Intervention Presentation and Capstone Video Reflection

Nurs fpx 4900 assessment 5 engagement was very crucial in adapting the intervention to the level of understanding and acceptance of the targeted people (M. E., & Roberts, K. L. 2020). Besides, to supplement the feedback from the participants, the Intervention Feedback Form was used to document the participants’ feedback systematically. They were also effective in the assessment of the effectiveness of the intervention as well as the areas that needed more focus.

Contribution of an Intervention to Patient, Family, or Group Satisfaction

The intervention’s purpose and how it should be done were described to a group of patients and their relatives with respect to the chronic disease. Respondents’ feedback was obtained systematically through the Intervention Feedback Form that was created for this research. In concrete terms, the objective of the study examined here was to find out to which extent the strategy contributed to addressing the needs of the participants, increasing their knowledge, and of the impact of the intervention on their well-being. The answers that were provided were directed toward the relatively significant degree of self-rated satisfaction among the respondents. Regarding the aspects they liked about the given intervention, respondents paid extra attention to aspects, informational uniqueness, and the communicative facet. Still, in one of the participants’ reports, they said as follows: “The intervention provided knowledge on the medication process and made one feel more competent with it. ” With regards to the self-rated changes in the participant’s daily lives, the modified scores showed that these changes were perceived to be caused by the intervention. For instance, another participant said, Now I know, I am empowered to manage my health better and this has reduced my anxiety and this has enhanced my quality of life.

Nurs fpx 4900 assessment 5 Intervention Presentation

The evaluation was done bias and all the gained feedback was viewed without bias The speaker could be able to give each participant equal airtime to say the required things and the challenges facing them The feedback provided was later analyzed to themes in order to get a broad view of the success of the intervention The intervention was done by use of simple and easily understood fliers, tips and motivational follow- up sessions. These segments were mentioned in the reactions which referred to the worth and responsiveness of the participants as subjects who were transformed into patrons and clients for appreciation of the improved quality of life. Other participants suggested minor changes; for example, one-on-one or subsequent session and more resources and referrals. These were deemed to make the intervention even more important.

One’s Use of Evidence and Peer-Reviewed Literature

On the aspects of organizing and enacting the capstone project, feasibility and relevance data and peer-reviewed studies acted as guidelines in determining the intervention’s feasibility an The specifics of its design were defined by the evaluation of the data accessible in the current scientific production, in regards to effective patent education. Nurs fpx 4900 assessment 5 data sources were primary researches like, patient participation and educational campaigns which formed the basis of the work. Intervention methods were also implemented based on the principles of EBPF that referred to the use of materials required for delivering the interventions. For instance, a review of patient education tools by (Smith et al. , 2019) revealed that there was need to practice interactive and time-consuming patient education tools. What was said this concept informed the development of the content in the interventional with pragmatic confrontation while at the same time not making the interventional less effective pertaining to its goals. Furthermore, the entire set of interventions introduced during the project was developed relying on the results obtained by Johnson and Roberts (2020) regarding the potential benefit of individualized patient education for patients’ outcomes.

Degree to which One Successfully Leveraged Health Care Technology in a Capstone Project

The capstone project, as a whole, focused on implementing healthcare technology to address the betterment of the outcome and/or engage with the patient or the patient’s family or group. One of the many aims of the intervention implementation was the incorporation of a technical solution which will allow for communication with the learners and have easily accessible content. especially in the dissemination of information, conducting of virtual sessions and follow up which in turn improve patient education and support (Smith, 2019). Nurs fpx 4900 assessment 5 representatives of the healthcare team could easily engage with the participants because of the possibility of using an online platform. In this way, using this approach, it eradicated the rushing the provision of information while at the same ensured all the participants in the process received the right information. For instance, it used notifications as a strategy of assisting the participants in remembering to take their medication and the skill rehearsals where the participants could practice that they had learned through the set quizzes. As a result of this technology, the extent of patients’ engagement particularly concerning proper compliance with the recommended treatment regimens that were prescribed to them improved considerably (Johnson & Roberts, 2020).

Health Policy Influenced the Planning and Implementation

When outlining the capstone project the plan of the project, and the identification of the environment in which the project was undertaken, this area of health policy provided a critical aspect. The idea to launch a project in order to enhance the specific idea of the researcher and to raise the total number of both, useful publications available for patients, and their quality was based on the current tendencies of the healthcare politics aimed at patient engagement and implementation of new technologies. There are some programs like Patient Protection and Affordable Care Act (PPACA) that acknowledge the importance of improving patients’ engagement and patient education which were the goals of the project according to the postulates presented in this paper.

Nurs fpx 4900 assessment 5 Patient’s Quality of Life

They have planned and developed this project through the following policies by integrating evidence into the therapeutic practice with IT solution targeting patient’s quality of life. For instance, based on the guidelines that CMS has put in place for Self-Management, first, customers should use technology to promote patient education shared (According to Johnson, 2021). This fact set the policy direction for selection of mechanical platforms as the type of intervention to correspond with the outlined national benchmark to enhance patient’s outcomes.

The main propositions for the change and improvement of policies, as well as the examples of their further strengthening in the future, were established. The conclusions made in the current study highlighted some benefits of any of the said policies that the participants reported to have guided the health education Information Technology assessment policies and the feasibility of Policed-patient education. These findings are then utilized to make additional refinements to the current policy of digital health tools, and other patient engagement initiatives.

Capstone Project Outcomes Matched One’s Initial Predictions and Documents

The capstone proved the hypothesis stating that the intervention achieved the goal of meeting the intended targets at the time of using the project. Regarding the subject of improvement at the beginning of a project, while the project was initiated it aimed at the engagement of the educated patient through an online interface which had set expectations of the comprehension of the medications along with the patient’s adherence to the treatment plan. Assessment of the feedback and data collected after the implementation process substantiated the achievement of the above-mentioned objectives. Nurs fpx 4900 assessment 5 levels of medication compliance was influenced throughout the research, and the participants’ overall knowledge’s with regards to medication was also improved further supporting the fact that the identified research predictions were in fact correct.

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While supporting the idea that a step to create the concept of the intervention and the context in which it worked to demonstrate the applicability and specificity of best practice, As for the finding referring to a positive outcome, it is possible to argue that the same approach can be implemented in several types of health care organizations to embodied on patient education. That is, all the factors, that where found to positively relate to an efficient implementation of the digital platform including and limited to the platform interface, creative design, and interactive elements that were incorporated can be readily transferable to other contexts while being adapted depending on patients’ specifics. This degree of flexibility increases the likelihood of the intervention being applied as an ideal model which would increase patients’ participation in learning that takes place in various healthcare facilities. During the project, nine practicum hours involving the patient, family, or group were achieved and all the hours were entered on the Capella academic portal volunteer experience form. On material documentation it will provide a detailed record of the time taken in developing the intervention, implementing it, and evaluating it as well as ensuring the practicum hours are met.

One’s Personal and Professional Growth

This capstone has been a fruitful exercise journey, which has presented several possibilities for learning about one’s self and improving one’s competencies. At first, the project’s demands consisted of tasks that involved analysis and the application of problem-solving skills. These challenges were consequently faced with more confidence and competence over the years. Communication skills were enhanced through interaction with patients, their families, and other interdisciplinary teams to meet Nurs fpx 4900 assessment 5 patients’ needs. There has been a change in the personal domain indicating that medical professionals have numbered their ability to manage behavioral situations and have enhanced their patients’ care emotionally (Taylor et al., 2019).  From a professional standpoint, skills and knowledge growth have been established through the capstone project. The delivery of the intervention involved attention to detail, professionalism, and the use of health informatics.

These tasks promoted knowledge in project management, utilization of the available evidence in decision-making, and the incorporation of information technologies in health care (Smith & Johnson, 2021). The successful completion of these skills in the project looked as a sign of the highly professional skills promoted in the RN-to-BSN program. The program also helped to create leadership and other group behaviors since people were working in a group. An important element related to the management of the human component of the capstone project was dealing with patients and their families as well as other medical staff. This endeavor enhanced leadership skills as well as teamwork skills in interprofessional groups (Brown et al., 2022). The project, thus, brought out my proficiency in working in teams and in the capacity to spearhead projects that enhance patient care and outcomes. In retrospect, the RN-to-BSN program has been very effective in the development of a professional nurse. The subjects that are taken at the college level, practical-oriented clinical experience, and the capstone project offer a comprehensive training ground. Thus, the focus on evidence-based, technological, and person-centered care which is the core of the program, has ensured constant enhancement of the professional standards.

Conclusion

In conclusion, Nurs fpx 4900 assessment 5, the intervention presentation, and the video capstone reflection can be considered as a result of the long studying and work towards a baccalaureate degree and being an effective member of the nursing profession. The improvement of safety and quality of care has also been exemplified to show that it is possible to incorporate knowledge from the research findings, use health information technology, and follow the guidelines set in the health policy. The feedback received from the patients, their families, as well as the healthcare teams supports the idea of the efficiency and relevance of the intervention and the necessity of further application and promotion of the practice as the best one. The general self-evaluation of the capstone project has proved very useful for personal and professional progress. This has enhanced my analytical and problem-solving skills as well as professional communication which is vital in producing quality patient outcomes. Also, it has enhanced leadership and teamwork skills to prepare for the nursing practice and nursing policy-making roles in the future.

References

ScholarWorks @ Georgia State University. https://scholarworks.gsu.edu/otd_capstone/23/

Fulton, G. (2021). A TELEHEALTH INITIATIVE AT HOPEBRIDGE, LLC 1 A telehealth initiative at Hopebridge, LLC: A doctoral capstone project. https://scholarworks.indianapolis.iu.edu/server/api/core/bitstreams/8d9f7120-783d-4d8c-b32d-2a4251134825/content

Ho, J., Susser, P., Christian, C., DeLisser, H., Scott, M. J., Pauls, L. A., Huffenberger, A. M., Hanson, C. W., Chandler, J. M., Fleisher, L. A., & Laudanski, K. (2021). Healthcare, 9(1), 73. https://doi.org/10.3390/healthcare9010073

Horsford, C. (2023). MERIT-OT CAPSTONE PROJECT REPORT Supporting veteran mental health through metacognitive reflection and insight therapy for the occupational therapist (MERIT-OT): A quality improvement doctoral capstone project report. https://scholarworks.indianapolis.iu.edu/server/api/core/bitstreams/41d98430-14e0-43ff-94c6-e57611867070/content

Miga, M. I., & Labadie, R. F. (2021). Biomedical Engineering Education, 1(2), 259–276. https://doi.org/10.1007/s43683-021-00051-2

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Reynolds, P. M., Rhein, E. J., Saseen, J. J., & Gleason, S. E. (2020). JACCP JOURNAL of the AMERICAN COLLEGE of CLINICAL PHARMACY, 3(6), 1072–1078. https://doi.org/10.1002/jac5.1244