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NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Assessment 2 Biopsychosocial Population Health Policy Proposal

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Assignment Brief

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

Assignment Title: Biopsychosocial Population Health Policy Proposal

Assignment Overview:

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

Understanding Assignment Objectives:

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

Assignment Components:

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

The Student’s Role:

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

You Can Also Check Other Related Assessments:

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

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

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

Introduction

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

Policy and Guidelines Proposal

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

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

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

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

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

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

Advocating for the Proposed Policy

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

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

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

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

Interprofessional Approach

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

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

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

Addressing Knowledge Gaps

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

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

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

Conclusion

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

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SHOW LESS

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

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

CONTEXT:

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

Questions to Consider:

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

SHOW LESS

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

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

Scenario

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

Instructions

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

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

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

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

Additional Requirements

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

Grading Rubric:

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

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

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

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

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

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

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

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

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

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

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NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Assessment 6 Practicum and MSN Reflection

NURS FPX 6025 Practicum and MSN Reflection Paper Assignment Brief

Assignment Title: Assessment 6 Practicum and MSN Reflection Paper

Course: NURS FPX 6025 MSN Practicum

Assignment Overview:

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

The Student’s Role:

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

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

Practicum and MSN Reflection

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

Analyzing the MSN Journey

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

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

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

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

Expanded Career Opportunities

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

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

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

Reflection on Practicum Experience Including Accomplishments and Challenges

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

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

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

Completion of Hours

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

Conclusion

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

References

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

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

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

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

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

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

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

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

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

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

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NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Assessment 4 Practicum and Technological Changes

NURS FPX 6025 Practicum and Technological Changes Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Practicum Experience and Technological Advancements

Assignment Overview:

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

Understanding Assignment Objectives:

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

Student’s Role:

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

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

Introduction

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

Impact of Evolving Technology and Trends

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

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

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

Challenges and Considerations

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

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

Reflection on Practicum Experience

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

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

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

Completion of Hours

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

Conclusion

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

References

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

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

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

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

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

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

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

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

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NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Assessment 2 Practicum and Experience Reflection

NURS FPX 6025 Practicum and Experience Reflection Assignment Brief

Assignment Title: Assessment 2 Practicum and Experience Reflection

Course: NURS FPX 6025 MSN Practicum

Assignment Overview:

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

Understanding Assignment Objectives:

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

The Student’s Role:

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

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Experience Reflection Example

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

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

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

The Role of the Preceptor

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

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

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

Goals and Objectives

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

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

Completion of Hours

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

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

References

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

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

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

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

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

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

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Leverage the expertise of professionals who are attuned to the latest trends and changing dynamics in nursing. A well-structured nursing practicum project not only contributes to your academic success but also aids in reshaping the healthcare system. Professionals guide you through challenging tasks like literature reviews, ensuring effective communication and decision-making on relevant and interesting topics.

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NURS FPX 6021 Change Strategy and Implementation Essay Example

NURS FPX 6021 Assessment 2 Change Strategy and Implementation

Assignment Brief: NURS FPX 6021 Change Strategy and Implementation Assessment

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

Assignment Title: Assessment 2 Change Strategy and Implementation in Nursing

Assignment Overview:

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

Understanding Assignment Objectives:

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

The Student’s Role:

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

You Can Also Check Other Related Assessments:

NURS FPX 6021 Concept Map Nursing Example

NURS FPX 6021 Quality Improvement Presentation Poster Example

NURS FPX 6021 Change Strategy and Implementation Essay Example

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

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

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

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

Change Strategies

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

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

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

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

Expected Outcomes

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

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

Conclusion

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

References

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

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

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

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

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

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

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

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

Description

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

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

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

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

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