Assessment 5: Intervention Presentation and Capstone Video Reflection

Assessment 5: Intervention Presentation and Capstone Video Reflection

Assessment 5: Intervention Presentation and Capstone Video Reflection

Present your approved intervention to the patient, family, or group and 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. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

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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.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

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. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.

Use the 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.

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 not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

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.

Describe feedback received from the patient, family, or group on your intervention as a solution to the problem. 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.

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.

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.

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.

Discuss the aspects of the project that met, exceeded, or fell short of your expectations. Discuss whether your intervention can, or will be, adopted as a best practice.

Describe the generalizability of your intervention outside this particular setting.

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.

Address your provision of ethical care and demonstration of professional standards.

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.

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

Competency 2: Make clinical and operational decisions based upon the best available evidence.

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.

Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.

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.

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.

Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.

Competency 8: Integrate professional standards and values into practice.

Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Communicate professionally in a clear and well-organized video.

SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

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Intervention Presentation and Capstone Video Reflection

Good afternoon, everyone. My name is (enter name here). In this presentation, I will recap on my experience with JJ, a patient with hypertension, and insights obtained while involving him in a collaborative care plan. In my capstone project, I developed a care plan for JJ and engaged him in all steps of care by encouraging the tenets of patient-centered care (PCC) that entails considering and integrating patients’ needs, preferences, and values into clinical practices. The care plan intervention comprised multiple interventions for managing and controlling hypertension, including patient education on healthy diet and self-management, involving the patient in regulated physical exercise, and appropriate stress management approaches. The primary objective of these interventions was to improve patient outcomes and prevent hypertension-related complications, including heart disease and stroke. As I delve into in-depth insights from my experience, I wish to reflect on the effects of the proposed intervention, how health policy influenced the planning and implementation of the capstone project, and whether the project outcomes matched my initial predictions and personal and professional growth throughout the capstone project.

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The Contribution of the Intervention to Patient or Family Satisfaction and Quality of Life

The proposed intervention primarily comprised non-pharmacologic strategies for managing and controlling hypertension. For instance, patient education on a healthy diet, physical exercise, and self-management, as well as tobacco cessation formed the basis of my capstone project. JJ and his family provided feedback regarding the proposed intervention and enjoyed the autonomy to make informed decisions on their participation in the collaborative care plan. Based on their feedback, the intervention satisfied all stakeholders and was consistent with the determination to improve the quality of life of the patient.

For instance, educating JJ on ideal self-care interventions, including healthy diet plans, smoking cessation programs, and physical exercise enabled JJ to modify his lifestyle and manage body weight consistent with the need to prevent obesity. In the same vein, JJ’s family was optimistic and positive regarding the significance of the proposed intervention in improving their quality of life. For example, family members confessed that JJ’s weight management and lifestyle modification initiative has enabled them to avoid unhealthy habits, including eating food rich in cholesterol and salt. Based on the positive feedback from JJ and his family, it is valid to argue that the proposed patient-centered non-pharmacologic interventions for managing and controlling hypertension are highly effective and generalizable to other scenarios of people grappling with hypertension.

The Use of Evidence and Peer-reviewed Literature to Plan and Implementation of the Project

Evidence-based practice entails utilizing the best available evidence to inform nursing practice, care plans, and decisions. According to Degu et al. (2022), evidence-based practice (EBP) is the gold standard for compassionate and safe care since it entails deriving insights from scientific knowledge, experiments, and theories. While planning and implementing the project, I relied heavily upon the current scholarly literature and peer-reviewed articles to justify strategies for improving the patient’s quality of life and preventing hypertension-related complications. Verma et al. (2021) argue that physical activity, weight management, limited alcohol consumption, and mindfulness-based stress management approaches are ideal strategies for lifestyle modification that enable hypertensive patients to avert complications and manage this condition. Undoubtedly, obtaining scholarly justifications through reviewing the current, credible, and reliable evidence improves care interventions and enhances the chances of achieving positive outcomes.

The Degree of Successful Leveraging of Healthcare Technology in the Project to Improve Outcomes and Communication with the Patient

Telemedicine technology formed the basis of implementing the project, as well as communicating with JJ and his family. Telemedicine technological components used in this project included m-Health applications, video conferencing, and wearable devices to enable the patient to monitor vital signs and progress. I frequently held video calls with JJ and his family members as a follow-up strategy and an ideal approach for distant education. The integration of telemedicine technology in the interactive care plan enabled us to curtail travel costs and promote timely communication. According to Omboni et al. (2021), telemedicine technology enables medical imaging and diagnostic, remote consultation, progress tracking, e-learning, and drug management. Amidst the need to improve communication, reduce care costs, and improve care quality, telemedicine technology can enhance care coordination and collaboration between healthcare professionals and patients. As a result, there are limitless opportunities for leveraging telemedicine technology in future practice.

How Health Policy Influenced the Planning and Implementation of the Capstone Project

I consider insights from various landmark healthcare policies when developing and implementing the proposed project. For instance, various provisions from the Health Insurance Portability and Accountability Act (HIPAA) of 1996 and the Affordable Care Act (ACA) of 2010 formed the basis of the collaborative care plan. Examples of these policy provisions include protecting personally identifiable information (PHI) and the need to encourage and support diabetes management, weight management, and smoking cessation programs as ideal approaches for managing hypertension. According to Edemekong et al. (2022), HIPAA requires healthcare professionals to obtain written consent from patients before using or sharing their information to prevent and control fraudulent activities and ensure confidentiality. This policy requirement strengthens patients’ role in controlling and determining information interoperability. Therefore, it is consistent with the ethical and professional obligation to safeguard patient autonomy in deciding care practices and decisions.

Did the capstone project outcomes match initial predictions?

Before implementing the capstone project, I predicted that the patient will respond positively to the proposed intervention and participate in the collaborative care plan. During that project’s implementation, I realized that JJ and his family were satisfied and willing to collaborate during the implementation of the project. JJ provided timely feedback and embraced self-care interventions. Also, he was open, straightforward, and knowledgeable of his responsibility of adhering to the proposed intervention. As a result, the capstone project outcomes exceeded my initial predictions.

Personal and Professional Growth my Capstone Project and RN-to-BSN Program

The need to regularly update skills and competencies underpins the nursing profession. According to Mlambo et al. (2021), continued professional development (CPD) is central to nurses’ life-long learning and is crucial in enabling healthcare professionals to update their knowledge and skills amidst the current demands for quality, evidence-based, and patient-centered care. From a personal perspective, my capstone project and the RN-to-BSN program have contributed massively to my personal and professional development. Firstly, my interactions with JJ and his family members during the implementation of the proposed intervention justified the need to comply with ethical and professional standards when interacting with care recipients and developing meaningful relationships with patients and family members. I realized that timely communication, safeguarding patient autonomy, and engaging patients in collaborative care plans are central aspects of promoting quality care.

On the other hand, the RN-to-BSN program has enhanced my knowledge of nursing theories, concepts, and contexts that underpin the nursing profession. I have learned the thresholds for evidence-based practice (EBP) and the subsequent requirements for translating theoretical knowledge to practice in different clinical scenarios. Based on the insights and knowledge acquired throughout the program, it is valid to argue that I am conversant with the requirements for achieving holistic care and improving patient health outcomes. Undeniably, I applied this knowledge in JJ’s case which turned out to be a gold standard for quality care and one of the best moments in my nursing journey. Thank you very much for your time.

References

Degu, A. B., Yilma, T. M., Beshir, M. A., & Inthiran, A. (2022). Evidence-based practice and its associated factors among point-of-care nurses working at the teaching and specialized hospitals of Northwest Ethiopia: A concurrent study. PLOS ONE, 17(5), e0267347. https://doi.org/10.1371/journal.pone.0267347

Edemekong, P. F., Haydel, M. J., & Annamaraju, P. (2022). Health insurance portability and accountability act (HIPAA). StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK500019/

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

Omboni, S., McManus, R. J., Bosworth, H. B., Chappell, L. C., Green, B. B., Kario, K., Logan, A. G., Magid, D. J., Mckinstry, B., Margolis, K. L., Parati, G., & Wakefield, B. J. (2020). Evidence and recommendations on the use of telemedicine to manage arterial hypertension. Hypertension, 76(5), 1368–1383. https://doi.org/10.1161/hypertensionaha.120.15873

Verma, N., Rastogi, S., Chia, Y., Siddique, S., Turana, Y., Cheng, H., Sogunuru, G. P., Tay, J. C., Teo, B. W., Wang, T., TSOI, K. K. F., & Kario, K. (2021). Non‐pharmacological management of hypertension. The Journal of Clinical Hypertension, 23(7). https://doi.org/10.1111/jch.14236