseling
  • Referral to a nutritionist for diet and exercise guidance
  • Medications:
    • Hydrochlorothiazide 12.5 mg daily for hypertension
    • Atorvastatin 40 mg daily for hypercholesterolemia

Follow-up:

One month later, BP is 145/85 mm Hg. Despite no initiation of exercise and continued smoking, counseling on lifestyle modifications is reinforced. Six months later, with diet changes and regular exercise, Mr. U has lost 5 pounds, and his BP is 135/82 mm Hg. He continues to smoke.

SOAP NOTE:

S:

A 48-year-old man presents with a BP of 165/90 mmHg. He has been attempting lifestyle modifications, including diet and weight management, to avoid medication. No alcohol use, and a significant family history of hypertension is noted. Past medical history includes smoking 1 pack/day for 30 years. Denies several symptoms, including chest pain, shortness of breath, headache, and more.

O:

BP: 165/90 mmHg in both arms, Pulse: 84 bpm, RR: 16 breaths per minute, Weight: 220 lbs, BMI: 30. Lungs clear, cardiac exam shows S4, no S3 or murmurs. Fundoscopic exam reveals arteriolar narrowing. Abdominal bruits, pulses, and peripheral edema are normal. Neurologic exam is unremarkable.

Initial test results include ECG findings of left ventricular hypertrophy, normal TSH, and urine albumin–creatinine ratio. Electrolytes, glucose, and lipid panel values are within normal limits.

A:

Hypertension, Early Retinopathy, Hypercholesterolemia, Left ventricular hypertrophy, Obesity. Rule out secondary hypertension.

P:

Counseling for smoking cessation, referral to a nutritionist. Medications initiated: Hydrochlorothiazide 12.5 mg and Atorvastatin 40 mg daily.

Summary:

Hypertension can be either primary or secondary. Mr. U, with a family history of hypertension, is managing his elevated BP through lifestyle changes and medications. Regular follow-ups and reinforcement of lifestyle modifications are essential in controlling hypertension and preventing complications.

HTN SOAP Note for Hypertension Example Three

SUBJECTIVE:

Chief Complaint (C/C): “I’ve had a couple high blood pressure readings at home and bloody nose x 3 days”

History of Present Illness (HPI):

A 35-year-old male landscape worker reports elevated home blood pressure readings, reaching over 200 and 235 mm Hg on two occasions this month. Additionally, he experienced three episodes of nosebleeds during the past week, unrelated to any specific triggers, which were self-managed by applying pressure and leaning forward. The patient works outdoors and is exposed to environmental factors and heat. He denies nasal congestion, vigorous nose blowing, but reports itchy eyes, alleviated by washing his face multiple times daily. No other health complaints. Reports a recent decrease in alcohol consumption, a shift to healthier meals, and stable weight. Review of systems is negative for other symptoms.

Objective:

Vital Signs:

  • T: 98.0°F
  • P: 54 bpm
  • RR: 16 breaths per minute
  • 1st BP: 150/84 mm Hg
  • 2nd BP: 131/86 mm Hg
  • Ht: 61 in
  • Wt: 199.3 lbs
  • BMI: 37.62

Laboratory Results:

  • 1/2019: A1c: 5.5, LDL: 99, HDL: 49, Triglycerides: 180, Cholesterol: 189, GFR: 113, TSH: 3.65
  • Labs drawn today (9/10/2020): CBC, CMP, lipid panel, TSH, HbA1c, microalbumin

Physical Examination:

  • General: Well-appearing, groomed, cooperative
  • Skin: Normal, no rashes or lesions
  • HEENT: Normocephalic, atraumatic, normal bilateral tympanic membranes, clear nasal passages
  • Neck: Supple, no lymphadenopathy
  • Respiratory: Clear lung sounds, non-labored respirations
  • Cardiovascular: Regular rate and rhythm, no murmurs or edema
  • Musculoskeletal: No joint deformities or abnormalities
  • Neurologic: Alert and oriented, normal speech, no motor or sensory deficits

Assessment:

Epistaxis (R04.0):

  • Treatment: Saline nasal irrigation to reduce irritation.
  • Diagnostics: None today.
  • Education: Nasal precautions, use of saline nasal irrigation.
  • Follow-up: In 4 weeks or as needed if symptoms worsen.

Essential Hypertension (I10):

  • Treatment: Edarbi 40mg PO, lifestyle modifications.
  • Diagnostics: Blood pressure re-check at end of visit (131/86 mm Hg).
  • Education: BP control, lifestyle changes, medication adherence.
  • Follow-up: In 4 weeks with home blood pressure logs for review.

Clinical Decision Making:

  • Labs drawn today: To assess for possible chronic kidney disease, anemia, or hypothyroidism, potential causes of elevated blood pressure.
  • Home blood pressure log: Monitors baseline and aids in effective medication titration.
  • Language barrier: Addressed by involving a Spanish-speaking nurse and providing printed education materials in Spanish.
  • Learning Experience: Utilized an otoscope for the first time, gaining valuable hands-on experience.
  • Future Improvement: Consider taking a medical Spanish course to enhance communication skills.
  • Insightful Takeaway: Effective communication and patient education are crucial, and language-appropriate materials enhance understanding.

References:

American Diabetes Association. (2019). Standards of Medical Care in Diabetes.

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

National Heart, Lung, and Blood Institute. (2014). The seventh report of the Joint National Committee on prevention, detection, evaluation, and treatment of high blood pressure.

HTN SOAP Note for Hypertension Example Four

Medical Specialty:

SOAP / Chart / Progress Notes

Sample Name: Hypertension – Progress Note

Description: Patient with hypertension, syncope, and spinal stenosis – for recheck.

SUBJECTIVE:

The patient, a 78-year-old female, presents for a recheck. She reports having hypertension but denies chest pain, palpitations, orthopnea, nocturnal dyspnea, or edema.

PAST MEDICAL HISTORY / SURGERY / HOSPITALIZATIONS:

Reviewed and unchanged from the dictation on 12/03/2023.

MEDICATIONS:

  • Atenolol 50 mg daily
  • Premarin 0.625 mg daily
  • Calcium with vitamin D (two to three pills daily)
  • Multivitamin daily
  • Aspirin as needed
  • TriViFlor 25 mg (two pills daily)
  • Elocon cream 0.1% and Synalar cream 0.01% used as needed for rash.

ALLERGIES:

  • Benadryl, phenobarbitone, morphine, Lasix, and latex.

FAMILY HISTORY / PERSONAL HISTORY:

Reviewed. Positive family history of congestive heart failure, myocardial infarction, and ischemic cardiac disease. Brother deceased from lymphoma, and one living brother has had angioplasties x 2. Another brother has asthma. Mother died from congestive heart failure, and father died from myocardial infarction at 56. Personal history negative for alcohol or tobacco use.

REVIEW OF SYSTEMS:

  • Bones and Joints: Lower back pain radiating down the right leg. Under evaluation by Dr. XYZ for spinal stenosis.
  • Genitourinary: Occasional nocturia.

PHYSICAL EXAMINATION:

  • Vital Signs: Weight: 227.2 pounds, Blood pressure: 144/72, Pulse: 80, Temperature: 97.5 degrees.
  • General Appearance: Elderly female not in acute distress.
  • Mouth: Posterior pharynx clear.
  • Neck: Without adenopathy or thyromegaly.
  • Chest: Lungs resonant to percussion. Normal breath sounds.
  • Heart: Normal S1 and S2 without gallops or rubs.
  • Abdomen: Without masses or tenderness.
  • Extremities: Without edema.

IMPRESSION/PLAN:

Hypertension: Continue with current medication.

Syncope: No recurrence since the episode around Thanksgiving. No arrhythmias found in prior cardiac studies.

Spinal Stenosis: Under evaluation. Potential surgery in the near future.

References:

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. (2017). ACC/AHA hypertension guideline 2017. Journal of the American College of Cardiology, 71(19), e127-e248.

HTN SOAP Note for Hypertension Example Five

Patient Information:

  • Name: Sanjay War
  • Age: 64 Years
  • Height: 6 Feet 2 Inches
  • Weight: 95 Kg

S: Subjective:

Sanjay reports living alone and being an occasional drinker, but he does not smoke. Family history reveals both parents had hypertension. Current medications include Hydrochlorothiazide 25mg, Doxazosin 2mg, Carvedilol 12.5mg, Mucinex D 2 tablets, Naproxen 220 mg, and Metformin 500mg.

O: Objective Findings:

  • Blood Pressure: 160/85 mm Hg (3 months ago)
  • Heart Rate: 76 bpm
  • Weight: 95 kg
  • Height: 6’2
  • BMI: 26.8 (overweight)
  • Total Cholesterol: 171mg/dl, LDL: 99mg/dl, HDL: 40mg/dl
  • Triglycerides: 158mg/dl
  • Serum creatinine: 2.2 mg/dl
  • Blood Glucose: 110mg/dl
  • Uric Acid: 6.7 mg/dl

A: Assessment:

Sanjay’s blood pressure is above the goal, considering his diabetes. Factors contributing to suboptimal blood pressure control include medication side effects (Mucinex D, Naproxen), and non-compliance with a low sodium diet. ACEIs or ARBs are recommended for diabetes. Carvedilol, a non-selective beta-blocker, may not be the best choice for COPD.

P: Plan:

  1. Discontinue guaifenesin/pseudoephedrine preparation.
  2. Discontinue Naproxen. Replace with an alternative (e.g., acetaminophen) for headaches and gout.
  3. Gradually discontinue Carvedilol.
  4. Add Lisinopril 5mg once daily, considering dry cough or angioedema.
  5. Monitor B.P, K, renal function, glucose, and lipid profile.
  6. Continue HCLTZ 25mg po qam.
  7. Continue Doxazosin 2mg. Change dosing schedule to reduce possible Doxazosin-induced dizziness.
  8. Continue Metformin 500mg.

References:

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. (2017). ACC/AHA hypertension guideline 2017. Journal of the American College of Cardiology, 71(19), e127-e248.

Frequently Asked Questions (FAQs) on HTN SOAP Notes for Hypertension

What is a SOAP note for hypertension?

A SOAP note for hypertension is a structured method of documenting a patient’s encounter related to high blood pressure. It consists of four sections: Subjective, Objective, Assessment, and Plan, and is commonly used by healthcare professionals to record and communicate information about a patient’s hypertension.

What does the “S” in the SOAP note for hypertension stand for?

The “S” stands for “Subjective.” This section includes the patient’s self-reported information, such as their symptoms, concerns, lifestyle habits, medication adherence, and any relevant medical history related to hypertension.

What does the “O” in the SOAP note for hypertension stand for?

The “O” stands for “Objective.” Here, the healthcare provider documents measurable and observable data, including vital signs (such as blood pressure readings), physical examinations, and any relevant lab or diagnostic test results.

What does the “A” in the SOAP note for hypertension stand for?

The “A” stands for “Assessment.” In this section, the healthcare provider offers their professional assessment and interpretation of the patient’s hypertension status based on both subjective and objective information.

What does the “P” in the SOAP note for hypertension stand for?

The “P” stands for “Plan.” In this section, the healthcare provider outlines the treatment plan, interventions, and recommendations for managing the patient’s hypertension.

What information is included in the “Subjective” section for hypertension?

The “Subjective” section may include the patient’s reported symptoms (such as headaches, dizziness), medication history, lifestyle factors (diet, exercise), family history of hypertension, and any concerns or questions the patient may have.

What information is included in the “Objective” section for hypertension?

The “Objective” section includes the patient’s blood pressure readings (systolic and diastolic), heart rate, physical examination findings (like the presence of edema), and any relevant laboratory results (such as renal function tests).

What does the “Assessment” section involve for hypertension?

The “Assessment” section involves the healthcare provider’s clinical judgment of the patient’s hypertension condition. It may include the classification of the hypertension stage, risk assessment for complications, and evaluation of any related health issues.

What does the “Plan” section entail for hypertension?

The “Plan” section outlines the proposed management and treatment strategies for the patient’s hypertension. This can include lifestyle modifications, medication recommendations, follow-up appointments, and education on hypertension management.

How often should SOAP notes for hypertension be updated?

The frequency of updating SOAP notes for hypertension depends on the patient’s condition and treatment plan. They can be updated after each visit or as significant changes occur in the patient’s blood pressure or overall health.

Can patients access their own SOAP notes for hypertension?

In some cases, patients may have access to their medical records, including SOAP notes, as part of their right to access their health information. However, this can vary based on healthcare facility policies and regulations.

Are SOAP notes only used by doctors for hypertension?

No, SOAP notes are used by a variety of healthcare professionals, including doctors, nurses, nurse practitioners, and physician assistants, to document and communicate information about a patient’s hypertension care and management.

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NRS 434NV Health Illness Continuum Nursing Essay Example

NRS 434NV Health Illness Continuum Nursing Essay ExampleAssignment Brief: NRS 434NV Health Illness Continuum Nursing Essay

Assignment Overview:

The objective of this assignment is to explore and analyze the concept of the health-illness continuum in the context of nursing and patient care. Students are expected to focus on the importance of the health-illness continuum, its relevance to patient care, and its connection to human value, dignity, and flourishing. The assignment encourages personal reflection on the student’s state of health in alignment with the continuum and proposes strategies for moving towards wellness.

Understanding Assignment Objectives:

This assignment aims to enhance students’ comprehension of the health-illness continuum and its practical implications in nursing. It encourages critical thinking by exploring the continuum’s comprehensive role in patient care and its connection to fundamental aspects such as value, dignity, and human flourishing. Through personal reflection, students will gain insight into their own health status and develop strategies for achieving optimal well-being. The assignment emphasizes the integration of resources and practices that support wellness on both personal and patient care levels.

The Student’s Role:

As a student undertaking this assignment, your role is to:

  • Demonstrate a comprehensive understanding of the health-illness continuum, its historical context, and its contemporary relevance in nursing.
  • Analyze and articulate the continuum’s impact on patient care, considering its application in assessing diverse dimensions of well-being.
  • Explore the ethical and holistic dimensions of the continuum, focusing on its role in promoting human value, dignity, and flourishing in healthcare.
  • Engage in reflective practice by assessing your personal state of health in alignment with the continuum and proposing actionable strategies for improvement.
  • Investigate and present various resources supporting wellness, highlighting their significance in fostering positive transitions along the health-illness spectrum.

Detailed Assessment Instructions for the NRS 434NV Health Illness Continuum Nursing Essay

Benchmark – Human Experience Across the Health-Illness Continuum

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

NRS 434NV Human Experience Across the Health-Illness Continuum Essay

Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS 434NV Human Experience Across the Health-Illness Continuum Essay

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assesses the following competency:

RN-BSN

5.1. Understand the human experience across the health-illness continuum.

NRS 434NV Health Illness Continuum Nursing Essay Example

Introduction

The health-illness continuum serves as a dynamic framework illustrating the ever-changing nature of an individual’s health status, ranging from optimal wellness to illness and, ultimately, death. This model holds significant relevance in healthcare, as it provides a comprehensive view of a person’s physical, emotional, and psychological well-being. This paper explores the importance of the health-illness continuum in patient care, emphasizing its impact on the human experience. Furthermore, it reflects on the author’s current state of health, identifying behaviors that contribute to or detract from overall well-being, and outlines options and resources to progress towards wellness.

Understanding the Health-Illness Continuum in Patient Care

The health-illness continuum is a crucial concept in healthcare, offering a holistic perspective on an individual’s health status. It considers not only physical health but also emotional and psychological well-being. Recognizing the continuum’s significance allows healthcare providers to tailor patient care effectively. For instance, a positive outlook can influence a patient’s response to illness positively. Conversely, a negative perspective may impede recovery and exacerbate the condition.

The nurse-patient relationship plays a pivotal role in shaping a patient’s perspective. Through empathy and understanding, healthcare providers can establish a connection that fosters trust and encourages patients to adopt positive attitudes towards their health. Nurses and healthcare workers have the power to influence patients’ perspectives, promoting human flourishing and upholding the dignity of individuals or groups.

Reflection on Personal State of Health

In evaluating my overall state of health, I place myself on the health-illness continuum at the point labeled “normal health.” While I do not suffer from grave illnesses, I acknowledge certain behaviors that may impact my well-being. Reflecting on my mental health, I recognize moments of negativity and overthinking, which I actively work on improving for my benefit and the benefit of those under my care.

Detracting behaviors include inadequate sleep, insufficient exercise, and frequent consumption of unhealthy foods. On the positive side, I am cultivating habits such as staying hydrated, maintaining a mental health journal, and consistently using sunscreen. These small changes contribute to the development of healthier habits, aligning with my commitment to continuous self-improvement.

Options and Resources Towards Wellness

To progress towards higher-level wellness, I have identified key areas for improvement, including sleep patterns, exercise routines, and meal planning. Developing a comprehensive plan and adhering to it consistently are essential steps in achieving this goal. As a healthcare worker, investing in personal growth is crucial, as it enhances communication skills and fosters deeper connections with patients and colleagues.

Numerous resources are available to support this journey towards wellness. Peer support, mentorship, and professional development opportunities within the healthcare community offer valuable insights and encouragement. Additionally, utilizing available tools and technologies for self-assessment and goal tracking can enhance accountability and facilitate progress.

Conclusion

In conclusion, the health-illness continuum is a vital concept in healthcare, providing a holistic view of an individual’s well-being. Understanding and applying this continuum in patient care can positively influence outcomes and contribute to human flourishing. Reflecting on personal health and identifying behaviors that contribute to or detract from wellness is a crucial step in the journey towards higher-level wellness. Utilizing available options and resources empowers individuals to make positive changes, promoting a healthier and more fulfilling life. As healthcare providers, embracing the principles of the health-illness continuum enhances our ability to care for others and contribute to the well-being of the communities we serve.

NRS 434NV Health Illness Continuum Nursing Essay Example Two

Health is a dynamic condition that reflects an individual’s capacity to adapt to both internal and external environmental changes. In the realm of healthcare, assessing patients’ health status is crucial for delivering effective medical care. The health-illness continuum serves as a scale to depict an individual’s health status, and this paper seeks to explore its relevance to healthcare practices and delineate strategies for moving towards wellness.

Health and illness, existing at opposite extremes on a single scale, are conceptualized through the health-illness continuum, a visual representation of an individual’s health developed by Travis in 1972 and still widely utilized today (Hinkle & Cheever, 2018). This model is integral to patient care as it enables the evaluation of an individual’s health position on the continuum, reflecting the effectiveness of treatment or the deterioration of health (“Health promotion and disease prevention: NCLEX-RN,” 2020). Therefore, the health-illness continuum facilitates the assessment of patients’ well-being and the identification of necessary medical interventions.

An individual’s position on the health-illness continuum is influenced by diverse factors, encompassing both internal and external environments. Balancing these aspects is vital for ensuring and preserving patients’ well-being, necessitating nurses to recognize the intricate interconnections between them (Cooper & Gosnell, 2018). Beyond physical symptoms, family relationships and emotional stressors can significantly impact a patient’s state. Upholding individuals’ values involves creating comfortable physical and emotional conditions, considering ethnic, cultural, and economic influences as integral to dignity. A holistic healthcare approach, addressing physical, emotional, spiritual, and other needs, promotes overall patient flourishing (Cooper & Gosnell, 2018). Thus, the health-illness continuum serves as a tool to identify measures for enhancing patients’ value, dignity, and flourishing, guiding them towards wellness.

Illustrating the significance of the health-illness continuum through a personal example, as a college student, my health is generally good due to my young age and the absence of chronic diseases. However, my sedentary lifestyle and lack of physical exercise compromise my immune system, making me susceptible to seasonal diseases. Occasional unhealthy eating and insufficient vitamin intake further impact my health negatively. To progress towards wellness, I need to assess my physical and emotional state, focusing on general well-being and immunity. Incorporating regular exercise and a nutritious diet, along with stress management and ample rest, is key to moving towards optimal well-being (“Health promotion and disease prevention: NCLEX-RN,” 2020).

In conclusion, the health-illness continuum serves as a concise visual representation of health’s dynamic nature. Its significance in patient care lies in its ability to assess individuals’ health status and guide interventions to promote their value, dignity, and flourishing. For every individual, the health-illness continuum serves as a valuable tool for self-assessment, aiding in the identification of areas requiring improvement to attain overall well-being.

References

Cooper, K., & Gosnell, K. (2018). Foundations of nursing (8th ed.). Philadelphia, PA: Elsevier Health Sciences. Web.

Health promotion and disease prevention: NCLEX-RN. (2020). Web.

Hinkle, J.L., & Cheever, K.H. (Eds.). (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. New Delhi, India: Wolters Kluwer. Web.

NRS 434NV Health Illness Continuum Nursing Essay Example Three

The concept of health is a dynamic process, depicting an individual’s ability to adapt to changing internal and external environments in order to maintain overall well-being. Successful adaptation, even in the face of stress or chronic illness, leads to a state of wellness, considered a higher level on the health-illness continuum. This continuum serves as a graphical representation of individual wellness, evaluating emotional, social, and psychological well-being. It acknowledges the fluctuating nature of well-being, recognizing that individuals undergo various stages of health and illness throughout their lives (Lundqvist & Andersson, 2021).

The health-illness continuum positions optimum health and wellness to the right and illness and premature death to the left. Individuals slide along this scale throughout life, aspiring to move towards the positive end of the spectrum. This paper delves into perspectives on the health-illness continuum and its significance in patient care.

According to the National Wellness Institute, the health-illness continuum comprises six elements: physical, social, emotional, intellectual, spiritual, and occupational wellness (Lundqvist & Andersson, 2021). Physical wellness pertains to self-care through exercise, sleep, and diet, while social wellness involves interactions and contributions to communities. Emotional wellness encompasses awareness, acceptance, and coping with emotions, while intellectual wellness focuses on engaging in activities that stimulate the brain. Occupational wellness is achieved through fulfilling work aligning with personal values, and spiritual wellness involves finding meaning in life based on beliefs and values (Gazaway et al., 2019).

When caring for a patient, a comprehensive examination of these elements is crucial, as well-being extends beyond the absence of disease or injuries. Assessing these facets acknowledges their impact on the recovery process. The health-illness continuum promotes a holistic approach to treatment, shifting from intermittent goals focusing solely on physical symptoms to broader, lasting goals that enhance overall life quality. This perspective addresses gaps in a patient’s treatment plan by connecting key elements and emphasizes conscious awareness of individual health (Swan et al., 2019).

For healthcare providers, the health-illness continuum offers an opportunity to address issues beyond direct treatment, reassures patients about the decisions they make for their well-being, and acknowledges emotional and spiritual aspects. This is particularly essential when dealing with chronic illnesses where medical interventions may be limited. For instance, a cancer patient may need emotional and spiritual support alongside medical interventions to improve overall well-being (Gazaway et al., 2019).

In alignment with Christian teachings, the health-illness continuum upholds human dignity by treating the patient rather than the disease, involving the patient in the wellness process. Patients are empowered to play a valuable role in enhancing their well-being, living according to their principles and values.

On a personal note, I find myself below the average mark on the health-illness continuum. During stressful moments, my habits such as opting for fast food and disrupted sleeping patterns contribute to a lower level of well-being. To move towards a higher level on the health-illness spectrum, I plan to seek the assistance of the school counselor to develop healthier stress management strategies. Additionally, engaging with a life coach will enhance self-awareness and help me utilize my resources more effectively in the pursuit of self-actualization.

References

Gazaway, S., Stewart, M., & Schumacher, A. (2019). Integrating palliative care into the chronic illness continuum: a conceptual model for minority populations. Journal of Racial and Ethnic Health Disparities, 6, 1078-1086.

Lundqvist, C., & Andersson, G. (2021). Let’s talk about mental health and mental disorders in elite sports: a narrative review of theoretical perspectives. Frontiers in Psychology, 12, 700829.

Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97.

Swanson, C., Thompson, A., Valentz, R., Doerner, L., & Jezek, K. (2019). Theory of Nursing for the Whole Person: A distinctly scriptural framework. Journal of Christian Nursing, 36(4), 222-227.

NRS 434NV Health Illness Continuum Nursing Essay Example Four

The health-illness continuum, initially proposed by John W. Travis and Regina S. Ryan (LeMone, 2017), serves as a visual representation of well-being that extends beyond the mere absence of illness. This paper aims to explore the relevance of the health-illness continuum in patient care and provide insights into the author’s current health status.

Health-Illness Continuum’s Importance to Patient Care

The Health-Illness continuum is a crucial framework that enhances patients’ health and enriches the human experience in healthcare. It categorizes health and illness on a continuum, with high-level wellness at one end and severe sickness or poor health at the other. This perspective emphasizes achieving high-level wellness, which includes a contented mental state and flourishing, over mere symptom alleviation (LeMone, 2017).

This approach is particularly vital in healthcare and nursing, allowing a comprehensive assessment of patients beyond the treatment of specific illnesses. It promotes a holistic approach, focusing on mental and emotional well-being, providing support for a better quality of life.

Relation of the Continuum to Value, Dignity, and Promotion of Human Flourishing

The health-illness continuum aligns with factors contributing to individual and societal prosperity, including value, dignity, and human flourishing. Human flourishing encompasses various elements, such as mental and physical health, happiness, life satisfaction, meaning, purpose, character, virtue, and close social relationships (VanderWeele, 2017). Dignity, closely connected to esteem and status, allows patients to live in accordance with their standards and values (Xiao et al., 2019). The continuum’s focus on mental and physical well-being positions healthcare providers to significantly contribute to individual and societal well-being.

Reflection on Personal State of Health and the Health-Illness Continuum

Reflecting on my health state, I find myself below the average mark on the health-illness continuum. Despite being young and free from chronic or acute diseases, I experience fatigue, mood swings, and low energy. Unhealthy lifestyle choices, including poor eating habits and irregular sleep patterns, contribute to a false sense of wellness.

To improve my well-being, I plan to focus on regular exercise, healthier eating, and behavior changes. Seeking professional support and engaging with a study counselor for self-actualization will complement these efforts, aiming for optimal well-being.

Resources Supporting Wellness

To progress toward optimal health, I plan to:

  • Ensure at least 8 hours of sleep per night.
  • Limit caffeine intake.
  • Plan my days to allocate time for studies, workouts, and rest.

Additionally, seeking support from a study counselor aligns with my goal of achieving optimal well-being.

Conclusion

The health-illness continuum, emphasizing well-being over symptom alleviation, provides a valuable framework for effective healthcare. By evaluating patients holistically, healthcare practitioners can contribute to not only disease-free states but also flourishing individuals. The continuum’s relevance extends to personal well-being, encouraging individuals to focus on a comprehensive approach to a fulfilling life.

References

LeMone, P. (2017). Medical-surgical nursing. Volumes 1-3: Critical thinking for person-centered care. Melbourne: Pearson Australia.

VanderWeele, T. J. (2017). On the promotion of human flourishing. Proceedings of the National Academy of Sciences of the United States of America, 114(31), 8148-8156.

Xiao, J., Chow, K.M., Liu, Y., & Chan, C.W.H. (2019). Effects of dignity therapy on dignity, psychological well-being, and quality of life among palliative care cancer patients: A systematic review and meta-analysis. Psycho-Oncology, 28, 1791-1802.

NRS 434NV Health Illness Continuum Nursing Essay Example Five

The health-illness continuum suggests that individuals can actively progress towards enhanced health and well-being through various stages. Olde Rikkert et al. (2022) assert that phases like awareness, education, and self-management development initiate from sickness problems involving clinical signs, symptoms, and limitations. Public health physician Travis introduced this dynamic continuum, emphasizing the crucial understanding of connections between disease and well-being (Olde Rikkert et al., 2022). Moving from illness, marked by symptoms and impairment, towards a neutral point and then well-being through awareness, education, and growth is achievable. Health care providers, acknowledging health as highly personalized, play a vital role in guiding patients on their unique paths toward completeness (Swanson et al., 2019).

There are diverse levels of well-being, mirroring various sickness levels. Stohecker (2019) posits that the health-illness continuum illustrates the relationship between treatment and well-being paradigms. Wickramarathne et al. (2020) note that therapeutic perspectives, including medications and medical procedures, can bring patients to a neutral stage where disease effects are alleviated. The well-being perspective encourages individuals to strive for higher health levels. The continuum accommodates side effects, like fatigue and dissatisfaction, emphasizing the importance of prioritizing physical and mental well-being. Nursing professionals should guide patients towards health rather than just addressing illness.

Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing

Understanding the health-illness continuum aids health care professionals in promoting the worth and dignity of individuals, fostering human flourishing. Stohecker (2019) indicates that excessive stress damaging the immune system can result in illness, and negative emotions may lead to unhealthy behaviors. Health is a lifestyle encompassing physical, psychological, and social dimensions, necessitating constant exploration and awareness (Wickramarathne et al., 2020). Balancing patients’ well-being is an ongoing process, teaching them to care for their physical and emotional selves.

Reflection on Personal State of Health and the Health Illness Continuum

Exploring the causes of my health condition is crucial for life balance and well-being. Farina et al. (2018) suggest that maintaining balance across physical, cognitive, social, spiritual, interpersonal, and professional well-being is vital. Nurses play a significant role in embracing life throughout the wellness-illness continuum, serving as role models for patients. Lifestyle choices, including exercise and stress management, are critical in moving towards wellness. Recognizing my position on the continuum between education and growth highlights the need for self-care.

Resources Supporting Wellness

Transitions between illness and wellness occur throughout life, requiring new skills and abilities (Polacsek et al., 2019). Resources, such as self-care practices, weight control, fitness, and stress management, assist in chronic disease management and self-actualization (Farina et al., 2018). Mindfulness activities reduce anxiety, promote inner tranquility, and enhance communication.

Conclusion

Embracing the health-illness continuum empowers nursing professionals to enhance human well-being by promoting value and dignity. Stress and negative emotions can impact health, emphasizing the need for a comprehensive approach across physical, psychological, and social dimensions. Wellness practices, including mindfulness and healthy habits, contribute to patients’ overall well-being.

References

Farina, S. M., Minerva, E., Glunt, J., & Bernardo, L. M. (2018). Introducing mindfulness practices for self-care. Journal for Nurses in Professional Development, 34(4), 194–198.

Fawcett, J., Derboghossian, G., Flike, K., Gómez, E., Han, H. P., Kalandjian, N., Tapayan, S., & Pletcher, J. E. (2019). Thoughts about real nursing. Nursing Science Quarterly, 32(4), 331–332.

Olde Rikkert, M. G., Melis, R. J., Cohen, A. A., & Peeters, G. M. E. E. (2022). Why illness is more important than disease in old age. Age and Ageing, 51(1).

Polacsek, M., Boardman, G. H., & McCann, T. V. (2019). The influence of a successful wellness-illness transition on the experience of depression in older adults. Issues in Mental Health Nursing, 41(1), 31-37.

Stohecker, J. (2019). A new vision of wellness. Healthy.net.

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DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Example

DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection ExampleAssignment Brief: DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Assignment

Assignment Overview:

In this assignment, you will engage in a reflective analysis of the discussions in DNP 835 Topic 1, specifically focusing on Patient Safety (PS) 101: Introduction to Patient Safety. The objective is to critically evaluate and respond to key concepts and insights shared by peers in the context of patient safety practices and initiatives.

Assignment Objectives:

  • Reflect on Patient Safety Discussions: Your main task is to think about the discussions that happened in DNP 835 Topic 1, particularly those related to patient safety. Consider various perspectives, insights, and experiences shared by your peers and evaluate their implications for healthcare practices.
  • Incorporate Assigned Readings: Include relevant information from the assigned readings, including references to the Joint Commission’s key elements, Lawati et al.’s systematic review, and the study by Storesund et al. on the impact of checklists in surgery.
  • Analyze Leadership Commitment: Evaluate the commitment of healthcare leadership to patient safety, as discussed in the posts. Assess the outlined strategies and principles for fostering a culture of safety within healthcare organizations.
  • Explore Surgical Safety Checklists: Look into the effectiveness of surgical safety checklists, drawing insights from the discussions on the World Health Organization Surgical Safety Checklist and the Surgical Patient Safety System (SURPASS) checklists. Consider how these tools contribute to preventing complications and improving patient outcomes.
  • Evaluate Nursing Errors: Think about the challenges and factors contributing to nursing errors, as highlighted in the posts. Analyze the implications of these errors for patient safety and explore potential strategies to address them.
  • Apply Patient Safety Concepts: Consider real-life examples shared by peers, such as the case of a doctor administering the wrong blood due to onboarding processes. Discuss how the principles of patient safety can be applied to mitigate such errors and improve overall healthcare processes.

The Student’s Role:

As a student, your role is to actively engage with the content discussed in DNP 835 Topic 1. Participate in the reflective process, bringing in your insights and experiences related to patient safety. Demonstrate a comprehensive understanding of the assigned readings and apply the concepts to the context of patient safety in healthcare settings. Your reflections should go beyond summarization and aim to provide thoughtful analyses, considering the broader implications for healthcare delivery and patient outcomes.

Detailed Assessment Instructions for the DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Assignment

DNP 835 Topic 1 DQ 1 Reflecting on the “IHI Module PS 101: Introduction to Patient Safety,” summarize why it is essential to improve patient safety

Topic 1 DQ 1

Reflecting on the “IHI Module PS 101: Introduction to Patient Safety,” summarize why it is essential to improve patient safety. Use one of the articles from this week’s topic Resources and describe the framework or theory that was used to improve the patient outcome. What outcome measures were identified and how did they align with the improvement project? Explain how the authors learned from the error or unintended events to ensure patient safety. Provide supporting evidence.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

 

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Example

Reflection on IHI Module PS 101: Introduction to Patient Safety:

Improving patient safety is a critical aspect of healthcare, and the IHI Module PS 101 sheds light on the key elements, including leadership, policies, transparency, validation, and just culture, necessary for fostering a safety culture. The relevance of patient safety is emphasized through its impact on the quality of care. Safety culture, as defined by Lee et al. (2019), is shaped by individual and group values, attitudes, perceptions, competencies, and behavior patterns, determining an organization’s commitment to health and safety management.

Nurses, as frontline healthcare workers, play a pivotal role in promoting patient safety. Nursing knowledge, derived from nursing theories, is a valuable asset for delivering patient-centered care and improving outcomes (Ortiz, 2021). The importance of proper assessment and adherence to guidelines is highlighted by Haley and Fritz (2019), emphasizing the need to treat the resident and not the urine in long-term care settings.

Leadership commitment to a safety culture is crucial, as highlighted in the Joint Commission’s key elements. This commitment involves communication of support, modeling expected behavior, creating a code of conduct, fostering an environment for reporting errors without fear of punishment, and promoting collaboration across disciplines (Joint Commission, 2019).

The focus on patient safety extends to perioperative care, where the use of checklists, such as the World Health Organization surgical safety checklist and the Surgical Patient Safety System checklists, has a significant impact. The study by Storesund et al. (2020) demonstrates the effectiveness of these checklists in reducing adverse events, unplanned repeat surgeries, and rehospitalization rates.

The implementation of the World Health Organization Surgical Safety Checklist globally resulted in a noteworthy reduction in complications and mortality rates (Haugen et al., 2019). The emphasis on protocol adherence and the checklist’s comprehensive nature contribute to improved patient safety outcomes.

Patient safety is not without challenges, and errors, particularly in nursing, are prevalent. Factors contributing to nursing errors include heavy workload, inadequate knowledge, and suboptimal working environments (Mohsenpour et al., 2017). It is crucial to address these challenges systematically and collaboratively to enhance patient safety.

Reflecting on personal experiences, the need for effective onboarding processes and systematic approaches to addressing errors is evident. Ordering unnecessary labs, as discussed by Haley and Fritz (2019), highlights the importance of empowering nurses with clinical judgment skills to avoid overuse of medical resources.

References:

Haley, T., & Fritz, S. (2019). Treat the resident, not the urine: Using patient safety to reduce urinary tract infections and overuse of urine culture in long term care. American Journal of Infection Control, 47(6), S8. https://doi.org/10.1016/j.ajic.2019.04.148

Institute for Healthcare Improvement. (n.d.). Improving Health and Health Care Worldwide | IHI – Institute for Healthcare Improvement. https://my.ihi.org/

Joint Commission. Comprehensive accreditation manual for hospitals (CAMH). Oakbrook Terrace (IL): Joint Commission Resources; 2019.

Lee, S. E., Scott, L. D., Dahinten, V. S., Vincent, C., Lopez, K. D., & Park, C. G. (2019). Safety culture, patient safety, and quality of care outcomes: a literature review. Western journal of nursing research, 41(2), 279-304.

Mohsenpour M, Hosseini M, Abbaszadeh A, et al. Iranian paediatric nurses experience of nursing error: a content analysis. HK J Paediatr (New Series) 2017; 22: 97–102.

Ortiz, M. R. (2021). Best practices in patient-centered care: Nursing theory reflections. Nursing Science Quarterly, 34(3). https://doi-org/10.1177/08943184211010432

Storesund, A., Haugen, A. S., Flaatten, H., Nortvedt, M. W., Eide, G. E., Boermeester, M. A., Sevdalis, N., Tveiten, Ø., Mahesparan, R., Hjallen, B. M., Fevang, J. M., Størksen, C. H., Thornhill, H. F., Sjøen, G. H., Kolseth, S. M., Haaverstad, R., Sandli, O. K., & Søfteland, E. (2020). Clinical efficacy of Combined Surgical Patient Safety System and the World Health Organization’s checklists in surgery. JAMA Surgery, 155(7), 562. https://doi.org/10.1001/jamasurg.2020.0989

Haugen, A. S., Sevdalis, N., & Søfteland, E. (2019). Impact of the world health organization surgical safety checklist on patient safety. Anesthesiology, 131(2), 420-425.

Unread

Thank you for your insightful post. I concur with your statements regarding the critical importance of prioritizing patient safety. Particularly noteworthy is the assertion, “Due to the complexity of the healthcare system about patient care, practicing patient safety is vital to preventing errors and harm when caring for the patient. Nurses contribute to and promote patient safety practices.” In alignment with the Joint Commission’s key elements, the leadership of my organization has dedicated itself to fostering a safety culture. This commitment involves holding themselves and others accountable for the following:

  • Communicating leadership support for a culture of safety.
  • Modeling expected behavior within a safety culture.
  • Developing and enforcing a code of conduct that defines appropriate behavior supporting a safety culture and unacceptable behavior that can undermine it.
  • Creating an environment where people can speak up about errors without fear of punishment; utilizing this information to identify system flaws contributing to mistakes.
  • Applying a fair and consistent approach to evaluate the actions of staff involved in patient safety incidents.
  • Supporting event reporting of near misses, unsafe conditions, and adverse events.
  • Identifying and addressing organizational barriers to event reporting.
  • Cultivating an organization-wide willingness to examine system weaknesses and using findings to improve care delivery.
  • Promoting collaboration across ranks and disciplines to seek solutions to identified safety problems.
  • Periodically assessing an organization’s safety culture to track changes and improvements.

(Joint Commission, 2019)

Jan 9, 2023, 6:30 PM

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Patient safety is the practice of preventing mistakes in medical care. It is essential to the quality of treatment that patients receive because even minor errors can negatively affect their general well-being. Patient safety requires a dedication to ongoing development and an emphasis on reducing risks and averting potential harm (Lawati et al., 2018). Patient safety is crucial because it protects patients from injury and raises the standard of care in general. Patients are more likely to experience better health outcomes when they receive safe care. As a result, it is crucial for healthcare professionals to put patient safety first and strive tirelessly to increase the security of the treatment they deliver. This essay describes the use of checklists in the perioperative care pathway to improve surgery patients’ safety and outcomes.

According to Storesund et al. (2020), the study aimed to determine the impact of the World Health Organization surgical safety checklist (WHO SSC) and the Surgical Patient Safety System (SURPASS) checklists on patient treatment results such as illness, death, and hospitalization length. The research design involved introducing the pre- and post-operative SURPASS checklists to the intraoperative surgical safety checklist in surgery departments at a tertiary hospital in Norway using a nonrandomized clinical trial approach. The primary purpose of these checklists was to improve patient outcomes by consistently following key safety steps throughout the perioperative care pathway.

My focus is to assess the incidence of complications during hospitalization, unplanned repeat surgeries, unplanned return visits within thirty days of being discharged, and death within thirty days. These outcomes were chosen because they are all indicators of patient safety and have the potential to have a significant impact on patient outcomes. The study aimed to improve patient outcomes overall by lowering the occurrence of complications, reoperations, and readmissions, as well as improving survival rates.

This study used the length of hospital stay (LOS) as a secondary outcome measure. While LOS is not directly related to patient safety, it can be an important indicator of the perioperative care pathway’s efficiency and effectiveness. The study aimed to improve the overall efficiency of the perioperative care pathway by lowering the LOS, which could lead to cost savings and improved patient satisfaction (Storesund et al., 2020). The identified outcome measures were generally aligned with the improvement project, as they were chosen to assess the impact of the checklists on key indicators of patient safety and efficiency in the perioperative care pathway.

The joint application of the two checklists was linked to decreased adverse events while in the hospital, unplanned repeat surgeries, and rehospitalization rates. According to Storesund et al. (2020), this finding raises the possibility that using these checklists could help identify and prevent mistakes or unintended events in the perioperative care pathway, improving patient outcomes.

References

Lawati, M. H., Dennis, S., Short, S. D., & Abdulhadi, N. N. (2018). Patient safety and safety culture in primary health care: A systematic review. BMC Family Practice, 19(1). https://doi.org/10.1186/s12875-018-0793-7

Storesund, A., Haugen, A. S., Flaatten, H., Nortvedt, M. W., Eide, G. E., Boermeester, M. A., Sevdalis, N., Tveiten, Ø., Mahesparan, R., Hjallen, B. M., Fevang, J. M., Størksen, C. H., Thornhill, H. F., Sjøen, G. H., Kolseth, S. M., Haaverstad, R., Sandli, O. K., & Søfteland, E. (2020). Clinical efficacy of Combined Surgical Patient Safety System and the World Health Organization’s checklists in surgery. JAMA Surgery, 155(7), 562. https://doi.org/10.1001/jamasurg.2020.0989

Jan 10, 2023, 7:12 PM

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Hi Lydia, thanks for your post and for discussing the surgical checklist for patient safety. Serious complications and sometimes loss of life have resulted from surgical errors. The introduction of a surgical checklist helped alleviate the complications previously experienced. The most common surgical complications are related to surgical techniques, infections, and postoperative bleeding. A record of 48.6 to 60.7% reduction in equipment errors was achieved with the use of a preoperative checklist. Implementation and practice of good teamwork, communication, and consistency of care are essential in achieving improved patient safety.

The use of the World Health Organization Surgical Safety Checklist was noted to reduce complications from 11.0 to 7.0%, with a mortality drop from 1.5 to 0.8% in a global setting of eight hospitals in eight countries (Haugen et al., 2019). In another scenario, the WHO checklist was reported to have resulted in a reduction of surgical complications from 19.9 to 12.4% in the intervention group, and the concurrent length of stay was reduced by 0.8 days. As with any procedure, it is essential to implement and adhere to the protocol in its entirety to achieve the desired outcomes.

Reference

Haugen, A. S., Sevdalis, N., & Søfteland, E. (2019). Impact of the world health organization surgical safety checklist on patient safety. Anesthesiology, 131(2), 420-425.

Jan 11, 2023, 11:28 PM

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Patient safety is a major concern in the healthcare system, and medical errors are the most significant threats in this regard. Generally, mistakes occur when one’s choice leads to negative or less desirable outcomes and in fact, the term “error” means to astray. The most frequent nursing students’ errors are related to hand hygiene and personal protection. In addition, the lack of enough skills and appropriate equipment are prevalent causes of nursing students’ errors.

Authorities in this field should attend to these errors in nursing education, clinical practice, and nursing studies in order to promote this profession in all of these three dimensions. Nurses play a crucial role in providing health care; however, the results of a study showed that 20% of nurses make at least one mistake during their working time. The factors leading to committing errors include heavy workload, a large number of patients, unstable patient status, nurses’ lack of adequate knowledge, improper working environment, and lack of support from and cooperation with experienced staff.

References

Mohsenpour M, Hosseini M, Abbaszadeh A, et al. Iranian paediatric nurses experience of nursing error: a content analysis. HK J Paediatr (New Series) 2017; 22: 97–102.

Jan 9, 2023, 4:45 PM

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I am unsure which stories touched me more, as I can see myself in every situation. For example, the doctor that accidentally administered the wrong blood due to inadequate onboarding processes could have easily avoided the mistake had he been familiar with the hospital’s procedures (Institute for Healthcare Improvement, n.d.). As many patients, including myself, have fallen victim to medical errors, we must begin to review the process (Institute for Healthcare Improvement, n.d.). Unfortunately, I am not optimistic when it comes to the nursing population, as it is likely that some will find it better to gloat about a colleague’s errors rather than focus on fixing the situation. However, the IHI curriculum pilot example shows that this process is ineffective in increasing patient safety but adds to the takeaways from the IHI lesson. The lesson examples that addressing errors systematically is the best approach (Institute for Healthcare Improvement, n.d.).

However, the assignment asks us to review the posted articles and provide a synopsis relevant to the topic; in this aspect, we know that ordering unnecessary labs increases costs (Haley & Fritz, 2019). In this case, simply empowering the nurses to assess and clinical judgment skills to assess residents for Urinary Tract Infections showed promise in reducing the orders for urine cultures (Haley & Fritz, 2019).

References

Haley, T., & Fritz, S. (2019). Treat the resident, not the urine: Using patient safety to reduce urinary tract infections and overuse of urine culture in long term care. American Journal of Infection Control, 47(6), S8. https://doi.org/10.1016/j.ajic.2019.04.148

Institute for Healthcare Improvement. (n.d.). Improving Health and Health Care Worldwide | IHI – Institute for Healthcare Improvement. https://my.ihi.org/

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