Intervention Presentation and Capstone Video Reflection Script Paper

Intervention Presentation and Capstone Video Reflection Script Paper

Good morning and welcome to today’s presentation, which will focus on presenting the capstone intervention. One of the aims of the presentation is to demonstrate the impact of the intervention on the patient’s satisfaction and quality of life. I will also discuss how evidence from peer-reviewed literature informed the project and the degree of success in leveraging healthcare technology. Additionally, we will explore the significance of health policies in the planning and implementation of the project. Finally, we will compare the initial capstone predictions with the actual outcomes achieved and examine the personal and professional growth experienced throughout the program.

Contribution of the Intervention to the Patient/Family Satisfaction and Quality of Life

CAUTIs have various consequences for the affected population, such as ICU patients. These painful infections often complicate pelvic inflammatory diseases, particularly in women. According to the CDC (2023), CAUTIs can result in complications such as pyelonephritis, prolonged hospitalization, and septicemia. These complications increase the cost of care and contribute to higher mortality rates. The chosen intervention is clinician education and checklists in CAUTI prevention. Implementing clinician education programs and utilizing checklists are effective interventions that enhance clinicians’ knowledge and practices. According to Werbeburg (2022), educating staff on CAUTI prevention improves their understanding, attitudes, and overall approach to preventing CAUTIs, resulting in improved patient outcomes. Menengueti et al. (2019) show that education and checklists effectively reduce the prevalence of CAUTIs, and associated mortality and enhance patients’ quality of life. The study also shows that clinician education is crucial in reducing the burden of CAUTIs, lowering care costs, and shortening hospital stays. However, further research is needed to fully explore the impact of these interventions on patient satisfaction and care costs.

How I Used Evidence and Peer-Reviewed Literature to Plan and Implement the Capstone Project

The capstone project development process involved applying evidence-based practice (EBP) principles throughout development, implementation, and evaluation. The selection of the specific problem of interest involved a comprehensive assessment of care outcome data (ASK) and support from relevant literature. Menengueti et al. (2019) demonstrated that clinician education and checklists yield positive outcomes in CAUTI prevention. Hernandez et al. (2019) further supported this finding, indicating that clinician education, particularly among nurses, improves practice, knowledge, and attitude toward CAUTI prevention and reduces CAUTI and associated mortality. The best available evidence from reputable sources such as government agencies (AHRQ and IHI) and research was considered to inform the intervention. The Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI) recommend three critical practices for CAUTI prevention: clinician education, patient education, and checklists (AHRQ, n.d.). Given the circumstances within the ICU setting, evidence-based interventions, namely clinician education, and checklists, were selected as the most appropriate choices. The intervention will be implemented through a pilot study before broader implementation to facilitate innovation diffusion. The evaluation of the project will be based on its objectives, utilizing both qualitative and quantitative measures, focusing on reducing CAUTI cases and associated mortality. The study results will be disseminated through various means, including presentations and infographics, to ensure widespread awareness and understanding of the project outcomes. Thus, the capstone project and the interventions chosen demonstrate the application of evidence-based practice principles in their development and implementation.

How I Leveraged Healthcare Technology in this Capstone Project

I extensively utilized healthcare technology in this project, although there is still room for improvement. The technologies employed included healthcare dashboards, standardized terminologies, and electronic health records, which were crucial in completing various project tasks. According to the Agency for Healthcare Research and Quality (AHRQ, n.d.), standardized terminologies and checklists can effectively streamline workflow processes vital to this project. The implementation of checklists ensures appropriate catheter usage, preventing prolonged catheterization. Electronic health records proved invaluable in correcting, storing, and disseminating data, while healthcare dashboards facilitated the collection and analysis of project-relevant information. These dashboards provided visual representations of data derived from raw electronic health record data, aiding decision-making processes. Future improvements to this and similar projects will include incorporating clinician decision support systems (CDSS). CDSS will serve as valuable companions to healthcare providers, assisting in filtering unnecessary catheterizations at the prescription stage rather than at the bedside. This integration of CDSS will enhance the overall efficiency and accuracy of catheter-related decision-making processes.

How Health Policy Influenced the Development of this Project

Several policies influenced the development and implementation of this project. One notable policy-making entity is the Centers for Medicare and Medicaid (CMS), the largest public health insurance system in the United States. The CMS has implemented two policies directly relevant to CAUTIs. Since 2008, the CMS has ceased reimbursing healthcare costs associated with hospital-acquired CAUTIs. Moreover, Advani and Fakih (2019) highlight that the CMS reduces reimbursement fees by up to 1% when the percentage of hospital-acquired infections exceeds the 75th percentile of the national count. These policies have played a crucial role in stimulating efforts to address the CAUTI problem within the facility.

Additionally, this project drew extensively from the recommendations of the Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI). These recommendations can be summarized into three key areas: clinician education, patient education, and checklists (AHRQ, n.d.). The project will drive changes in catheter indications and monitoring policies to ensure improved patient outcomes and uphold the standards of quality care. The collaboration between health policies, such as those from the CMS, and the guidance provided by organizations like AHRQ and IHI, facilitates the alignment of the project with existing healthcare frameworks. These combined efforts foster a comprehensive approach to tackling CAUTIs and promote policy adjustments that align with the project’s goal of enhancing patient care and promoting positive outcomes.

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Comparing Initial Predictions to Capstone Outcomes

The initial expectations for the capstone project were to involve conscious patients and their families. However, it proved challenging to identify conscious patients who met the specific participation criteria. Nevertheless, certain aspects of the evidence-based practice (EBP) project surpassed expectations. These included the availability of EBP resources, the support received from the infection control nurse, and the successful intervention selection and implementation. Research evidence demonstrates the effectiveness of the chosen intervention, indicating its potential as a best practice. However, as evaluated through the project results, the project’s overall effectiveness will guide the implementation of changes within the facility.

Furthermore, the selected intervention can be extrapolated and applied in other institution areas. For instance, clinician education and the use of checklists can streamline processes like obesity screening in the outpatient department. According to Ignatowicz et al. (2019), clinician education, consultation, and the utilization of checklists contribute to improving disease screening efforts in areas such as obesity, diabetes, cancer, and tuberculosis. Overall, the capstone project’s progress has provided valuable insights and potential opportunities for implementing effective interventions in the present project and other relevant areas within the healthcare institution.

My personal and Professional Growth Throughout the Project

In this project, I prioritized ethical care delivery and upheld professional standards. All project activities underwent thorough review and approval by the clinical preceptor, instructor, and faculty to ensure ethical care. Rigorous research was conducted to make well-informed decisions that were in the project’s best interest. I take pride in the significant professional and personal growth I have experienced throughout the capstone project. My communication skills have improved when collaborating with nurses, fellow professionals, patients, and their families.

Additionally, I have enhanced my abilities in developing and implementing evidence-based practice (EBP). The intricate process of EBP, including the various implementation models, has expanded my knowledge exponentially, fostering a greater sense of confidence in EBP implementation. Furthermore, the project duration has enhanced my leadership and care coordination skills.

Conclusion

The selected intervention for this project involves providing clinician education and implementing checklists. These interventions aim to enhance staff vigilance and efforts in preventing CAUTIs while improving the overall care delivery process. Developing and implementing evidence-based practice (EBP) principles and healthcare technology have played significant roles in this process. Most of the anticipated changes predicted for the capstone project have been achieved. The adherence to HIPAA regulations, CMS policies, and recommendations from AHRQ and IHI have been crucial in shaping the development and implementation of the proposed project. The program’s outcomes will guide the diffusion of innovation and decision-making for future projects. One future recommendation is the utilization of CDSS systems to assist clinicians in accurately indicating the need for catheterization. Thank you for your valuable participation in this project.

References

Advani, S. D., & Fakih, M. G. (2019). The evolution of catheter-associated urinary tract infection (CAUTI): is it time for more inclusive metrics? Infection Control & Hospital Epidemiology, 40(6), 681-685. https://doi.org/10.1017/ice.2019.43

Agency for Healthcare Research and Quality (AHRQ), (n.d.). Toolkit for Reducing CAUTI in Hospitals; Healthcare-Associated Infections Program. https://www.ahrq.gov/hai/tools/cauti-hospitals/index.html

Alex, J., Maneze, D., Ramjan, L. M., Ferguson, C., Montayre, J., & Salamonson, Y. (2022). Effectiveness of nurse-targeted education interventions on clinical outcomes for patients with indwelling urinary catheters: A systematic review. Nurse Education Today, 105319. https://doi.org/10.1016/j.nedt.2022.105319

Center for Disease Control and Prevention (CDC), (2023). Urinary Tract Infection (Catheter-Associated Urinary Tract Infection [CAUTI] and Non-Catheter-Associated Urinary Tract Infection [UTI]) Events. National Healthcare Safety Network. https://www.cdc.gov/nhsn/pdfs/pscmanual/7psccauticurrent.pdf#:~:text=CAUTI%20can%20lead%20to%20such%20complications%20as%20prostatitis%2C,osteomyelitis%2C%20septic%20arthritis%2C%20endophthalmitis%2C%20and%20meningitis%20in%20patients

Ignatowicz, A., Atherton, H., Bernstein, C. J., Bryce, C., Court, R., Sturt, J., & Griffiths, F. (2019). Internet videoconferencing for-patient–clinician consultations in long-term conditions: a review of reviews and applications in line with guidelines and recommendations. Digital Health, 5, 2055207619845831. https://doi.org/10.1177/2055207619845831

Mangal, S., Carter, E., & Arcia, A. (2022). Developing an educational resource for parents on pediatric catheter-associated urinary tract infection (CAUTI) prevention. American Journal of Infection Control, 50(4), 400-408. https://doi.org/10.1016/j.ajic.2021.09.006

Menegueti, M. G., Ciol, M. A., Bellissimo-Rodrigues, F., Auxiliadora-Martins, M., Gaspar, G. G., da Silva Canini, S. R. M., Basile-Filho, A., & Laus, A. M. (2019). Long-term prevention of catheter-associated urinary tract infections among critically ill patients through the implementation of an educational program and a daily checklist for maintenance of indwelling urinary catheters: A quasi-experimental study. Medicine, 98(8). https://doi.org/10.1097/MD.0000000000014417

Werneburg, G. T. (2022). Catheter-associated urinary tract infections: current challenges and future prospects. Research and Reports in Urology, 109-133. https://doi.org/10.2147/rru.s273663

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Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection

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.

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).

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.
The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.
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.

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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.
Describe feedback received from the patient, family, or group on your intervention as a solution to the problem. 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.
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.
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.
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.
Discuss the aspects of the project that met, exceeded, or fell short of your expectations. Discuss whether your intervention can, or will be, adopted as a best practice.
Describe the generalizability of your intervention outside this particular setting.
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.
Address your provision of ethical care and demonstration of professional standards.
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.

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.
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.
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.
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.
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.
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.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Communicate professionally in a clear and well-organized video.

SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE