NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

Assessment 4 Remote Collaboration and Evidence Based Care

Name

Capella university

NURS-FPX 4030 Making Evidence-Based Decisions

Prof. Name

Date

Remote Collaboration and Evidence-Based Care

Hello, everyone! I’m __, and in today’s video, we’ll be discussing remote collaboration and evidence-based care in healthcare settings. Our focus will be on a case scenario from the Vila Health facility, which we’ll explore later. Additionally, we’ll delve into the benefits and drawbacks of remote collaboration in the healthcare industry. Before we dive into the case scenario, let’s first understand the concept of remote collaboration.

Understanding Remote Collaboration

Remote collaboration refers to the collaboration of people located in different places, working together on a shared project. In healthcare, this means healthcare professionals from distant locations coming together to improve patient outcomes. Effective communication is the cornerstone of successful remote collaboration. By utilizing communication tools, healthcare providers can effectively work together even from a distance. We’ll look at a similar case scenario where Vila Health facility’s doctors, nurses, and other healthcare professionals effectively collaborated using telemedicine tools.

Contextual Background of the Assessment

Before we start, allow me to provide some context. Two-year-old Caitlyn was hospitalized for pneumonia, and her medical team consisted of Dr. Copeland and pediatric nurse Virginia Anderson. Due to Caitlyn’s significant breathing challenges, a respiratory therapist was also brought on board to assist with her care. After further evaluation through a sweat chloride test, she received a diagnosis of cystic fibrosis. This is a condition with life-long implications and it might cause substantial health issues due to the thickening of secretions and delayed intervention. The Vila Health team expressed concern considering Caitlyn’s remote location and her parents’ work commitments. Realizing the risks associated with cystic fibrosis and the distance to the hospital, the team opted for remote collaboration to assist Caitlyn’s parents. They initiated the process of educating the parents via video calls, while simultaneously reaching out to the nearby hospital in Caitlyn’s hometown. Dr. Copeland engaged in a virtual discussion with Caitlyn’s assigned local pediatrician to coordinate her care plan. They also considered implementing telemedicine tools such as Skype for immediate access and response to any emergent situations. To summarize, the geographical and medical complexities of this case underscore the necessity for an evidence-based care strategy involving telemedicine. This should allow for effective intervention in dire situations, thus leading to improved patient outcomes and potentially mitigating devastating complications related to cystic fibrosis.

Developing an Evidence-Based Care Plan

As we all know cystic fibrosis exhibits a hallmark of thick secretions gathering in the lungs, leading to persistent lung infections and causing difficulties in breathing. The care plan at Vila Health facility is formulated using research strategies that incorporate the following approaches:

1. Continuously assess and ensure that Caitlyn maintains an oxygen saturation level of 90% or higher, experiences relaxed and unhurried breathing, and remains fully conscious and alert. Regularly monitor Caitlyn’s arterial blood gases to stay within her typical range.
2. Provide Caitlyn’s parents with comprehensive explanations of the underlying factors contributing to her health conditions and the most suitable interventions. Encourage their active involvement in Caitlyn’s treatment plan, tailored to her unique capabilities and individual situation.
3. Educate Caitlyn’s parents on how to perform airway clearance therapies on a daily basis. Keep a vigilant watch for any signs of reduced breathing effort and improvements in her lung function, as noted in the study by Chaudary & Gabriella (2021).
4. Regularly ensure that Caitlyn demonstrates normal and clear breath sounds, maintains an appropriate respiratory rate and depth, and possesses an effective cough mechanism, aligning with the findings highlighted by Taheri et al. (2022).
5. Strive to minimize the intensity of Caitlyn’s cough, restore her mucus production to its usual levels, maintain normal body temperature, and regulate her white blood cell count through suitable medications and diligent infection control strategies.

NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

Some potential gaps in the devised care plan include the information about the optimal level of parents’ understanding, the financial status of the patient’s family to provide her with extensive medication treatment, communication challenges, and parents’ commitment towards their child’s health. This information would have helped to better devise the care plan.

Implementing an Evidence-Based Care Model

Have a look at the Knowledge Action Process model that involves translating knowledge into action steps and was instrumental in devising Caitlyn’s care plan. The Knowledge Action Process (KAP) model includes seven steps; Problem Identification, Knowledge Acquisition, Knowledge Understanding, Belief that Knowledge is Accurate, Knowledge Retention, Problem Recontextualization, and Knowledge Application. Here’s how it applies to Caitlyn’s case:

1. Problem Identification: A patient is readmitted to the hospital due to cystic fibrosis. There is a need to develop a community-based care plan for her, which will be implemented using remote collaboration.
2. Knowledge Acquisition: Various studies on cystic fibrosis were studied to fully understand the disease and its management, especially in community settings.
3. Knowledge Understanding: All the information available in online resources was adequately understood and relevant information was filtered out for further process.
4. Belief that Knowledge is Accurate: The resources were passed through CRAAP criteria to ensure that the information is relevant and accurate with all claims supported by authentic studies.
5. Knowledge Retention: Specific information which is relevant for the management of cystic fibrosis was stored for devising a care plan.
6. Problem Recontextualization: Caitlyn’s condition was revisited with all the factors that hindered her appropriate care. Moreover, existing resources were identified as well to devise the care plan accordingly.
7. Knowledge Application: The care plan was created to address Caitlyn’s problems. This included strategies to maintain optimal gas exchange, improve proficiency in airway clearance therapies, manage infections, and maintain an open airway. It also necessitated educating her parents to understand her health condition.

The Knowledge-to-Action process model can be used to evaluate benefits to patient outcomes as follows. Caitlyn’s vital signs, such as oxygen saturation levels, could be evaluated to monitor the improvement in her health condition. Caregivers’ understanding of health conditions can be assessed to identify areas of improvement and subsequent action can be taken with regard to caregiver education. Caitlyn’s health progress can be monitored by observing her symptoms and the outcomes of the interventions. This will help in identifying the areas where further modifications in the care plan are needed. Lastly, infection and bacterial growth management can be measured by monitoring Caitlyn’s health and hygiene alongside regular checks for any signs of infection, thus aligning with the cycle of knowledge creation and application as per the model (Stanford et al., 2021).

Contemplation of the Gathered Evidence

Now I will be discussing the evidence collected from the three sources that were all critical for forming an effective care plan for Caitlyn who is suffering from cystic fibrosis. Research has established agreed-upon recommendations for the holistic management of individuals who are in the advanced stages of cystic fibrosis. These guidelines provided the necessary foundation for managing Caitlyn’s physical health, particularly in maintaining her optimal gas exchange and managing infections and bacterial growth, as these are key concerns in cystic fibrosis. The essay presents a qualitative evaluation of the encounters faced by teenagers living with cystic fibrosis. While Caitlyn is younger, the psychosocial aspects highlighted in this study informed the goal to enhance the understanding of her health conditions and improve proficiency in airway clearance therapies. It showed the importance of empathy and understanding in treating younger patients with chronic illnesses. Overall, the knowledge about cystic fibrosis including its pathophysiology and main concerns informed the importance of the aforementioned interventions and assisted in the development of the proposed care plan.

NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

The relevance and usefulness of collected evidence were determined using the CRAAP Criteria, an acronym for Currency, Relevance, Authority, Accuracy, and Purpose. Currency pertains to how recent the information is and how timely it is for the current situation; for Caitlyn’s case, recent publications provided updated and relevant treatment strategies for cystic fibrosis. Relevance was identified by considering how well the data matched Caitlyn’s specific health condition, age, and geographic location. Authority was confirmed based on the credibility of the sources – the authors’ affiliations, their expertise, and the peer-reviewed journals in which the data was published. Accuracy was ensured by cross-checking multiple reliable sources to affirm the scientific truth of the information. Lastly, the purpose of each resource of evidence was broadly to support Caitlyn’s care plan, focusing on her diagnosis of cystic fibrosis. This method helped us to gather the best and most pertinent data to manage Caitlyn’s health condition optimally.

Advantages and Approaches to Overcome the Challenges of Interprofessional Collaboration

Lastly, I will be covering advantages and approach to mitigate the challenges of interprofessional collaboration. Interdisciplinary collaboration within remote teams in care planning scenarios, such as cystic fibrosis, entails potential benefits and challenges.

Advantages of Interdisciplinary Collaboration

The interdisciplinary collaboration provided numerous benefits in Caitlyn’s cystic fibrosis care scenario. It facilitated the pooling of diverse professional expertise necessary for comprehensive disease management. The collaboration between the doctor, nurse, respiratory therapist, and social workers enabled the formulation of a holistic and personalized care plan, despite the remote nature of Caitlyn’s situation. It allowed for effective patient education, ensured the provision and coordination of resources, and guided the medical aspects of disease care, improving the overall quality and safety of Caitlyn’s care. This method tackled the challenge of distance and played a crucial role in providing good healthcare to far-flung areas. As a result, people in remote locations could access better and easier patient care.

Obstacles and Approaches to Alleviate Them

In Caitlyn’s situation dealing with cystic fibrosis, there were some tough challenges when it came to getting different experts to work together. One big issue was that they were spread out in different places, which made it hard to communicate and coordinate. The differences in time zones meant they couldn’t always talk at the same time, which could have affected how quickly they made decisions about her care. But there are ways to make these challenges easier to handle. Using technology to work together from a distance could really help. Remote Collaboration and Evidence-Based Care They could also make sure to keep each other updated regularly, even if they can’t meet face-to-face. It’s also a good idea to have backup plans in case something doesn’t go as expected. Looking ahead, they could set up a clear plan for how everyone will work together. They should also think about the different cultures and backgrounds of the team members, and make sure everyone feels respected and trusted. It’s important to recognize what each person is best at and use their skills to make the team even stronger. This way, they can all work together smoothly and give Caitlyn the best care possible, no matter how far apart they are.

Conclusion

In conclusion, Caitlyn’s journey with managing her cystic fibrosis really shows how important it is for doctors to work together even when they’re far apart. By using technology to talk and make decisions, they were able to give Caitlyn the best care possible, no matter where she lived. It was cool to see different experts like doctors and technology folks all coming together to help Caitlyn with her complex disease. And they didn’t just guess what to do – they followed proven methods to make sure Caitlyn got the right care that was also safe. This story teaches us that working together from afar can make healthcare better, and it gives us hope that more people in faraway places can also get great, personalized care in the future.

References

Chaudary, N., & Gabriella, B. (2021). Airway clearance therapy in cystic fibrosis patients insights from a clinician providing cystic fibrosis care. International Journal of General Medicine, 14 (2513-2521) https://doi.org/10.2147/ijgm.s274196 Lascano-Vaca, Y., Ortiz-Prado, E., Gomez-Barreno, L., Simbaña-Rivera, K., Vasconez, E., Lister, A., Arteaga-Espinosa, M. E., & Perez, G. F. (2020). Clinical, genetic, and microbiological characterization of pediatric patients with cystic fibrosis in a Public Hospital in Ecuador. BMC Pediatrics, 20(1). https://doi.org/10.1186/s12887-020-2013-6

NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

Ni, Q., Chen, X., Zhang, P., Yang, L., Lu, Y., Xiao, F., Wu, B., Wang, H., Zhou, W., & Dong, X. (2022). Systematic estimation of cystic fibrosis prevalence in Chinese and genetic spectrum comparison to Caucasians. Orphanet Journal of Rare Diseases, 17(1). https://doi.org/10.1186/s13023-022-02279-9 Stanford, G. E., Dave, K., & Simmonds, N. J. (2021). Pulmonary exacerbations in adults with cystic fibrosis: A grown-up issue in a changing cystic fibrosis landscape. Chest, 159(1), 93–102. https://doi.org/10.1016/j.chest.2020.09.08 Taheri, L., Mirlashari, J., Modaresi, M., & Pederson, A. (2022). Cough in an adolescent with cystic fibrosis, from the nightmare to COVID-19 stigma: A qualitative thematic analysis. Journal of Pediatric Nursing, 64 (119–125) https://doi.org/10.1016/j.pedn.2022.02.013

ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

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• 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. NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

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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.

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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. NURS FPX 4030 Assessment 4 Remote Collaboration and Evidence Based Care

• 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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