Intervention Presentation and Capstone Video Reflection Essay

Intervention Presentation and Capstone Video Reflection Essay

Hello, and welcome to my video reflection on my capstone project. My name is … and I will reflect on my capstone project with a special focus on intervention in the health problem.

My patient was a 54-year-old African American male who was diagnosed with hypertension. He is an otherwise healthy man who can perform all activities of daily living. Mr. KJ is not diabetic or epileptic and has no other known chronic disease. He has a positive family history of heart disease and cardiovascular disease-related mortality. Mr. KJ had been put on antihypertensive medications and scheduled for a revisit in the clinic two weeks later. During this period, we had a productive session with Mr. KJ. I contributed various inputs as part of his nursing care, one of them being an intervention that I hope will help him in his care for hypertension.

I developed an educational brochure to educate him and inspire him most friendly language about hypertension. This intervention was developed using input specifically derived from his care needs assessment. My nursing leadership, care coordination, communication, and change management skills contributed immensely to the development of this intervention. The brochure focused on relevant and basic information that the patient seemed not to understand properly about hypertension, risk factor awareness, awareness about potential complications of poorly controlled hypertension, steps to prevent these complications, potentially useful community resources, and important links and contact in case he needs to use some of these resources. The last part of my project involved the presentation of this brochure to Mr. KJ. This took place in a residential home, and the session lasted 45 minutes. This intervention will be used for reference by the patient whenever in need.

This intervention has notable impacts on the patient experience and immediate indicators of quality of life for Mr. KJ. The presentation of the intervention itself impacted the patient’s emotional well-being because it sparked positive emotional reactions and gestures of goodwill even in the terminal stages of the project. The patient was positive and receptive to the brochure, and his readiness was shown by his engagement in the process by asking questions and ensuring shared decision-making. From this intervention, we deliberated on the next best care steps and alarm signs he would look out for to prevent late detection of complications and other risks such as diabetes mellitus.  I feel that I incorporated the key strategies for patient collaboration and communication discussed earlier in the project. I Used patient education, patient navigation, and shared decision-making to develop this intervention and interact with the patient.

The centers for disease control and prevention, abbreviated CDC, website in 2021 defined quality of life as the individual’s perception of well-being, whether physically or mentally. This intervention, to some extent, has improved the patient’s health literacy. Health literacy will change the patient’s perception of his wellness. Role functioning will have improved with this intention because it puts the patient at the center of his care and provides him with a sense of control. Reassurance from the intervention improved emotional functioning. A subjective assessment of the patient revealed that he felt connected to the external world and was not alone anymore. An article by Olsen & Misajon in 2020 found that community connectedness is a crucial determinant of quality of life that ensures patient satisfaction. By instilling a sense of connectedness, the patient experience improved. I believe that the patient will carry forward this optimism to impact his life with hypertension.

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The development of this intervention benefited immensely from evidence-based practice. I utilized different kinds of evidence from various sources. The quality of these pieces of evidence varied as some came from websites, while others came from journal articles, coursebooks, and periodicals. I leveraged various principles of evidence-based practice, such as literature search, appraisal of the sources, and translation of evidence to practice. Literature search relied largely upon the use of keywords and filtering. The most relevant sources were used and analyzed. I trust the credibility of these sources because I used current, authoritative sources with accurate pieces of information. These sources were less than five years old, making them up t date with current best practices.

I also leveraged health technology effectively during this capstone project. For simple communications with the selected patient, I relied on smartphone technology to schedule sessions. I suggested various technologies through physical demonstration to the patient on his use of various technologies to improve his care and ensure self-monitoring. We also deliberated on the best and most credible smartphone technologies and online social support organizations to consider in his care. Therefore, I believe I successfully leveraged health technology to impact Mr. KJ’s care. However, there is still room for the utilization of other technologies, such as automated blood pressure in self-monitoring for this patient.

The affordable care act was a key policy that was influenced by the capstone project. This policy’s provision fitted most of the needs of this patient and thus acted as a good framework for care coordination. As a patient advocate, I enlightened the patient about this policy and how he could benefit from the various provisions of this policy. At the same time, I ensured that my interventions were within the scope of practice of a baccalaureate-prepared nurse. Therefore, most of the activities involved coordinating care and providing basic interventions for comfort. Advocating for referral was emphasized in most of the capstone project interventions. My goal in the capstone project was to ensure that I effectively assumed the care coordinator role in Mr. KJ’s care. Therefore, I identified the key stakeholders and ensured that the patient seeks their input into the patient care through referrals. I believe that I improved the patient’s perception of healthcare insurance and considered various affordable options for his family. I avoided interfering with the patient’s medical prescription because I believed that this was not within my scope per the state board of nursing’s regulations and standards. However, I offered the best education to my knowledge about this prescription regarding patient safety and warning signs that he should observe and contact his doctor in cases when these adverse events occur.

This capstone project outcome matched most of my expectations. I believe that I garnered a lot of skills in patient care coordination, communication, collaboration, and other interactions. At the interpersonal level, I think I performed better than with other patients before. The key take-home message to myself was that patients come with various enormous amounts of medical knowledge. However, this knowledge is disorganized or inaccurate. Therefore, it is my responsibility to castigate any myths and reassure accurate information to guide the patient’s decision-making. I think I performed well in nursing leadership but fell short in aspects such as putting the knowledge to practice in active patient referral. Rather than just suggesting the stakeholders and resources, I ought to eliminate any barriers that would hinder the patient’s utilization of these resources through active frontline roles. I think the patient will adopt this intervention only when he needs specific services and resources. According to an integrative review article by Tam et al. in 2020, these educational interventions are best used as reinforcement but not as the main source of behavior change to enhance patient outcomes. Outside the care for hypertension, educational brochures serve a limited purpose owing to the advancements in informational sources and the use of the internet.

Throughout my capstone project, I have convinced myself through goal achievements that I can perform care coordination and patient advocacy at the community level, especially with chronic diseases. I have observed some ethical and legal considerations that are important in the care of patients in the community setting. I also trust that my care has not violated nursing standards of professional practice, as I have observed the nursing process in the capstone project. I am proud of my interpersonal interaction skills and communication with patients. I think these skills were key to the success of my capstone, right from negotiating with the patient to participating in my project. My persuasion and collaboration strategies have worked well with this patient, and I wish to carry these competencies into future practice. Therefore, I can say that I am proud of the success of my care coordination and patient collaboration. Thank you.

References

CDC. (2021, June 16). Health-Related Quality of Life (HRQOL). Cdc.gov. https://www.cdc.gov/hrqol/index.htm

Olsen, J. A., & Misajon, R. (2020). A conceptual map of health-related quality of life dimensions: key lessons for a new instrument. Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 29(3), 733–743. https://doi.org/10.1007/s11136-019-02341-3

Tam, H. L., Wong, E. M. L., & Cheung, K. (2020). Effectiveness of educational interventions on adherence to lifestyle modifications among hypertensive patients: An integrative review. International Journal of Environmental Research and Public Health, 17(7), 2513. https://doi.org/10.3390/ijerph17072513

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5 Instructions: Intervention Presentation and Capstone Video Reflection
• PRINT
• Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Introduction
Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).
For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.
Reference
Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).
Instructions
Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.
PART 1
Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.
Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.
Part 2
Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.
You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.
Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.
Requirements

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The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.
• Assess the contribution of your intervention to patient or family satisfaction and quality of life.
o Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
o Explain how your intervention enhances the patient, family, or group experience.
• Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
o Explain how the principles of evidence-based practice informed this aspect of your project.
• Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
o Identify opportunities to improve health care technology use in future practice.
• Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
o Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
• Explain whether capstone project outcomes matched your initial predictions.
o Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
o Discuss whether your intervention can, or will be, adopted as a best practice.
o Describe the generalizability of your intervention outside this particular setting.
o Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
• Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
o Address your provision of ethical care and demonstration of professional standards.
o Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
• Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements
Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 2: Make clinical and operational decisions based upon the best available evidence.
o Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
• Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
o Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
o Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
• Competency 5: Analyze the impact of health policy on quality and cost of care.
o Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
• Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
o Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
• Competency 8: Integrate professional standards and values into practice.
o Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
o Communicate professionally in a clear and well-organized video.

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Intervention Presentation and Capstone Video Reflection Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Does not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Attempts to assess the contribution of an intervention to patient, family, or group satisfaction and quality of life based on unfounded assumptions.	Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group.
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.	Does not describe one’s planning and implementation of a capstone project.	Attempts to describe one’s planning and implementation of a capstone project.	Describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.	Succinctly describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice.
Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.	Does not describe how one used health care technology in a capstone project.	Attempts to describe how one used health care technology in a capstone project.	Assesses the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.	Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use.
Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.	Does not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.	Attempts to describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.	Explains how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.	Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.	Does not describe capstone project outcomes and does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form.	Attempts to describe capstone project outcomes and/or does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form.	Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.	Provides an articulate and perceptive explanation of whether capstone project outcomes matched one’s initial predictions. Exhibits clear insight into the generalizability and best-practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Does not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Summarizes one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.
Communicate professionally in a clear and well-organized video.	Does not communicate in a video.	Communicates in a video. Content delivery is hesitant, unclear, or read from a script.	Communicates professionally in a clear and well-organized video.	Communicates professionally in a clear and well-organized video. Content delivery is focused, smooth, and well-rehearsed. Information sources are credited appropriately.