NURS FPX 4900 Assessment 1 Assessing the Problem Leadership Collaboration Communication Change Management and Policy Considerations

Assessment 1 Assessing the Problem Leadership CollaborationName

Capella university

NURS-FPX 4900 Capstone project for Nursing

Prof. Name

Date

Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

This evaluation focuses on analyzing the case of John, a 50-year-old male patient facing challenges in managing Type 2 diabetes. The aim is to examine insights from expert sources and scholarly articles to guide nursing interventions and recommend effective leadership strategies for improving patient outcomes, personalized care, and patient experiences. Additionally, this assessment explores the impact of nursing practice norms and regulations on John’s diabetes management, highlighting the crucial role of nurses in policy formulation to prevent illness, enhance outcomes, and minimize hospital readmissions. Finally, hands-on experience with John and similar cases is documented, ensuring a thorough understanding of the issue and the necessary leadership, collaboration, and change management tactics required to enhance patient outcomes.

Problem Definition and Relevance

This evaluation delves into a patient care issue within our healthcare institution, emphasizing the importance of leadership, collaboration, and change management in addressing these challenges. John, a 50-year-old Hispanic male, struggles with poorly managed Type 2 diabetes and obesity. Despite various interventions, his blood sugar levels remain elevated, leading to increased health risks and frequent hospital visits. The problem of uncontrolled Type 2 diabetes not only affects the patient’s health but also impacts the performance and reputation of the healthcare organization. Addressing this issue is relevant to nursing practice, as it involves providing comprehensive care, promoting health equity, and improving population health outcomes.

Evidence Analysis

Multiple research studies support nursing interventions aimed at managing Type 2 diabetes, emphasizing the effectiveness of patient education, self-management support, and multidisciplinary care approaches. These findings align with nursing practices focused on improving glycemic control and reducing the risk of complications. Adhering to evidence-based guidelines and policies has been shown to improve patient outcomes and reduce hospital readmissions in Type 2 diabetes care. Moreover, nursing involvement in policy development and advocacy plays a vital role in shaping healthcare policies and enhancing patient outcomes.

Impact of Nursing Practice Standards and Policies on Patient Outcomes

Nursing practice standards and policies significantly influence patient outcomes in Type 2 diabetes management. Adherence to evidence-based guidelines improves blood sugar control and reduces hospital readmissions. Nurses’ engagement in policy development and advocacy leads to more efficient healthcare policies and better patient outcomes. Local, state, and federal policies impact nursing scope of practice, affecting access to diabetes care and patient outcomes.

Leadership Strategies and Practicum Hours Documentation

Nursing leaders play a crucial role in improving patient care through effective leadership, collaboration, and change management strategies. Transformational and servant leadership styles can positively impact healthcare outcomes and enhance patient-centered care. Practicum hours are documented to evaluate the effectiveness of leadership strategies and interventions in diabetes management.

Conclusion

In conclusion, addressing the challenges of Type 2 diabetes management requires effective leadership, collaboration, communication, change management, and policy considerations. Nursing leaders have a vital role in promoting evidence-based practices, fostering a culture of continuous improvement, and advocating for policies that enhance patient outcomes. By focusing on patients like John and implementing evidence-based strategies, nurses can contribute to reducing health disparities and empowering individuals to manage their health effectively.

References

American Diabetes Association. (2020). 6. Glycemic targets: Standards of medical care in diabetes—2021. Diabetes Care, 44(Supplement 1), S73–S84. https://doi.org/10.2337/dc21-s006 Bodil Steen Rasmussen, Wynter, K., Hamblin, P. S., Rodda, C., Steele, C., Holton, S., Vibeke Zoffmann, & Currey, J. (2023). Feasibility and acceptability of an online guided self-determination program to improve diabetes self-management in young adults. Digital Health, 9, 205520762311670-205520762311670. https://doi.org/10.1177/20552076231167008 Bonet Olivencia, S., Rao, A. H., Smith, A., & Sasangohar, F. (2021). Eliciting requirements for a diabetes self-management application for underserved populations: a multi-stakeholder analysis. International Journal of Environmental Research and Public Health, 19(1), 127. https://doi.org/10.3390/ijerph19010127 Catapan, S. de C., Nair, U., Gray, L., Calvo, M., Bird, D., Janda, M., Fatehi, F., Menon, A., & Russell, A. (2021). Same goals, different challenges: A systematic review of perspectives of people with diabetes and healthcare professionals on Type 2 diabetes care. Diabetic Medicine, 38(9). https://doi.org/10.1111/dme.14625 Ferreira, T. D. M., Mesquita, G. R., Melo, G. C., Oliveira, M. S., Bucci, A. F., Porcari, T. A., Teles, M. G., Altafini, J., Dias, F. C. P., & Gasparino, R. C. (2022). The influence of nursing leadership styles on the outcomes of patients, professionals, and institutions: An integrative review. Journal of Nursing Management, 30(4). https://doi.org/10.1111/jonm.13592

NURS FPX 4900 Assessment 1 Assessing the Problem Leadership Collaboration Communication Change Management and Policy Considerations

Funnell, M. M., Kloss, K. K., & Nwankwo, R. B. (2022). Caring for people with diabetes. Nursing, 52(11), 26–32. https://doi.org/10.1097/01.nurse.0000884536.18596.9e Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 138–146. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7055404/ Keddy, A. C., Packer, T. L., Audulv, Å., Sutherland, L., Sampalli, T., Edwards, L., & Kephart, G. (2020). The Team Assessment of Self-Management Support (TASMS): A new approach to uncovering how teams support people with chronic conditions. Healthcare Management Forum, 084047042094226. https://doi.org/10.1177/0840470420942262 Kitson, A. L., Harvey, G., Gifford, W., Hunter, S. C., Kelly, J., Cummings, G. G., Ehrenberg, A., Kislov, R., Pettersson, L., Wallin, L., & Wilson, P. (2021). How nursing leaders promote evidence‐based practice implementation at point‐of‐care: A four‐country exploratory study. Journal of Advanced Nursing, 77(5). https://doi.org/10.1111/jan.14773 Kraaij, J., Oostveen, C., Vermeulen, H., Heinen, M., Huis, A., Adriaansen, M., & Peters, J. (2019). Nurse practitioners’ perceptions of their ability to enact leadership in hospital care. Journal of Clinical Nursing, 29(3-4), 447–458. https://doi.org/10.1111/jocn.15105

NURS FPX 4900 Assessment 1 Assessing the Problem Leadership Collaboration Communication Change Management and Policy Considerations

Lin, H.-J., Ko, Y.-L., Liu, C.-F., Chen, C.-J., & Lin, J.-J. (2020). Developing and evaluating a one-stop patient-centered interprofessional collaboration platform in taiwan. Healthcare, 8(3), 241. https://doi.org/10.3390/healthcare8030241 Luquis, R. R., & Kensinger, W. S. (2018). Applying the health belief model to assess prevention services among young adults. International Journal of Health Promotion and Education, 57(1), 37–47. https://doi.org/10.1080/14635240.2018.1549958 O’Reilly-Jacob, M., Perloff, J., Sherafat-Kazemzadeh, R., & Flanagan, J. (2021). Nurse practitioners’ perception of temporary full practice authority during a COVID-19 surge: A qualitative study. International Journal of Nursing Studies, 126, 104141. https://doi.org/10.1016/j.ijnurstu.2021.104141 Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: a consensus report of the american diabetes association, the association of diabetes care and education specialists, the academy of nutrition and dietetics, the american academy of family physicians, the american academy of pas, the american association of nurse practitioners, and the american pharmacists Association. Diabetes Care, 43(7), dci200023. https://doi.org/10.2337/dci20-0023

NURS FPX 4900 Assessment 1 Assessing the Problem Leadership Collaboration Communication Change Management and Policy Considerations

Saeed, S., Tadic, M., Larsen, T. H., Grassi, G., & Mancia, G. (2021). Coronavirus disease 2019 and cardiovascular complications. Journal of Hypertension, Publish Ahead of Print. https://doi.org/10.1097/hjh.0000000000002819 Shayan, S. J., Kiwanuka, F., & Nakaye, Z. (2019). Barriers associated with evidence‐based practice among nurses in low‐ and middle‐income countries: a systematic review. Worldviews on Evidence-Based Nursing, 16(1), 12–20. https://doi.org/10.1111/wvn.12337 Sly, B., Russell, A. W., & Sullivan, C. (2021). Digital Interventions to improve safety and quality of inpatient diabetes management: a systematic review. International Journal of Medical Informatics, 104596. https://doi.org/10.1016/j.ijmedinf.2021.104596 Świątoniowska, N., Sarzyńska, K., Szymańska-Chabowska, A., & Jankowska-Polańska, B. (2019). The role of education in type 2 diabetes treatment. Diabetes Research and Clinical Practice, 151(151), 237–246. https://doi.org/10.1016/j.diabres.2019.04.004 Turale, S., & Kunaviktikul, W. (2019). The contribution of nurses to health policy and advocacy requires leaders to provide training and mentorship. International Nursing Review, 66(3), 302–304. https://doi.org/10.1111/inr.12550

ADDITIONAL INSTRUCTIONS FOR THE CLASS –

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Assessment 1 Assessing the Problem Leadership Collaboration

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Assessment 1 Assessing the Problem Leadership Collaboration

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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