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NURS FPX 4060 Nursing Health Promotion Plan Example Essay

NURS FPX 4060 Assessment 1 – Health Promotion Plan Assignment

NURS FPX 4060 Assessment 1 – Health Promotion Plan Assignment Brief

Overview:

The Health Promotion Plan assignment is designed to provide nursing students with the opportunity to develop and implement a comprehensive health promotion strategy targeting a specific health concern within their community. This assignment involves writing a community health needs assessment report on a clinical learning experience focused on health promotion, addressing critical elements such as who, what, when, where, and why. The goal is to strengthen the student’s understanding of planning and engaging individuals or groups in a health promotion initiative.

Understanding Assignment Objectives:

Analyzing Community Health Concerns:

• Identify a specific health concern within your community.
• Analyze underlying assumptions and points of uncertainty related to the chosen health concern.
• Consider factors contributing to health, health disparities, and access to services.

Proposing Health Promotion Strategies:

• Explain the importance of the chosen health concern for health promotion within a specific population.
• Establish agreed-upon health goals in collaboration with potential participants.
• Propose health promotion strategies to address the identified health concern.

Applying Professional Communication Strategies:

• Develop a health promotion plan that includes clear, concise, and logically coherent content.
• Apply professional, scholarly communication strategies adhering to APA formatting requirements.
• Engage in effective interpersonal communication to negotiate individual or group participation.

The Student’s Role:

As a nursing student, your role is to actively engage in the following tasks:

Selecting a Health Concern:

• Choose a specific health concern within your community.
• Investigate the chosen health concern and identify evidence-based health improvement practices.

Identifying Populations Affected:

• Determine populations potentially affected by the health concern.
• Explain why addressing this health concern is crucial for health promotion.

Planning a Health Promotion Session:

• Develop a health promotion plan spanning 4-5 pages, addressing critical elements such as who, what, when, where, and why.
• Enlist the participation of an individual or group in an educational session about the chosen health concern.
• Collaborate with participants to establish agreed-upon health goals.

Applying Professional Communication:

• Write the health promotion plan with a specific purpose and audience in mind.
• Utilize professional, scholarly communication strategies and adhere to APA formatting requirements.

Participant Recruitment:

• Identify an individual or group among the affected population willing to participate in the educational session.
• Research and document their potential learning needs and health promotion goals.
• Secure agreement, meet with the individual or group, and collaborate in setting expectations for session outcomes.

Documenting and Supporting Evidence:

• Include a separate section in the plan identifying participants and their contact information.
• Support your health promotion plan with at least three credible sources, such as peer-reviewed articles, course study resources, and Healthy People 2020 resources.

Detailed Assessment Instructions for the NURS FPX 4060 Nursing Health Promotion Plan Example Assignment

Develop a health promotion plan, 3-4 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.

For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.

Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

Demonstration of Proficiency

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

Competency 1: Analyze health risks and health care needs among distinct populations.

Analyze a community health concern that is the focus of a health promotion plan.

Competency 2: Propose health promotion strategies to improve the health of populations.

Explain why a health concern is important for health promotion within a specific population.

Establish agreed-upon health goals in collaboration with participants.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:

Bullying.

Medication reconciliation to prevent readmission.

Individual or family disaster preparedness.

Medication safety.

Home safety.

Depression management.

Fall prevention.

Pain management.

Immunizations.

Heart disease prevention (high blood pressure, stroke, heart failure).

Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

Complete the Vila Health: Effective Interpersonal Communications simulation.

Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.

Review the MacLeod article, “Making SMART Goals Smarter.”

Instructions

Complete this assessment in two parts.

Part 1: Health Promotion Plan

Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.

Part 2: Individual or Group Activity Participant Recruitment

Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.

Contact the selected individual or group and secure their agreement to participate in the educational session.

Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.

Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.

Document Format and Length

Your health promotion plan should be 3–4 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze the health concern that is the focus of your health promotion plan.

Consider underlying assumptions and points of uncertainty in your analysis.

Explain why a health concern is important for health promotion within a specific population.

Examine current population health data.

Consider the factors that contribute to health, health disparities, and access to services.

Establish agreed-upon health goals in collaboration with participants.

Write clearly and concisely in a logically coherent and appropriate form and style.

Write with a specific purpose and audience in mind.

Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

NURS FPX 4060 Nursing Health Promotion Plan Example Essay

Introduction

Immunization is a significant public health concern, and it’s the main focus of our health promotion plan. It’s a crucial strategy for preventing various diseases, especially for kids. Getting children vaccinated is important as it reduces the chances of them getting sick with different illnesses later in life (Hussain et al., 2022). Our plan aims to tackle important obstacles in making sure that kids get all their immunizations. Specifically, we’re looking at the gaps in knowledge and attitudes that parents might have about vaccinating their children. Parents need to understand why childhood vaccines are important to make sure their kids are fully protected. By doing this, we hope to significantly lower the number of childhood diseases. We acknowledge that there are some assumptions and uncertainties in our plan. For example, some parents might ignore medical advice because of cultural beliefs or personal opinions, which could make our plan challenging. To handle this, we’ll use methods that respect different cultures when sharing information, and we’ll address individual concerns. But, the success of our plan really depends on parents and guardians being willing to take part and cooperate in the community (Burnett et al., 2020).

Health Concern Analysis: Significance of Immunization and Health Promotion Plan

The importance of immunization for a specific group of people is very significant and plays a crucial role in promoting health. Immunization is essential for preventing infectious diseases and contributes a lot to the overall health of the population (Tan et al., 2022). It becomes even more important in addressing health disparities among different segments of the population. People in lower-income groups, racial and ethnic minorities, and those without proper insurance often have lower immunization rates, leading to more cases of diseases that could have been prevented by vaccines (Matta et al., 2020). Globally, there’s a big concern about not everyone having access to vaccines. The World Health Organization reported in 2019 that nearly 20 million infants worldwide don’t have access to necessary vaccines (WHO, 2021). This lack of access is because of different reasons like how much money people have, where they live, and if there are enough healthcare facilities available. So, implementing a health promotion plan that focuses on immunization for a specific population has the potential to increase vaccine coverage, reduce health inequalities, and improve the overall health of the community (Scobie et al., 2020). In the context of Detroit, Michigan, financial hardships and limited healthcare access pose significant barriers to timely immunizations for children in low-income minority families.

Health Promotion Plan

In our effort to promote health among low-income minority families in Detroit, Michigan, we recognize the crucial need for a targeted approach to immunization. This community faces financial challenges and limited access to healthcare, making it essential for us to intervene and provide focused support. Take, for instance, a single African-American mother in Detroit who works multiple jobs to support her family. Her busy schedule and lack of transportation make it challenging to get timely immunizations for her two children. This real-life situation highlights the significant hurdles the community faces.

To address these challenges, we’ve carefully planned a health promotion strategy consisting of four bi-weekly sessions. Each session, lasting 1.5 hours, is designed to comprehensively tackle the various obstacles experienced by these families. We’ll cover important topics, including the importance of vaccines and their proper scheduling, dispelling common myths, insights into accessing affordable healthcare resources, understanding potential side effects, and finding ways to overcome logistical barriers.

To measure the effectiveness of our efforts, we’ll use pre- and post-session quizzes, foster group discussions, and incorporate practical exercises. Continuous feedback will be actively encouraged to tailor our content to the specific needs of participants, ensuring successful knowledge absorption.

Participant Recruitment: Understanding the Diversity of Individuals Involved

The specific group we’re targeting with this health promotion initiative, which is all about immunization, consists of low-income, minority families living in Detroit, Michigan, USA. Our main focus is on actively engaging single African-American mothers who play a crucial role in the local community and handle multiple jobs to support their families. These moms come from different types of households, some being single-parent setups, while others have two parents. What they all share is facing financial challenges and limited access to healthcare due to lower income levels and limited education. Despite these obstacles, their dedication to their families is unwavering. The health promotion plan aims to empower these individuals by addressing their specific challenges related to childhood immunization.

Collaborative Health Objectives

The health promotion plan incorporates SMART goals developed collaboratively with participants to address immunization challenges:

• Schedule Coordination: Participants will recognize the impact of busy work schedules and limited transportation options on their children’s immunization rates. They will identify at least three strategies to coordinate immunization appointments effectively and overcome transportation barriers within the context of their unique challenges.
• Myth Dispelling: Participants will list three common misconceptions about vaccines that might contribute to hesitancy in their community. They will formulate concise responses to address these myths when discussing immunizations with peers and family members, tailoring messages to various educational levels.
• Access to Resources: Participants will identify two local healthcare resources offering affordable immunization options for their children. They will outline a practical plan to utilize these resources, considering financial constraints and scheduling challenges, ensuring timely vaccinations.
• Personalized Immunization Calendar: Participants will create a personalized immunization calendar for their children, incorporating reminders and considering the particular hurdles they face. They will establish a support network among themselves, leveraging community connections to overcome logistical barriers and ensure all children receive necessary vaccinations on time.

Conclusion

In conclusion, the health promotion plan focuses on addressing the specific needs of low-income, minority families in Detroit, Michigan, with an emphasis on childhood immunizations. The plan aims to achieve specific, measurable, achievable, relevant, and time-bound goals, leading to healthier families, reduced disease spread, and an overall healthier community. Strategic investments in immunization campaigns can help eliminate healthcare barriers and improve health outcomes for this marginalized population.

References

Burnett, E., Parashar, U. D., & Tate, J. E. (2020). Global impact of rotavirus vaccination on diarrhea hospitalizations and deaths among children <5 years old: 2006-2019. The Journal of Infectious Diseases, 222(10). https://doi.org/10.1093/infdis/jiaa081

Hussain, A., Zahid, A., Malik, M., Ansari, M., Vaismoradi, M., Aslam, A., Hayat, K., Gajdács, M., & Jamshed, S. (2021). Assessment of parents’ perceptions of childhood immunization: A cross-sectional study from Pakistan. Children, 8(11), 1007. https://doi.org/10.3390/children8111007

Matta, P., El Mouallem, R., Akel, M., Hallit, S., & Fadous Khalife, M.-C. (2020). Parents’ knowledge, attitude and practice towards children’s vaccination in Lebanon: Role of the parent-physician communication. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09526-3

Scobie, H. M., Edelstein, M., Nicol, E., Morice, A., Rahimi, N., MacDonald, N. E., Carolina Danovaro-Holliday, M., & Jawad, J. (2020). Improving the quality and use of immunization and surveillance data: Summary report of the working group of the strategic advisory group of experts on immunization. Vaccine, 38(46), 7183–7197. https://doi.org/10.1016/j.vaccine.2020.09.017A

Tan, S. H. X., Cook, A. R., Heng, D., Ong, B., Lye, D. C., & Tan, K. B. (2022). Effectiveness of BNT162b2 vaccine against omicron in children 5 to 11 Years of Age. New England Journal of Medicine, 387(6), 525–532. https://doi.org/10.1056/nejmoa2203209

World Health Organization. (2021). Immunization coverage. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/immunization-coverage

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NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Example

NURS FPX 4900 Assessment 4 – Patient, Family, or Population Health Problem Solution

NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Brief

Course: NURS-FPX 4900: Capstone Project for Nursing

Assignment Title: Assessment 4 – Patient, Family, or Population Health Problem Solution

Understanding Assignment Objectives:

In this assignment, your primary objective is to develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. The aim is to create an intervention plan that incorporates collaboration, technology, family involvement, and community resources. The solution should be relatable, tailored, and integrated, considering not only the physical aspects of the disease or condition but also emphasizing emotional well-being.

The Student’s Role:

As the student, your task is to propose an intervention plan that is both effective and relatable, considering the unique needs of the patient. The intervention should be a blend of professional collaboration, parental engagement, technological tools, and community resources.

Detailed Assessment Instructions for the NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention. Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4. Introduction In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem. Preparation In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following: • Creating an educational brochure. • Producing an educational voice-over PowerPoint presentation or video focusing on your topic. • Creating a teaching plan for your patient, family, or group. • Recommending work process or workflow changes addressing your topic. Plan to spend at least 3 direct practicum hours working with the same patient, family, or group. In addition, you may wish to complete the following: • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed. • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence. Instructions Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval. Part 1 Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources. Incorporate relevant aspects of the following considerations that shaped your understanding of the problem: • Leadership. • Collaboration. • Communication. • Change management. • Policy. • Quality of care. • Patient safety. • Costs to the system and individual. • Technology. • Care coordination. • Community resources. Part 2 Submit your proposed intervention to your faculty for review and approval. In a separate written deliverable, write a 5–7 page analysis of your intervention. • Summarize the patient, family, or population problem. • Explain why you selected this problem as the focus of your project. • Explain why the problem is relevant to your professional practice and to the patient, family, or group. In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, 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 the role of leadership and change management in addressing the problem. o Explain how leadership and change management strategies influenced the development of your proposed intervention. o Explain how nursing ethics informed the development of your proposed intervention. o Include a copy of the intervention/solution/professional product. • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem. o Identify the patient, family, or group. o Discuss the benefits of gathering their input to improve care associated with the problem. o Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes. • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention. o Cite the standards and/or policies that guided your work. o Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem. • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. o Cite evidence from the literature that supports your conclusions. o Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual. • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem. o Cite evidence from the literature that supports your conclusions. • Write concisely and directly, using active voice. • Apply APA formatting to in-text citations and references. Additional Requirements • Format: Format the written analysis of your intervention 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 the role of leadership and change management in addressing a patient, family, or population health problem. • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. o Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes. o Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health 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 guided the development of a proposed intervention. • Competency 6: Collaborate interprofessionally to improve patient and population outcomes. o Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. • Competency 8: Integrate professional standards and values into practice. o Write concisely and directly, using active voice. o Apply APA formatting to in-text citations and references.

NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Example

This capstone project thoroughly explores a detailed intervention plan created to address the urgent health issue of clinical obesity in a 10-year-old patient named John. The significance of this matter arises from the serious health consequences that childhood obesity can pose, affecting not just John’s current health but also his long-term well-being. Obesity is a complex health problem that can lead to severe issues, including type 2 diabetes, cardiovascular diseases, and psychological disorders. Additionally, there is a notable obesity epidemic in modern society, demanding quick and effective intervention from healthcare professionals. The proposed intervention, guided by strong leadership, effective change management practices, and a strict adherence to nursing ethics, aims to provide a comprehensive solution to manage John’s obesity. The primary goal is to reduce the health risks linked with John’s condition, thereby enhancing his overall quality of life.

Leadership, Change Management, and Ethics in the Obesity Management Intervention

Leadership plays a crucial role in addressing health challenges such as John’s clinical obesity. In this context, effective leadership involves setting a clear goal for John’s health improvement, defining specific objectives, and mobilizing resources for the intervention. Specifically, our focus for John includes creating a physical activity plan and nutritional intervention program. Leaders act as a bridge between the healthcare team and the patient, ensuring smooth coordination of the intervention. They foster an environment for team members to contribute insights, leading to a personalized, patient-centered intervention aligned with patients’ health goals and capacities (Hitch et al., 2020).

Simultaneously, change management is integral to facilitate a seamless transition for the patient. In John’s case, specific lifestyle changes were made. Change management strategies in healthcare involve clearly articulating information related to the proposed change, providing necessary resources, such as training for nursing staff, and establishing a system for continuous monitoring and assessment of the intervention’s progress (Sung & Kim, 2021).

The intervention’s development was strongly guided by a moral commitment to nursing ethics, encompassing beneficence, non-maleficence, autonomy, and justice. Autonomy is crucial, involving John and his family in decisions about the intervention to ensure their understanding and consent. A detailed presentation about the health condition is prepared to provide necessary information for decision-making. The principle of beneficence guides the selection of intervention methods benefiting John’s health, such as the physical activity program and dietary changes. Non-maleficence ensures careful monitoring to prevent harm, emphasizing the safe implementation of dietary changes and physical activity (Varkey, 2021).

Strategies for Effective Communication and Collaboration

Effective communication and collaboration are crucial in supporting our patient, 10-year-old John, who is dealing with clinical obesity. His support system includes his parents and primary school teachers. When communicating with a ten-year-old like John, it’s essential to use clear and simple language that is suitable for his age, culture, and understanding.

Involving John and his family in managing and treating the health condition has several benefits. It improves adherence to proposed interventions, raises awareness about the seriousness of the issue, and creates a supportive environment for the behavioral changes needed to manage John’s condition. Following best-practice strategies from current literature, here are some effective communication and collaboration approaches:

• Active Participation: Involving John in planning and executing his care plan promotes ownership, maintenance, and adherence to healthier behaviors (Luig et al., 2019).
• Family-based Interventions: Dealing with obesity requires efforts from the whole family. Collaborative family sessions can help enhance understanding and commitment to healthier meal choices, reduce sedentary time, and increase physical activity (Varagiannis et al., 2021).
• School Collaboration: Collaborating with school professionals such as counselors, teachers, and physical trainers increases John’s exposure to consistent health messages (Luig et al., 2019). This creates a positive environment that encourages better health decisions.

Guided Intervention: Child Obesity and Policy-Driven Strategies

The proposed intervention for addressing John’s clinical obesity is shaped by various state board nursing practice standards and relevant policies from organizations and government bodies. Specifically, the California Board of Registered Nursing (BRN) has a standard on patient advocacy (Standard IV) emphasizing effective communication, active collaboration, and thorough patient education. These elements from the BRN standard are essential in shaping the proposed intervention, ensuring appropriate engagement of John and his family and fostering continuous collaboration among his caregivers (Nsiah et al., 2019).

In addition to the nursing practice standard, the Affordable Care Act (ACA) has played a significant role in influencing the development of the intervention. The ACA supports early intervention and prevention programs for childhood obesity. Its provisions for Preventive Health Services highlight the importance of regular health evaluations and dietary counseling for children at risk of obesity, aspects that have been integrated into John’s intervention. For instance, a study by Smith et al. (2020) demonstrated that implementing child health interventions based on the ACA’s preventive perspective led to meaningful weight outcomes.

Furthermore, the World Health Organization’s (WHO) Global School Health Initiative has advocated for school involvement in addressing health issues, guiding our collaboration strategy with John’s school. Another study by Yuksel et al. (2020) confirmed positive behavioral changes and weight control in students when school-based intervention methods recommended by WHO were adopted. Hence, these nursing standards and health policies have played a crucial role in shaping the intervention. By adopting these proven best practices for addressing childhood obesity, we aim to bring about positive changes in John’s situation.

Improving Care Quality, Patient Safety, and System Costs

The proposed intervention for addressing John’s obesity involves a two-fold approach: increasing physical activity and improving nutritional habits. These measures aim to enhance the quality of care, ensure patient safety, and reduce costs. Recent research, such as the study by Cordellat et al. (2020), emphasizes the positive impact of regular physical activity and dietary changes on pediatric health outcomes. This approach not only improves cardiometabolic health but also contributes to optimal fat-free mass, bone health, and mental well-being in obese children. Combining dietary and physical activity interventions provides comprehensive, personalized care tailored to meet John’s needs and promote long-term health benefits.

The well-established link between obesity and diseases like diabetes, cardiovascular issues, and metabolic syndrome underscores the importance of early interventions. Addressing obesity through dietary and physical activity measures in childhood is crucial to limit the risk of associated diseases and ensure a safer health trajectory. Early interventions, like the proposed one, contribute to weight reduction and help mitigate health risks, thereby enhancing patient safety. They significantly reduce the likelihood of obesity-related diseases in adulthood, as supported by findings from Heffron et al. (2020).

From an economic perspective, obesity imposes a substantial financial burden on individuals and healthcare organizations, affecting both direct and indirect medical costs. This burden extends to productivity losses. Mitigating obesity risk early in life through increased physical activity and nutrition therapy can substantially reduce both health and economic burdens. Childhood interventions are cost-effective, preventing the onset of obesity-related illnesses and reducing individual and system-wide healthcare costs. Data, including benchmark information from sources like the Centers for Disease Control and Prevention (CDC), not only guide quality care measures and safety standards for addressing pediatric obesity but also offer insights into the direct and indirect costs of obesity, providing a framework for cost-saving initiatives.

Incorporating Technology, Care Coordination, and Community Resources

Technology has become a valuable asset in addressing health conditions like obesity. In a study by Houser et al. (2019), the effectiveness of telehealth-supported interventions in pediatric weight management was highlighted. These interventions use technology to provide healthcare from a distance, proving beneficial in managing obesity among children. Mobile applications play a role in promoting physical activities and monitoring calorie intake, while wearable activity-tracking devices are useful in tracking daily activities and encouraging lifestyle changes.

Care coordination is a crucial element in the fight against obesity. A patient-centered approach involving a coordinated team of health professionals, including dietitians, physical activity specialists, and psychologists, has shown success in weight management interventions, as suggested by Osmundsen et al. (2019).

Community resources play a significant role in mitigating obesity. After-school programs centered in the community can promote physical activity as both a preventive measure and a means of managing obesity. Public parks, community gardens, and local wellness initiatives contribute to creating an environment that encourages healthy behaviors and supports obesity management.

The combination of technology, care coordination, and community resources presents a comprehensive approach to managing childhood obesity. Integrating these interventions, as supported by existing literature, offers a promising strategy to effectively address the challenge of childhood obesity.

Conclusion

In summary, this capstone project paper took a comprehensive approach to address the urgent health issue of clinical obesity in children, with a specific focus on young John. The intervention involved collaboration among professionals, active participation of parents, and the use of technology to create a personalized and all-encompassing health plan. Mobile health apps, for instance, played a crucial role in helping John track his progress and adopt healthier habits. The integration of various healthcare professionals ensured the delivery of a complete health program. The involvement of John’s family was vital in creating a supportive environment for the successful implementation of this program. Community resources added an additional layer of support, providing opportunities for John to engage in physical activities and receive nutritional guidance. Central to this approach was the recognition of John’s unique needs and aspirations, highlighting a personalized, humanized, and integrated method to address health challenges. Beyond addressing the physical aspects of obesity, the focus extended to creating an inclusive intervention that considered John’s emotional well-being and his personal journey toward better health.

References

Cordellat, A., Padilla, B., Grattarola, P., García-Lucerga, C., Crehuá-Gaudiza, E., Núñez, F., Martínez-Costa, C., & Blasco-Lafarga, C. (2020). Multicomponent exercise training and nutritional counselling improve physical function, biochemical and anthropometric profiles in obese children: A pilot study. Nutrients, 12(9), 2723. https://doi.org/10.3390/nu12092723

Heffron, S. P., Parham, J. S., Pendse, J., & Alemán, J. O. (2020). Treatment of obesity in mitigating metabolic risk. Circulation Research, 126(11), 1646–1665. https://doi.org/10.1161/circresaha.119.315897

Hitch, D., Pazsa, F., & Qvist, A. (2020). Clinical leadership and management perceptions of inpatients with obesity: An interpretative phenomenological analysis. International Journal of Environmental Research and Public Health, 17(21). https://doi.org/10.3390/ijerph17218123

Houser, S., Joseph, R., Puro, N., & Burke, D. (2019). Use of technology in the management of obesity: A literature review. Perspectives in Health Information Management, 16(Fall). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6931046/

Luig, T., Elwyn, G., Anderson, R., & Campbell-Scherer, D. L. (2019). Facing obesity: Adapting the collaborative deliberation model to address a complex long-term problem. Patient Education and Counseling, 102(2), 291–300. https://doi.org/10.1016/j.pec.2018.09.021

Nsiah, C., Siakwa, M., & Ninnoni, J. P. K. (2019). Registered nurses’ description of patient advocacy in the clinical setting. Nursing Open, 6(3), 1124–1132. https://doi.org/10.1002/nop2.307

Osmundsen, T. C., Dahl, U., & Kulseng, B. (2019). Enhancing knowledge and coordination in obesity treatment: A case study of an innovative educational program. BMC Health Services Research, 19(1). https://doi.org/10.1186/s12913-019-4119-9

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 organisational innovation: Focusing on the mediating effect of members’ innovative behaviour. Sustainability, 13(4), 2079. https://doi.org/10.3390/su13042079

Varagiannis, P., Magriplis, E., Risvas, G., Vamvouka, K., Nisianaki, A., Papageorgiou, A., Pervanidou, P., Chrousos, G. P., & Zampelas, A. (2021). Effects of three family-based interventions in overweight and obese children: The “4 your family” randomised controlled trial. Nutrients, 13(2), 341. https://doi.org/10.3390/nu13020341

Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical Principles and Practice, 30(1), 17–28. https://doi.org/10.1159/000509119

Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347

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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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