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NURS FPX 4900 Assessing the Health 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-451VN Characteristics of Performance-Driven Team in Nursing Example

Discussion 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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NURS FPX 4020 Improvement Plan In-Service Presentation Example

NURS 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 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.

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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NRS 434NV Health Illness Continuum Nursing Essay Example

Assignment 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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