nurs-fpx 4900

Paper Title: Up to 12 Words or Two Lines [Blank line] Author First M Last Institution Name Course Number: Course Name Instructor Name Due Date Present your approved intervention to the patient, family, or group and record a 10–15 minute video reflection on your practicum experience this needs to be on a 7page script, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career. Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Part 1 Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Use the Intervention Feedback Form: Assessment 5 [PDF] Download Intervention Feedback Form: Assessment 5 [PDF]as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video. Intervention Feedback Form Assessment 4 Note: Please include this feedback in your capstone video. You do not have to submit the completed feedback form; it’s simply a guide to help you capture patient, family, or group feedback about your intervention. 1. Meeting date(s). Meeting times took place on the following dates visit 1 Jan 7 th sunday, visit 2 Jan 10th wednesday, visit 3 Jan 14th sunday, visit 4 Jan 17th Wednesday, visit 5 Jan sunday 21 2. Length of the meeting(s) (in hours). Visit 1 was 2 hours, visit 2 was 2 hours, visit 3 was 2 hours, visit 4 was 2 hours and visit 5 was the final visit and lasted 3 hours. 3. Location(s) of the meeting(s). Each meeting was at Nina and Jesus D residence under supervision of my clinical preceptor Kimberly Moore 4. Describe the problem you were addressing. The problem being addressed revolves around the complex medical needs and care decisions of Nina, an 84-year-old woman diagnosed with a cancerous mass in her colon. Nina’s medical history includes hypertension, type 2 diabetes, anxiety, and depression, further complicating her condition. Despite initial success with surgery to remove the cancerous mass, the tumor returned, causing significant weight loss and loss of appetite. The primary challenge lies in managing Nina’s advanced illness and determining the most appropriate course of care. With the recurrence of the tumor, Nina faces difficult decisions regarding further treatment options and quality of life considerations. The decision to transition to hospice care reflects the need to prioritize comfort measures and symptom management while maintaining dignity and maximizing her remaining time. Addressing this problem involves navigating complex medical decisions, coordinating care among healthcare providers, and ensuring that Nina’s physical, emotional, and spiritual needs are met during this challenging time. It also involves supporting Nina’s family and caregivers as they navigate the emotional and practical aspects of her care. Ultimately, the goal is to provide compassionate, patient-centered care that honors Nina’s wishes, optimizes her comfort, and fosters a sense of peace and support for her and her loved ones throughout the end-of-life journey. • 5. Why was this a problem for the patient, family, or group? Complex Medical History: Nina’s medical history includes multiple chronic conditions such as hypertension, diabetes, anxiety, and depression, which complicate her overall health management and treatment decisions. • Cancer Diagnosis and Recurrence: Nina’s diagnosis of a cancerous mass in her colon represents a significant health challenge. The recurrence of the tumor after initial treatment adds complexity and uncertainty to her medical prognosis. • Physical and Emotional Impact: Nina’s experience of significant weight loss and loss of appetite following surgery reflects the physical toll of her illness. These changes not only affect her physical health but also impact her emotional well-being and quality of life. • Decision-Making Burden: Nina and her family face difficult decisions regarding further treatment options and end-of-life care. Balancing the desire for lifeprolonging interventions with considerations of comfort and quality of life can be emotionally challenging and ethically complex. • Transition to Hospice Care: The decision to transition to hospice care signifies a significant shift in Nina’s treatment approach and necessitates comprehensive support for symptom management, emotional well-being, and end-of-life care preferences. • Financial and Insurance Considerations: The cost of care, including medications, hospitalizations, and hospice services, may present financial burdens for Nina and her family, particularly if certain treatments or services are not covered by insurance. 6. What was your intervention? Create an education brochure 7. How will the patient, family, or group apply the intervention? Use the information provided in the brochure better provide information and quick guides to education for the patient family and friends 8. How often will the intervention be used and under what circumstances? Using an educational brochure can be highly beneficial in Nina’s circumstances for several reasons: • Information Accessibility: The brochure can provide clear, concise information about Nina’s medical condition, treatment options, and end-of-life care considerations. This empowers Nina and her family to make informed decisions about her care. • Clarifying Complex Concepts: Medical terminology and treatment options can be confusing and overwhelming. The brochure can simplify complex concepts, explaining them in layperson’s terms, making it easier for Nina and her family to understand. • Facilitating Decision-Making: The brochure can outline the pros and cons of different treatment options, including the benefits and potential risks. This helps Nina and her family weigh their options and make decisions aligned with Nina’s goals and values. • Addressing Emotional Needs: Facing a cancer diagnosis and transitioning to hospice care can evoke strong emotions. The brochure can provide emotional support and validation by acknowledging common feelings and offering coping strategies for both Nina and her family members. • Resource Navigation: The brochure can include information about support services, community resources, and additional sources of assistance. This helps Nina and her family navigate the healthcare system and access the support they need throughout Nina’s journey. • Promoting Communication: The brochure can serve as a catalyst for open and honest communication between Nina, her family, and healthcare providers. It can encourage discussions about goals of care, end-of-life wishes, and any concerns or questions they may have. • Continued Reference: Nina and her family can refer back to the brochure for guidance and reassurance as they navigate the complexities of her illness and care. It serves as a valuable resource throughout their journey. 9. How easy was it for the patient, family, or group to use the intervention? Clarity and Accessibility: If the brochure is well-designed, with clear language, organized content, and relevant visuals, it enhances ease of use for Nina and her family. Complicated medical jargon or unclear explanations could hinder comprehension and utility. • Availability and Distribution: Ensuring that the brochure is readily available and distributed to Nina, her family, and caregivers at appropriate times facilitates its use. Accessibility to the brochure when needed, such as during healthcare appointments or discussions about treatment options, enhances its effectiveness. • Support and Guidance: Providing guidance on how to effectively utilize the information within the brochure can improve its usability. Healthcare providers or support staff can offer explanations, answer questions, and facilitate discussions based on the content of the brochure, enhancing its relevance and usefulness. • Cultural and Linguistic Considerations: If the brochure is culturally sensitive and available in languages spoken by Nina and her family, it increases its accessibility and ease of use. Language barriers or cultural differences could impede comprehension and utilization of the information provided. • Feedback and Iteration: Soliciting feedback from Nina, her family, and caregivers regarding the usefulness and effectiveness of the brochure allows for iterative improvements. Incorporating suggestions for enhancements based on user experiences can optimize the intervention’s utility over time. • 10. Describe any challenges associated with the patient, family, or group’s use of the intervention. Complexity of Information: Healthcare information can be complex, and condensing it into a brochure format while maintaining accuracy and clarity can be challenging. Ensuring that the content is understandable and actionable for the target audience requires careful consideration. • Limited Space: Brochures typically have limited space, which can restrict the amount of information that can be included. Prioritizing essential information and striking a balance between brevity and comprehensiveness is essential but can be difficult. • Health Literacy Levels: Patients and their families may have varying levels of health literacy, making it challenging to create a brochure that is accessible to all. Using plain language and avoiding medical jargon can help mitigate this challenge but may still not address all literacy levels adequately. • Cultural Sensitivity: Brochures should be culturally sensitive and inclusive to ensure that they resonate with diverse patient populations. Failure to consider cultural nuances and preferences may lead to misunderstandings or reluctance to engage with the material. • Visual Design: The visual design of the brochure plays a crucial role in capturing the reader’s attention and facilitating information retention. However, designing visually appealing and engaging brochures requires expertise and resources. • Distribution and Accessibility: Ensuring that the brochure reaches the intended audience and is readily accessible when needed can be challenging. Limited distribution channels or lack of awareness about the brochure’s availability may hinder its effectiveness. • Updating and Maintenance: Healthcare information evolves over time, and brochures may become outdated. Regular updates and maintenance to reflect current evidence-based practices and guidelines are necessary but require dedicated resources and effort. • 11. Were instructions necessary? Yes, the family needed teaching on the use of a brochure 12. What did the patient, family, or group say about using the intervention? They showed appreciation for having it, also if they could get updated ones from time to time with relevant information 13. Was the intervention helpful? Understanding and Clarity: Did Nina and her family find the information in the brochure clear, understandable, and relevant to their needs? Did it help them better understand Nina’s medical condition, treatment options, and end-of-life care considerations? • Empowerment and Decision-Making: Did the brochure empower Nina and her family to actively participate in healthcare decision-making? Did it facilitate discussions with healthcare providers and support them in making informed choices about Nina’s care? • Emotional Support: Did the brochure provide emotional support and validation for Nina and her family during a challenging time? Did it address their emotional needs, coping strategies, and support resources effectively? • Communication and Collaboration: Did the brochure improve communication and collaboration between Nina, her family, and healthcare providers? Did it serve as a useful tool for discussing treatment options, concerns, and preferences during medical appointments? • Practical Utility: Did the information provided in the brochure translate into practical actions and decision-making regarding Nina’s care? Did it help Nina and her family navigate the healthcare system and access support services effectively? • Feedback and Improvement: Was feedback solicited from Nina, her family, and healthcare providers regarding the brochure’s usefulness and effectiveness? Were suggestions for improvement considered and implemented to enhance the intervention’s impact? 14. How will the patient, family, or group continue to use the intervention? Regular Reference: Keeping the brochure easily accessible in a convenient location allows family members to refer back to it whenever they have questions, concerns, or need clarification about Nina’s condition, treatment, or care options. • Discussion Guide: Using the brochure as a guide during discussions with healthcare providers can help family members articulate their questions, communicate their preferences, and actively participate in decision-making regarding Nina’s care. • Update and Refresh: If new information becomes available or Nina’s care plan changes, the family can update the brochure accordingly to ensure that it remains accurate and relevant to Nina’s current situation. • Education and Support: Sharing the brochure with other family members, friends, or caregivers involved in Nina’s care can help educate them about Nina’s condition and treatment plan, fostering a supportive network around her. • Empowerment and Advocacy: Empowering family members with knowledge and information from the brochure enables them to advocate for Nina’s needs, preferences, and quality of care effectively within the healthcare system. • Reflection and Review: Periodically reviewing the brochure together as a family allows for reflection on Nina’s journey, reassessment of goals of care, and discussion of any changes or updates needed to her care plan. • Feedback and Improvement: Providing feedback to healthcare providers about the brochure’s usefulness, effectiveness, and areas for improvement ensures that future iterations better meet the needs of patients and families in similar situations. 15. Explain how the intervention positively or negatively affected the patient, family, or group’s life. Empowerment: The brochure empowers the family with knowledge and information about Nina’s medical condition, treatment options, and end-of-life care considerations. This knowledge allows them to actively participate in decision-making and advocate for Nina’s needs effectively. • Communication: The brochure serves as a tool for facilitating open and effective communication among family members and healthcare providers. It helps clarify complex medical information and ensures that everyone is on the same page regarding Nina’s care plan and preferences. • Emotional Support: Dealing with a loved one’s illness and end-of-life decisions can be emotionally challenging. The brochure provides emotional support by addressing common concerns, offering coping strategies, and connecting the family with support resources. • Quality of Care: By understanding Nina’s medical condition and treatment options, the family can work collaboratively with healthcare providers to ensure that Nina receives high-quality, patient-centered care that aligns with her goals and values. • Decision-Making: The information provided in the brochure helps the family make informed decisions about Nina’s care, including treatment options, symptom management, and end-of-life preferences. It empowers them to make decisions that are in Nina’s best interest and consistent with her wishes. • Preparation and Planning: Having access to information about end-of-life care considerations allows the family to better prepare for and plan ahead, reducing stress and uncertainty during difficult times. • Support Network: The brochure can also be shared with extended family members, friends, and caregivers involved in Nina’s care, fostering a supportive network around her and ensuring that everyone is informed and engaged in her care journey. • 16. How can the effect be measured? The effectiveness of the educational brochure can be measured through various methods: • Surveys and Feedback: Distributing surveys to Nina, her family members, and healthcare providers to gather feedback on the usefulness, clarity, and relevance of the brochure. Questions can assess comprehension, satisfaction, and perceived impact on decision-making and communication. • Pre- and Post-Intervention Assessments: Conducting assessments of Nina’s family’s knowledge, attitudes, and confidence levels regarding her medical condition, treatment options, and end-of-life care preferences before and after using the brochure. This allows for measurement of changes in understanding and empowerment. • Healthcare Utilization Data: Analyzing healthcare utilization data, such as frequency of emergency department visits, hospitalizations, and healthcare provider consultations, before and after the intervention. A reduction in healthcare utilization may indicate improved management of Nina’s condition and better-informed decision-making. • Observational Studies: Observing interactions between Nina, her family, and healthcare providers during medical appointments and discussions about her care. Assessing communication patterns, engagement levels, and use of information from the brochure can provide insights into its impact on shared decision-making and patient-centered care. • Clinical Outcomes: Tracking clinical outcomes related to Nina’s condition, such as symptom management, quality of life, and adherence to treatment plans, over time. Comparing outcomes before and after the intervention can help assess the brochure’s impact on patient outcomes and well-being. • Qualitative Interviews: Conducting qualitative interviews with Nina, her family, and healthcare providers to explore their experiences, perceptions, and challenges related to using the brochure. Qualitative data can provide rich insights into the intervention’s effectiveness and areas for improvement. • Comparative Analysis: Comparing outcomes and experiences of Nina’s family with those of similar patients and families who did not receive the brochure intervention. This allows for assessment of the intervention’s unique contributions and benefits Part 2 Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is required, it must be 7 pages. Please, cite a total of 6 scholarly resources. Requirements The assessment requirements, outlined below, correspond to the scoring guide criteria, so 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 supporting evidence. • Assess the contribution of your intervention to patient or family satisfaction and quality of life. o Describe feedback received from the patient, family, or group on your intervention as a solution to the problem. o Explain how your intervention enhances the patient, family, or group experience. • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project. o Explain how the principles of evidence-based practice informed this aspect of your project. • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group. o Identify opportunities to improve health care technology use in future practice. • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development. o Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development. • Explain whether capstone project outcomes matched your initial predictions. o Discuss the aspects of the project that met, exceeded, or fell short of your expectations. o Discuss whether your intervention can, or will be, adopted as a best practice. o Describe the generalizability of your intervention outside this particular setting. o Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program. o Address your provision of ethical care and demonstration of professional standards. o Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction. • Communicate professionally in a clear, audible, and well-organized video. Additional Requirements Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: • Competency 2: Make clinical and operational decisions based upon the best available evidence. o Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. o Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time. • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes. o Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. • Competency 5: Analyze the impact of health policy on quality and cost of care. o Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. • Competency 7: Implement patient-centered care to improve quality of care and the patient experience. o Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. • Competency 8: Integrate professional standards and values into practice. o Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. o Communicate professionally in a clear and well-organized video. Rubric 1. Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. – Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group. 2. Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. – Succinctly describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice. 3. Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. – Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use. 4. Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. – Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureateprepared nurse’s role in policy implementation and development. 5. Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time. – Provides an articulate and perceptive explanation of whether capstone project outcomes matched one’s initial predictions. Exhibits clear insight into the generalizability and best-practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time. 6. Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. – Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.

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