A Problem Statement for New CNAs Working Within a Geriatric Population Essay

A Problem Statement for New CNAs Working Within a Geriatric Population Essay

Healthcare professionals working in geriatric care settings encounter multiple demands and challenges due to the nature of the target patient population. According to Giri et al. (2021), care providers in geriatric settings, including nursing homes are susceptible to challenges emanating from facility characteristics, patient aspects like comorbidities and mental health, and unfavorable staffing issues, such as a lack of appropriate skill mix, staff-to-resident ratio, and shortages in nursing staff. Regardless of these challenges, healthcare professionals must endeavor to comply with the overarching professional, ethical, and legal obligations. Varkey (2021) contends that healthcare professionals should comply with various bioethical principles, including benefitting the patient, avoiding or minimizing harm, and respecting patients’ values and preferences. The four bioethical principles of beneficence, non-maleficence, autonomy, and justice enshrine these obligations. New nursing assistants should be aware of the ethical, professional, legal, and organizational standards for practice and healthcare demands to foster quality care delivery.

Problem Statement

Need Statement

Amidst the increased demands for quality, dignified, ethical, and patient-centered care, newly certified nurse assistants (CNAs) face multiple challenges when fitting into a highly demanding geriatric healthcare system. According to Gion & Abitz (2019), the nursing assistant job is physically and emotionally demanding. In this sense, certified nurse assistants provide an estimated 70% of direct patient care, including support for activities of daily living, vital sign monitoring and measurements, and other delegated tasks. Despite the significance of CNAs in geriatric and other care settings, they face the highest turnover rates and intentions to quit perpetrated to various factors, including low wages, uncivil workplace cultures, lack of recognition for their work, ineffective teamwork and communication, rigid working hours, and chronic staffing shortages.

Besides the imminent workplace stressors, new CNAs working in the geriatric care setting face the challenge of reality shock that creates a mismatch between theoretical knowledge and clinical practices (Zhang et al., 2019). Alongside time pressure, increased workloads, ineffective task delegation, and breakdown in communication patterns, reality shock impends the coping capacity of new CNAs and contributes to stress, a sense of exclusion, job dissatisfaction, fear, and the subsequent intention to quit. As a result, addressing problems facing new CNAs can improve job satisfaction, reduce turnover rates, improve care quality, and promote patient-centered care.

Population and Setting

The target population for this project entails new certified nurse assistants (CNAs) operating in long-and short-term care facilities and providing services to patients with acute and chronic illnesses. The major reason for selecting this population is that CNAs provide over 70% of direct care, including supporting activities of daily living, vital sign monitoring and assessments, and multiple other delegated tasks. Despite their profound role in providing direct care, new CNAs face a reality shock alongside other challenges like increased workload, burnout, ineffective communication with nurses, and limited participation in team activities. These problems constrain CNAs’ ability to provide quality care and increase turnover rates.

Similarly, the project focuses on a geriatric care setting. It is essential to note that older adults are susceptible to multiple healthcare conditions, including a high prevalence of chronic conditions, mental health concerns, and patient falls. Therefore, this setting inflicts demands on healthcare professionals by prompting the need to comply with all professional, ethical, and legal standards for practice.

Intervention Overview

New certified nurse assistants should familiarize themselves with a comprehensive care approach that considers the patient’s social, emotional, cultural, and physical needs. Equally, it is essential to implement a contingency plan consisting of various interventions to address problems facing new CNAs. Evidence-based approaches for alleviating these problems include extended training provided by preceptors, skills training, improving communication and collaboration between CNAs and nurses, orientation programs, and mentorship initiatives. These interventions effectively apply to the target population and setting because they emphasize on developing individual skills and competencies, promoting teamwork, fostering Interprofessional relationships, and improving NCAs’ engagement in direct care delivery. Therefore, a comprehensive plan that enshrines these interventions can facilitate the cultivation of a civil organizational culture, elimination of workplace stressors, and the preparation of NCAs to understand and implement the tenets of comprehensive short-and long-term care delivery mechanisms.

Comparison of Approaches

Although the project focuses on addressing the challenges facing new CNAs through multifaceted interventions like training, improving communication and collaboration, mentorship, ongoing learning, and preceptorship, it is vital to consider evidence-based alternatives. In this sense, some viable alternatives for the contingency plan include creating a rewarding system for NCAs and motivating them through compensation gifts. According to Gion & Abitz (2019), these two approaches are essential in motivating nurse assistants, enhancing their retention, and preventing turnover and shortages. Although motivating NCAs can improve their commitment to providing quality care, certified nurse assistants (CNAs) require holistic interventions for improving their knowledge and awareness of interprofessional care approaches and preparing them to face challenges brought about by the current demands in healthcare systems. Therefore, the available alternatives compare effectively to the proposed approaches but fall short due to the desired outcomes of the project.

Initial Outcome Draft

The primary goal of this project is to improve new NCAs’ awareness and knowledge of a comprehensive care approach for older adults while eliminating multiple challenges that compromise their transition to the geriatric care setting. Arguably, this outcome illustrates the project’s purpose, the determination to improve care quality, safety, and patient experiences by focusing on evidence-based interventions for improving NCAs’ skills, transforming organizational culture, and eliminating barriers to quality care delivery.

Time Estimate

The estimated time for developing and implementing the project is 12 months (1 year) depending on the ability to circumvent and address various challenges at each stage of the project’s life cycle. The estimated time for developing the project is 2-3 months. At this point, the project development team would communicate the desired outcomes, cultivate a sense of urgency, obtain employee buy-in, develop budget plans, and establish partnerships. The expected challenges are employee resistance, resource constraints, availability of other organizational p, and lack of leadership commitment. These challenges may delay the project and prompt the extension of set timeframes.

On the other hand, the estimated time for implementing, evaluating, and sustaining the project is 9-10 months. During this period, the implementation team will enact the proposed interventions for addressing challenges facing new CNAs, conduct frequent monitoring, implement formative and summative evaluations, and embrace strategies for sustaining the project based on findings from evaluations. The potential challenges during the implementation phase are resource constraints, unanticipated conflicts among team members, impractical deadlines, mismatched team skills, communication breakdown, and scope creep. These challenges may delay the project implementation and necessitate deadline extension.

Literature Review

The current scholarly literature supports underscores the rationale for supporting certified nurse assistants (NCAs) in their endeavor to provide direct care to patients. Also, scientific studies validate the need to address challenges facing new CNAs by implementing various evidence-based practices. Before delving into in-depth contentions regarding challenges facing NCAs and proven interventions for addressing these constraints, it is crucial to synthesize the literature from the lenses of NCAs’ role in direct care. In a scholarly study, Gion & Abitz (2019) contend that nursing assistants (NAs) form the largest group of the healthcare workforce by accounting for approximately 66% of the healthcare professionals. In the same breath, the researchers argue that the anticipated growth of NA occupation is about 18% between 2014 and 2024 (Gion & Abitz, 2019, p. 354). Besides, the anticipated growth of nursing assistance as a profound healthcare occupation, NCAs will continue to deliver quality care, especially in short-and-long-term care settings.

Role of Nursing Assistants

Nurse assistants (NAs) play a profound role in the current healthcare systems, considering their proximity to patients. According to Gion & Abitz (2019), the nursing assistant job is physically and emotionally demanding because NAs provide over 70% of direct patient care that involves various activities, including supporting activities of daily living, vital sign monitoring and assessments, and other roles delegated by nurses. An integrated review of literature by Campbell et al. (2020) supports the significant contribution of nurse assistants in delivering quality, patient-centered, and convenient care. According to Campbell et al. (2020), registered nurses (RNs) and nurse assistants (NAs) collaborate to provide high-quality care to patients. Effective collaboration between RNs and NAs promotes various themes of nursing care, including ambulating, turning, discharge planning, emotional support, patient education, intake and output documentation, and surveillance (Campbell et al., 2020). Undeniably, these themes of nursing practice can improve outcomes for older adult patients in geriatric care settings. However, healthcare organizations should address the underlying challenges that compromise NAs’ ability to execute their roles and responsibilities consistent with their skills, knowledge, and competencies.

Challenges Facing New Certified Nurse Assistants (CNAs)

Despite playing a profound role in the provision of quality, convenient, and patient-centered care, certified nurse assistants face various problems during their transition from students to healthcare professionals. In a qualitative study, Reinhardt et al. (2022) aimed to provide an in-depth understanding of the problems encountered by certified nursing assistants and administrators during the unanticipated COVID-19 pandemic. According to Reinhardt et al. (2022), CNAs care for frail and vulnerable older adults and nursing home residents. Due to their proximity to patients, CNAs are more susceptible to serious illnesses, suffering, and the consequences of the death of residents.

Besides challenges emanating from CNAs’ closeness to patients, Reinhardt et al. (2022) earmark poor working conditions, including demanding workloads, staff shortages, and lack of job growth opportunities as challenges that compromise their ability to provide quality, patient-centered care. In a cross-sectional study conducted between September 2020 and November 2020 to examine the challenges and resource needs of CNAs working in nursing homes during the COVID-19 pandemic, Ecker et al. (2021) revealed that healthcare organizations undervalue and ignore CNAs. In this sense, they encounter financial hardships, structural discrimination based on race, limited access to paid leave, emotional burdens, and physical risks (Ecker et al., 2021). Other issues identified by this scholarly study include increased susceptibility to diseases, limited access to health insurance coverage, and exclusion from conversations regarding patient care. Undoubtedly, these challenges are even more disproportionate to new CNAs.

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Reality shock, unfamiliarity with clinical guidelines, ineffective communication and collaboration with nurses, discrimination, and exclusion from interdisciplinary teams are the major challenges facing new CNAs. According to Salem Alghamdi & Ghazi Baker (2020), the transition from theoretical knowledge to practice is a complex process accompanied by emotional exhaustion and stress for new healthcare professionals. In a non-randomized control study conducted in China better 2013 and 2014, Zhang et al. (2019) singled out reality shock as a profound challenge that affects newly employed healthcare professionals. The researchers revealed that reality shock manifests in various ways, including the failure to fit in new workplaces, discrepancies between theoretical knowledge and practice, and confidence issues (Zhang et al., 2019). In this sense, it is valid to argue that new nurse assistants are susceptible to mistakes, low self-esteem, time pressure, confusion, and the feeling of dissatisfaction with new workplaces’ cultures. Therefore, it is essential to implement evidence-based practice for addressing these challenges and enabling effective transitions for new CNAs.

Appropriate Interventions for Addressing Problems Facing New Certified Nurse Assistants

A preceptorship policy is a universally accepted strategy for assisting new healthcare professionals during the transition from students to professionals. According to Farrelly-waters & Mehta (2022), the preceptorship document provides structure, reflection, and engagement that contribute to effective transition for mentees. The researchers define preceptorship as “a period of time where a newly graduated clinician receives support from a mentor in their clinical duties to ensure an efficient and healthy transition from student to autonomous practitioner” (p. 2). It is essential to note that the presence of a preceptorship policy impacts other strategies for facilitating the effective transition for new CNAs in a geriatric care setting by establishing a foundation for mentorship, improved communication between nurses and nurse assistants, training, and ongoing learning.

Mentorship and preceptorship are closely related strategies for assisting new healthcare professionals during their transition. Feyissa et al. (2019) argue that mentorship is different from preceptorship because it emphasizes a longer period and deeper relationships between mentors and learners. Therefore, mentoring new nurse assistants forms the basis of ongoing learning and the subsequent development of meaningful interactions with nurses and other clinicians. Equally, training new CNAs emerges as a profound approach to enhancing their awareness of clinical guidelines and care demands. Trinkoff et al. (2017) contend that the U.S federal regulations require at least 75 initial training hours with a minimum of 16 clinical hours, plus 12 annual in-service training hours before certifying a CNA. In-service training for CNAs in a geriatric care setting is essential in lowering the odds of patient falls and eliminating depression emanating from workplace issues (Trinkoff et al., 2017, p. 506). Therefore, it is valid to consider in-service training sessions as a fundamental component of a contingency plan for addressing challenges facing new CNAs and improving care.

Finally, fostering communication between nurses and new nurse assistants remains vital in improving care and fostering teamwork. Ward & Rogan (2021) and Campbell et al. (2020) contend that poor communication in long-term care (LTC) results in detrimental consequences, including limited knowledge of residents’ conditions, high staff turnover, lack of administrative support, and fragmented care. Interventions for improving communication between nurses and nurse assistants include simulating teamwork enhancement activities, including NAs in hourly rounds, developing trust, training, and using advanced modalities such as health information technologies to improve communication (Campbell et al., 2020). Improving communication and collaboration between nurses and nurse assistants promotes teamwork, trust, proper delegation of tasks, and the overall improvement of care quality.

Conclusion

New certified nurse assistants (CNAs) face intense pressure to flourish amidst complexities and increased demands for quality care, especially among the aging population. However, CNAs’ determination to provide direct care face various challenges, including discrepancies between theoretical knowledge and practice, new organizational culture, poor communication and teamwork, fear, reality shock, and the perception of exclusion from interprofessional care approaches. Therefore, it is possible to address these challenges by implementing a contingency plan consisting of multiple interventions, such as preceptorship and mentorship programs, training, ongoing learning, improving communication and collaboration between nurses and nurse assistants, and promoting a civil organizational culture.

References

Campbell, A. R., Layne, D., Scott, E., & Wei, H. (2020). Interventions to promote the teamwork, delegation, and communication among registered nurses and nursing assistants: An Integrative Review. Journal of Nursing Management, 28(7), 1465–1472. https://doi.org/10.1111/jonm.13083

Ecker, S., Pinto, S., Sterling, M., Wiggins, F., & Ma, C. (2021). Working experience of certified nursing assistants in the greater New York City area during the COVID-19 pandemic: Results from a survey Study. Geriatric Nursing, 42(6), 1556–1561. https://doi.org/10.1016/j.gerinurse.2021.10.007

Farrelly-Waters, M., & Mehta, J. (2022). The impact of preceptorship for newly graduated orthoptists on clinical confidence and attitudes towards public health. British and Irish Orthoptic Journal, 18(1), 1–10. https://doi.org/10.22599/bioj.248

Feyissa, G. T., Balabanova, D., & Woldie, M. (2019). How effective are mentoring programs for improving health worker competence and institutional performance in Africa? A systematic review of quantitative evidence. Journal of Multidisciplinary Healthcare, Volume 12, 989–1005. https://doi.org/10.2147/jmdh.s228951

Gion, T., & Abitz, T. (2019). An approach to recruitment and retention of certified nursing assistants using innovation and collaboration. JONA: The Journal of Nursing Administration, 49(7/8), 354–358. https://doi.org/10.1097/nna.0000000000000767

Giri, S., Chenn, L. M., & Romero-Ortuno, R. (2021). Nursing homes during the COVID-19 pandemic: A scoping review of challenges and responses. European Geriatric Medicine. https://doi.org/10.1007/s41999-021-00531-2

Reinhardt, J. P., Franzosa, E., Mak, W., & Burack, O. (2022). In their own words: The challenges experienced by certified nursing assistants and administrators During the COVID-19 pandemic. Journal of Applied Gerontology, 41(6), 1539–1546. https://doi.org/10.1177/07334648221081124

Salem Alghamdi, M., & Ghazi Baker, O. (2020). Identifying the experiences of new graduate nurses during the transition period to practice as a professional nurse. Journal of Clinical Nursing, 29(15-16), 3082–3088. https://doi.org/10.1111/jocn.15344

Trinkoff, A. M., Storr, C. L., Lerner, N. B., Yang, B. K., & Han, K. (2017). CNA Training Requirements and Resident Care Outcomes in Nursing Homes. The Gerontologist, 57(3), 501–508. https://doi.org/10.1093/geront/gnw049

Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical Principles and Practice, 30(1), 17–28. https://doi.org/10.1159/000509119

Ward, G., & Rogan, E. (2021). Perceptions of long-term care nurses and nursing assistants about communication related to residents’ care. Journal of Long-Term Care, 70–76. https://doi.org/10.31389/jltc.37

Zhang, Y., Huang, X., Xu, S., Xu, C., Feng, X., & Jin, J. (2019). Can a one-on-one mentorship program reduce the turnover rate of new graduate nurses in China? A longitudinal study. Nurse Education in Practice, 40, 1–10. https://doi.org/10.1016/j.nepr.2019.08.010

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resents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research.

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
Preparations
• Read Guiding Questions: Problem Statement (PICOT) [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
o As you reflect on your work in the field, what population do you feel has the greatest need? Why? Is the need across the population, or within a specific setting?
o What interventions already exist for the selected population? Are they effective? Why or why not?
o How will site support from your practicum and your preceptor support your goals and objectives?
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked above) to better understand how each criterion will be assessed.
Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
Your Problem Statement (PICOT) should be structured as follows:
PART 1: PROBLEM STATEMENT (2–3 PAGES)
Need Statement (1 paragraph).
• Analyze a health promotion, quality improvement, prevention, education or management need.
Population and Setting (1–2 paragraphs).
• Describe a target population and setting in which an identified need will be addressed.
Intervention Overview (1–2 paragraphs).
• Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
Comparison of Approaches (1–2 paragraphs).
• Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
Initial Outcome Draft (1 paragraph).
• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Time Estimate (1 paragraph).
• Propose a rough time frame for the development and implementation of an intervention to address and identified need.
PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
ADDRESS GENERALLY THROUGHOUT
• Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.
Additional Requirements
• Length of submission: 5–9 double-spaced pages.
• Number of resources: 10–15 resources. (Your final project summation will require 12–18 unique sources across all sections.)
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
• Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
o Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
• Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
o Analyze a health promotion, quality improvement, prevention, education, or management need.
o Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
o Describe a quality improvement method that could impact a patient, population, or systems outcome.
• Competency 4: Design patient- and population-centered care to improve health outcomes.
o Propose a rough time frame for the development and implementation of an intervention to address an identified need.
• Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
o Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
• Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
o Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
• Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
o Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
• Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
• Demonstrate completion of hours toward the practicum experience.

Guiding Questions
Problem Statement (PICOT)
This document is designed to give you questions to consider and additional guidance to help you successfully complete the Problem Statement (PICOT) assessment. You may find it useful to use this document as a pre-writing exercise, an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.
Part 1: Problem Statement
Need Statement
Analyze a health promotion, quality improvement, prevention, education, or management need.
• What type of need is your project trying to address?
• Why is addressing this need important?
• What are one or more key pieces of evidence that support the urgency of the need?
Population and Setting
Describe a target population and setting in which an identified need will be addressed.
• What is the population you will be targeting with your project?
o Why is it important to address your identified need within this population?
• What is the setting you will be targeting with your project?
o Why is it important to address your identified need and target population within this setting?
Intervention Overview
Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
• What interventions could be applied to your identified need?
o How well do the interventions fit your target population?
o How well do the interventions fit your target setting?
o How well do the interventions address your identified need?

Comparison of Approaches
Analyze potential interprofessional alternatives to an initial intervention overview with regard to their possibilities to meet the needs of the project, population, and setting.
• Discuss one or more alternatives to the intervention(s) presented in your Intervention Overview.
o How do the alternatives encourage interprofessional care approaches compared to the interventions in your overview?
o How well do the alternatives fit your target population compared to the interventions in your overview?
o How well do the alternatives fit your target setting compared to the interventions in your overview?
o How well do the alternatives address your identified need compared to the interventions in your overview?
Initial Outcome Draft
Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
• What is one outcome (or goal) that you want to achieve with your intervention and project?
o How does this outcome illustrate the purpose of your intervention and project?
o How does this outcome illustrate what you hope to accomplish with your intervention and project?
o How does this outcome establish a framework that can be used to achieve an improvement in the quality, safety, or experience of care?
Time Estimate
Propose a rough time frame for the development and implementation of an intervention to address an identified need.
• What is a rough time frame for developing your intervention?
o Is this time frame realistic?
o What potential challenges may impact this time frame?
• What is a rough time frame for implementing your intervention?
o Is this time frame realistic?
o What potential challenges may impact this time frame?
Part 2: Literature Review
Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• How does the evidence validate your identified need?
• How does the evidence support the appropriateness of attempting to address your identified need within your target population?
• How does the evidence support the appropriateness of attempting to address your identified need within your target setting?
Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
• What health policy exists that is relevant to your identified need?
o How will this health policy impact the way to try to address your identified need?
 In other words, are there considerations that you need to be sure you include or approaches that will be unavailable to you based on policy, as you continue to develop your project?
• Remember: In this literature review you are expected to have addressed 10–15 unique resources.
Address Generally Throughout
Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
• Is your writing clear and professional?
• Does your writing effectively communicate your problem statement?
• Does your writing effectively communicate your literature review?
• Is your writing free from errors?
• Is your submission 5–9 pages?
• Does your submission conform to current APA style standards?

MSN Practicum Conference Call Template
Date: August 17, 2022
Attending:
Meeting objectives: Review my practicum experience and discuss my learning goals.

Topic Notes
Introduction for new CNA’s working within a geriatric population. Long- and short-term nursing care facilities provide services and care for patients with acute and chronic illnesses. A holistic-comprehensive care approach that considers the patient’s social, emotional, cultural, and physical needs are imperative for the new CNA to grasp to ensure the best possible outcomes for patients/residents.
Action item: Examine initial challenges the new CNA will encounter.
Communication: Understanding the needs of this population. Recognizing the necessity for using a variety of communication techniques within this population due to hindrance of the aging process.
Action item: Implementing other forms of communication beyond verbalization while practicing techniques and providing rational.
Responsibilities of the CNA. On the job training to ensure the successful implementation of skills and best practices obtained within their educational curriculum.
Action item: Extended training by providing preceptors, skills training, RELIAS education, extended training for documentation/charting, equipment usage, simulations, and HIPPA review.
Follow-up All-inclusive comprehensive testing of skills.

Action item: Meeting with department heads establishing good communication to review testing outcomes and establish expectations of all parties.