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 groups in the Capella Academic Portal Volunteer Experience Form.

Interpersonal Communication and Dynamics

 

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.

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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 groups in the Capella Academic Portal Volunteer Experience Form.

 Intervention Presentation and Capstone Video Reflection

Hello, and welcome to today’s presentation. Firstly, we will evaluate the impact of the intervention on patient care, satisfaction, and quality of life. Secondly, we will discuss the use of evidence. Thirdly, we will describe the use of healthcare technology. Fourthly, we will discuss the impact of health policies. Fifthly, we will explore project outcomes versus initial expectations. Lastly, we will assess professional and personal growth.

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Impact of the Intervention on Patient Satisfaction and Quality of Life

The patient is a seventy-year-old Indian American female. She is a known diabetic patient diagnosed with the disease three decades ago. The patient is brought in by her spouse and daughter, where a physical examination reveals a weak pulse, lethargy, confusion, and dry mucous membranes. Her respiratory rate is 28 breaths per minute. Further workup reveals plasma glucose levels of 37.0 mmol/L, bicarbonate levels of 17 mEq/L, and a serum osmolality of 335 mOsm/kg. These are manifestations of hyperosmolar hyperglycemic state (HHS). The patient is started on intravenous fluid resuscitation, and a plan for insulin therapy is initiated.

The intervention is based on the American Diabetes Association’s guidelines. Also, the intervention embraces telemedicine technology such as reminders, alarms, video conferencing, and glucose diaries. Writing in 2020, Chung, Erion, Florez, Hattersley, Hivert, Lee, McCarthy, Nolan, Norris, and Pearson report that examples of non-pharmacological approaches included in the intervention are adopting the Mediterranean-style diet and physical activity. Writing in 2020, Chung, Erion, Florez, Hattersley, Hivert, Lee, McCarthy, Nolan, Norris, and Pearson report that pharmacological approaches include oral hypoglycemic agents and injectables such as insulin. This intervention aims to provide tight glycemic control and improve patient outcomes. Telemedicine is leveraged to optimize treatment. Notably, reminders and alarms will be used to improve adherence to the treatment plan.

The patient and her family were excited about the non-pharmacological approaches included in the intervention. They reported that previous treatment plans focused on pharmacotherapy alone. They agreed to work in concert with the dietician to optimize the patient’s nutritional plan. Furthermore, the patient’s family agreed to enroll her in a local community resource to facilitate the patient’s physical activity sessions. They demonstrated low digital literacy and were unwilling to embrace telemedicine. However, after further engagements, they agreed to adopt alarms, reminders, and video conferencing. According to them, they would embrace these approaches to improve adherence to the treatment plan.

The intervention enhances the experience of the patients and their families. To begin with, Aberer, Hochfellner, and Mader, writing in 2021, report that telemedicine will optimize the patient experience by allowing remote patient monitoring (RPM) and minimizing forgetfulness to take medications. Aberer, Hochfellner, and Mader, in 2021, report that continuous glucose monitoring systems and tele-retinal screening will facilitate remote patient monitoring. Aberer, Hochfellner, and Mader, in writing in 2021, report that RPM will improve glycemic control by allowing patients to be involved in the treatment process and by facilitating timely feedback and interventions from healthcare providers. Secondly, the intervention will improve the patient experience by providing tight glycemic control, reducing visits to the emergency department, and minimizing healthcare costs. This will be achieved by both pharmacotherapy and lifestyle changes.

Evidence and Peer-Reviewed Literature

At this point, I would like to explore the use of evidence and peer-reviewed literature in my capstone project. I embraced the principles of evidence-based practice in my project. SCstatehouse.gov (n.d.) reports that the first principle is assessing needs. In this context, the problem is type 2 diabetes mellitus (DM). This population requires optimized care to achieve tight glycemic control and improve patient outcomes. SCstatehouse.gov (n.d.) reports that the second principle is enhancing intrinsic motivation. This enabled me to engage with and encourage the patient and her family to embrace my intervention to optimize disease management. Furthermore, it enabled me to engage other members of the interdisciplinary team to participate actively in the intervention. SCstateh

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