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

Assessment 4 Patient Family or Population Health

Name

Capella university

NURS-FPX 4900 Capstone project for Nursing

Prof. Name

Date

Patient-Centered Intervention for Type 2 Diabetes Management

Type 2 diabetes presents a significant health challenge for individuals and healthcare systems. In John’s case, managing his diabetes requires a comprehensive approach that considers his unique circumstances, including financial constraints. This assessment emphasizes the importance of understanding the patient’s needs, preferences, and financial situation. Strategies such as patient-centered care, effective communication and collaboration, adherence to nursing practice standards and policies, technology utilization, care coordination, and community resource utilization are essential for optimizing John’s diabetes management and overall health.

Leadership and Change Management in Diabetes Care

Leadership and change management play crucial roles in addressing Type 2 diabetes. Effective leadership involves creating a shared vision, empowering team members, and fostering a culture of innovation. Change management strategies are vital for adapting to new practices and overcoming barriers to change. Involving patients, families, and healthcare professionals in the change process is essential for building buy-in and ensuring successful implementation of interventions.

Ethical Considerations in Intervention Development

Nursing ethics, including patient autonomy, beneficence, non-maleficence, and justice, guide the development of interventions for diabetes management. A multidisciplinary approach, incorporating patient education, self-care, technology, care coordination, and community resources, ensures that interventions are tailored to meet individual needs while upholding ethical principles.

Improving Outcomes Through Communication and Collaboration

Collaborative strategies involving John and his family are crucial for improving health outcomes. Providing culturally sensitive education, encouraging active patient involvement, and integrating technology into care can enhance diabetes management. Effective care coordination among healthcare professionals ensures a seamless approach to John’s care, leading to increased patient satisfaction and reduced healthcare costs.

Influence of Nursing Practice Standards and Policies

The proposed intervention aligns with nursing practice standards and policies, prioritizing evidence-based, patient-focused care. By adhering to these standards, nurses can ensure uniform, high-quality care while upholding ethical principles and promoting patient safety.

Impact on Quality of Care, Patient Safety, and Cost Reduction

The intervention aims to improve the quality of care, enhance patient safety, and reduce costs by implementing evidence-based strategies. Personalized education, self-care promotion, and technology integration empower patients like John to actively manage their condition, leading to better outcomes and decreased healthcare expenditures.

Utilization of Technology, Care Coordination, and Community Resources

The intervention utilizes technology, care coordination, and community resources to enhance diabetes management. Continuous glucose monitoring, telehealth services, and digital apps facilitate communication and monitoring, while community programs provide additional support and resources for patients.

Conclusion

A comprehensive, patient-centric approach is essential for addressing Type 2 diabetes effectively. The proposed intervention prioritizes strategies such as patient education, technology utilization, and care coordination to optimize outcomes. Leadership, adherence to ethical principles, and alignment with nursing practice standards are critical for successful implementation. By improving care quality, patient safety, and cost-effectiveness, the intervention has the potential to significantly impact the well-being of individuals and healthcare systems. References Brew-Sam, N., Chib, A., & Rossmann, C. (2020). Differential influences of social support on app use for diabetes self-management – A mixed methods approach. BMC Medical Informatics and Decision Making, 20(1), 151. https://doi.org/10.1186/s12911-020-01173-3 Buse, J. B., Wexler, D. J., Tsapas, A., Rossing, P., Mingrone, G., Mathieu, C., D’Alessio, D. A., & Davies, M. J. (2019). 2019 Update to: Management of hyperglycemia in type 2 diabetes, 2018. A consensus report by the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetes Care, 43(2), 487–493. https://doi.org/10.2337/dci19-0066 Cheraghi, R., Valizadeh, L., Zamanzadeh, V., Hassankhani, H., & Jafarzadeh, A. (2023). Clarification of ethical principle of the beneficence in nursing care: An integrative review. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01246-4 Desai, J. R., Vazquez-Benitez, G., Taylor, G., Johnson, S., Anderson, J., Garrett, J. E., … & O’Connor, P. J. (2020). The effects of financial incentives on diabetes prevention program attendance and weight loss among low-income patients: the We Can Prevent Diabetes cluster-randomized controlled trial. BMC Public Health, 20(1), 1-11. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-020-09683-5

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

Doyle-Delgado, K., Chamberlain, J. J., Shubrook, J. H., Skolnik, N., & Trujillo, J. (2020). Pharmacologic approaches to glycemic treatment of type 2 diabetes: Synopsis of the 2020 american diabetes association’s standards of medical care in diabetes clinical guideline. Annals of Internal Medicine. https://doi.org/10.7326/m20-2470 Eze, N. D., Mateus, C., & Cravo Oliveira Hashiguchi, T. (2020). Telemedicine in the OECD: An umbrella review of clinical and cost-effectiveness, patient experience and implementation. PLOS ONE, 15(8), e0237585. https://doi.org/10.1371/journal.pone.0237585 Jothydev Kesavadev, & Mohan, V. (2023). Reducing the cost of diabetes care with telemedicine, smartphone, and home monitoring. Journal of the Indian Institute of Sciences. https://doi.org/10.1007/s41745-023-00363-y Kho, J., Gillespie, N., & Martin-Khan, M. (2020). A systematic scoping review of change management practices used for telemedicine service implementations. BMC Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-05657-w Khodyakov, D., Buttorff, C., Xenakis, L., Damberg, C. L., & Ridgely, M. S. (2021). Alignment between objective and subjective assessments of health system performance: Findings from a mixed-methods study. Journal of Healthcare Management, 66(5), 380–394. https://doi.org/10.1097/jhm-d-20-00249 Millenson, M. L., Muhlestein, D. B., O’Donnell, E. M., Jones, D. A. N., Haring, R. S., Merrill, T., & Weissman, J. S. (2019, December). Patient-centered care innovations by accountable care organizations: Lessons from leaders. In Healthcare (Vol. 7, No. 4). Elsevier. https://doi.org/10.1016/j.hjdsi.2018.10.002

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

O’Hara, V. M., Johnston, S. V., & Browne, N. T. (2020). The paediatric weight management office visit via telemedicine: pre‐ to post‐ COVID ‐19 pandemic. Pediatric Obesity, 15(8). https://doi.org/10.1111/ijpo.12694 Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., … & 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 & 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), 1636-1649. https://doi.org/10.2337/dci20-0023 Puckrein, G., Hirsch, I. B., Parkin, C. G., Taylor, B. T., Norman, G., Xu, L., & Marerro, D. G. (2022). Assessment of glucose monitoring adherence in medicare beneficiaries with insulin-treated diabetes. Diabetes Technology & Therapeutics, 25(1), 31–38. https://doi.org/10.1089/dia.2022.0377 Ritchey, K. C., Foy, A., McArdel, E., & Gruenewald, D. A. (2020). Reinventing palliative care delivery in the era of covid-19: How telemedicine can support end of life care. American Journal of Hospice and Palliative Medicine®, 37(11), 992–997. https://doi.org/10.1177/1049909120948235 Sharma, V., Feldman, M., & Sharma, R. (2022). Telehealth technologies in diabetes self-management and education. Journal of Diabetes Science and Technology, 193229682210930. https://doi.org/10.1177/19322968221093078 Singh, H., Fulton, J., Mirzazada, S., Saragosa, M., Uleryk, E. M., & Nelson, M. L. A. (2022). Community-based culturally tailored education programs for black communities with cardiovascular disease, diabetes, hypertension, and stroke: systematic review findings. Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-022-01474-5 Sukkarieh-Haraty, O., Egede, L. E., Khazen, G., Abi Kharma, J., Farran, N., & Bassil, M. (2022). Results from the first culturally tailored, multidisciplinary diabetes education in Lebanese adults with type 2 diabetes: Effects on self-care and metabolic outcomes. BMC Research Notes, 15(1). https://doi.org/10.1186/s13104-022-05937-0 Worum, H., Lillekroken, D., Roaldsen, K. S., Ahlsen, B., & Bergland, A. (2020). Physiotherapists’ perceptions of challenges facing evidence-based practice and the importance of environmental empowerment in fall prevention in the municipality – a qualitative study. BMC Geriatrics, 20(1). https://doi.org/10.1186/s12877-020-01846-8

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

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.

• 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. NURS FPX 4900 Assessment 4 Patient Family or Population Health Problem Solution

• 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.

• 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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