Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
Capella University Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations-Step-By-Step Guide
This guide will demonstrate how to complete the Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
Whether one passes or fails an academic assignment such as the Capella University Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
The introduction for the Capella University Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
After the introduction, move into the main part of the Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Assessment 1: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Assessment 1 Assessing the Problem Leadership, Collaboration, Communication, Change Management, and Policy Considerations
Nurses play a critical role in the promotion of health of their populations. Nurses utilize their knowledge and skills in nursing to assess, plan, implement, monitor and evaluate the effectiveness of the interventions utilized to address the needs of their patients. The effectiveness of care given to the patients depends largely on the level of patient involvement in care and use of evidence-based interventions. Therefore, this paper explores the patient health problem that will be of focus for the project.
Part 1
Patient Health Problem
The selected patient for the project is Mr. M, a family member who has hypertension and pre-diabetic. The patient has been hypertensive for the last two years and has been on anti-hypertensive treatment. The patient is also pre-diabetic. He uses lifestyle and behavioral modifications to manage the condition. Hypertension and pre-diabetes have significant adverse effects on the health of the patient. Accordingly, patients and their significant others incur costs in seeking treatment, purchase of medication and frequent hospitalizations. Patients also lose their productivity due to increased demands from hospital visits and hospitalizations (Forouzanfar et al., 2017).
Health issues such as hypertension and pre-diabetes are relevant to the practice of baccalaureate prepared nurse. Bachelor-prepared nurse play a critical role in the promotion of the health and wellbeing of the patients suffering from hypertension and diabetes. The nurses provide health promotion interventions such as health education and screening patients for health risks including diabetes and hypertension. As noted above, hypertension and pre-diabetes act as a source of significant disease burden for the patient. According to (Farjo et al., 2020), diabetes is associated with adverse events such as myocardial infarction, coronary revascularization, and cardiovascular hospitalizations. Similarly, hypertension predisposes patients to adverse events such as stroke, renal failure, heart failure, and metabolic syndrome that increase the costs of care and mortality (Cooper et al., 2017). Therefore, the bachelor-level prepared nurse has the responsibility of ensuring that the health and wellbeing of the populations affected by hypertension is promoted.
Leadership
Effective leadership is needed for the management of hypertension and pre-diabetes. Bachelor-level prepared nurse acts as a leader in
implementing the evidence-based interventions that can be used to manage hypertension and pre-diabetes. The effective leadership styles that should be adopted in working with the patient in the case study include active participation, shared-decision making, and promotion of trust. Bachelor-level prepared nurse also plays the role of ensuring that evidence-based interventions are utilized in the management of the health problems affecting the patient. Evidence-based interventions contribute to care outcomes such as patient satisfaction, empowerment, quality, safety and efficiency in care.
Collaboration
Active stakeholder collaboration is needed for the effective management of hypertension and pre-diabetes. Nurses must work with their patients in exploring the effective interventions that can be used to optimize the treatment outcomes. Collaboration takes into consideration the values, beliefs and practices of the patient towards the management of the health problem. The patient in the case study should also be involved in the decision-making process. Patient involvement in decision-making contributes to patient satisfaction with care, improved treatment adherence, and patient empowerment to explore additional self-management interventions for hypertension and pre-diabetes (Emich, 2018).
Communication
Communication is an important element in the management of hypertension and pre-diabetes. Effective communication strategies such as open communication, active listening, and being objective should be embraced to improve the outcomes of treatment for the patient. Open communication should be embraced to ensure that the patient expresses his concerns and views on the ways in which the health problems can be managed optimally. Open communication also promotes the trust and honesty between the patient and the nurse for the realization of the desired outcomes of care (Abdolrahimi et al., 2017). Therefore, effective communication will be embraced to facilitate the effective management of the health problems facing the patient and the relationship with him.
Change Management
The successful management of hypertension and pre-diabetes will entail the adoption of lifestyle and behavioral modifications by the patient. The modifications include engaging in active physical activity, dietary modifications, and self-monitoring of the blood pressure. The implications of the modifications are that the patient needs to change his behaviors to promote health. Theories of change management such as Lewin’s three-step model of change will therefore be embraced. Lewin’s theory provides a systematic approach that nurses can use in implementing change and managing barriers. Nurses can use the theory to create urgency for the change, facilitate the change process and sustain the desired behaviors. The nurse must also implement evidence-based interventions to contribute to the desired outcomes. However, the nurse should be aware of the potential barriers to implement the desired change such as lack of awareness by the patient, lack of prepared by the patient to embrace change interventions and high workload that hinders the use of evidence-based interventions (Thusini & Mingay, 2019). Therefore, interventions such as patient education, active patient involvement in the care process, and provision of the support needed by the patient will be embraced to address the potential barriers that may be experienced in the project.
Policy Perspective
The effective management of hypertension and pre-diabetes also depends largely on the facilitating nature of the policies embraced in health and nursing. Bachelor-prepared nurse should ensure that policies that increase access to and utilization of care services by the patient in the case study are embraced. The nurse also ensures that barriers to care by the diverse populations are eliminated. This includes engaging in initiatives such as policy advocacy, population education to create awareness, and championing the implementation of sustainable and universal interventions for managing hypertension and pre-diabetes (Regan et al., 2017).
Part 2
The patient I will be working with in the project is Mr. M, a family member who has hypertension and pre-diabetes. As noted above, the patient has been hypertensive for the last two years and has been on anti-hypertensive treatment. The patient is also pre-diabetic. He uses lifestyle and behavioral modifications to manage the condition. I hope to learn a number of things by working with this patient. The first one is the effectiveness of self-management and active collaboration in hypertension and pre-diabetes management. I also hope to learn about the effective leadership styles that are needed when working with patients suffering from chronic and acute conditions. I also intend to strengthen my communication and teamwork skills by working with the patient. I also intend to learn more about the ways in which evidence-based interventions can be used to manage health problems. Overall, I anticipate personal and professional development by working with the patient in the project.
The above patient was chosen for the project because of a number of reasons. Firstly, the patient has been on anti-hypertensive treatments for the past two years that have been effective in blood pressure control. However, the patient has not incorporated the non-pharmacological interventions into the management plan for the hypertension. I would therefore like to empower the patient about the use of self-management, non-pharmacological interventions for hypertension. The patient is also pre-diabetic. This implies that he can benefit greatly from the incorporation of self-management interventions into his treatment plan. Consequently, he is the most suitable person I can work with to achieve the desired competencies for the course.
I will embrace participative discussions and case studies in presenting the information about the health problems to the patient and convince him about its significance. I will hold a participative discussion with the patient to explore the different ways in which his health problem can be managed. I will also provide him case studies about the symptoms, effects and effective interventions that can be embraced to improve his health outcomes. I will also guide him in the implementation of the self-management interventions that he can embrace to manage his health problems.
I will embrace participative leadership style in working with the patient. Participative leadership entails allowing others or those being led to play a proactive role in the examination of issues and ways in which they can be addressed. Participative leadership will empower the client in the case study to develop effective knowledge and skills needed for the management of his health problems (Thusini & Mingay, 2019). I will also embrace active collaboration in working the patient. I will ensure that his is actively involved in determining the most effective interventions that align with his expectations that can be used in managing his problems. I will also utilize change management skills such as educating the patient, involving him in change initiatives, and guiding the patient on the effective use of the interventions for disease management (Emich, 2018).
I foresee a number of potential barriers in presenting the problem to the patient. One of them is his low level of awareness about his health problems and their management. The patient has little information about the risks and self-management of hypertension and pre-diabetes. The other barrier is the lack of time. The patient works as a forklift operator during most of his daytime. As a result, it might be difficult for him to find time to participate in the needed interventions for the management of his health problems. I will embrace a number of change management strategies to overcome the above barriers. One of the interventions will be educating the patient about his health problems, risks and the need for lifestyle and behavioral change. Patient education will raise the needed sense of urgency in implementing interventions to promote health. I will also guide the patient in implementing the needed interventions. Guiding will increase the ease with which the patient engages in healthy interventions. Lastly, I will promote flexibility in the process to ensure that the needs of the patient are met.
Conclusion
Overall, nurses play an essential role in the promotion of health of their populations. Nurses utilize interventions such as effective leadership, communication, and policy advocacy to ensure the needs of their patients are met. I will therefore embrace the above interventions in working with the selected patient in this case study. I will also explore best practices that can be used to optimize the outcomes of treatment in hypertension and diabetes.
References
Abdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017). Therapeutic communication in nursing students: A Walker & Avant concept analysis. Electronic Physician, 9(8), 4968–4977. https://doi.org/10.19082/4968
Cooper, R. S., Kaufman, J. S., & Bovet, P. (2017). Global Burden of Disease Attributable to Hypertension. JAMA, 317(19), 2017–2018. https://doi.org/10.1001/jama.2017.4213
Emich, C. (2018). Conceptualizing collaboration in nursing. Nursing Forum, 53(4), 567–573. https://doi.org/10.1111/nuf.12287
Farjo, P. D., Barghouthi, N., Chima, N., Desai, A., Fang, W., Giordano, J., & Bianco, C. M. (2020). Use of the Burden of Diabetes Mellitus Score for Cardiovascular Disease Risk Assessment. The American Journal of Cardiology, 125(12), 1829–1835. https://doi.org/10.1016/j.amjcard.2020.03.027
Forouzanfar, M. H., Liu, P., Roth, G. A., Ng, M., Biryukov, S., Marczak, L., Alexander, L., Estep, K., Hassen Abate, K., Akinyemiju, T. F., Ali, R., Alvis-Guzman, N., Azzopardi, P., Banerjee, A., Bärnighausen, T., Basu, A., Bekele, T., Bennett, D. A., Biadgilign, S., … Murray, C. J. L. (2017). Global Burden of Hypertension and Systolic Blood Pressure of at Least 110 to 115 mm Hg, 1990-2015. JAMA, 317(2), 165–182. https://doi.org/10.1001/jama.2016.19043
Regan, S., Wong, C., Laschinger, H. K., Cummings, G., Leiter, M., MacPhee, M., Rhéaume, A., Ritchie, J. A., Wolff, A. C., Jeffs, L., Young‐Ritchie, C., Grinspun, D., Gurnham, M. E., Foster, B., Huckstep, S., Ruffolo, M., Shamian, J., Burkoski, V., Wood, K., & Read, E. (2017). Starting Out: Qualitative perspectives of new graduate nurses and nurse leaders on transition to practice. Journal of Nursing Management, 25(4), 246–255. https://doi.org/10.1111/jonm.12456
Thusini, S., & Mingay, J. (2019). Models of leadership and their implications for nursing practice. British Journal of Nursing, 28(6), 356–360. https://doi.org/10.12968/bjon.2019.28.6.356
Change in health care involves improving existing organizational capabilities, empowering the change agents, and continuously supporting the changing leaders. Leadership is key in delivering optimum health services and promoting change (Nilsen et al., 2020). Leaders thus have the role of motivating individuals and negotiating for resources to achieve set goals. This essay seeks to describe a patient with a health problem and evaluate it from leadership, collaboration, communication, change management, and policy perspective. I will also propose leadership strategies to enhance outcomes, patient-centered care, and patient experience related to the patient problem.
Patient Health Problem Relevant to My Practice
M.N, a 46-year-old African American male client, is the selected patient, whom I intend to work with during the practicum. M.N is a family friend and a patient at my current healthcare organization. The client has a history of obesity diagnosed at 32 years and was overweight from his 20s. He was also diagnosed with Type 2 Diabetes at the age of 40, and he has not achieved a glycemic control of below 7% in the past three years. M.N is currently on pharmacological management with Metformin and Atorvastatin in addition to lifestyle modification. His blood pressure has been elevated from his last clinic visits, and he admits failing to adhere to the health education on lifestyle modification.
M.N is married and lives with his wife and two children aged 17 and 12 years, respectively. He works in a Casino as a supervisor with an annual income of about $60,000. He has a history of alcohol consumption and tobacco smoking since he was 22-years-old. He drinks 3-4 beers a day and smokes1PPD, which he attributes to the nature of his work. The patient admits that he rarely engages in physical exercises, and his only physical activity is when he is walking around the casino at work.
Type 2 Diabetes is significant to the patient since it puts him at risk of developing comorbidities such as cardiovascular diseases and diabetes-related complications. The patient is at risk of cardiovascular conditions such as hypertension and heart failure and complications such as retinopathy, nephropathy, and foot amputations. Furthermore, diabetes has a substantial financial impact on the patient with direct medical costs such as expenditures to cover outpatient, inpatient hospital care, emergency care, and long-term care and prevention and treatment of diabetes and its complications.
Type 2 Diabetes is relevant to my professional practice as a BSN-prepared nurse since I have a crucial role in providing patient education on self-management skills, an essential part of diabetes care. Besides, BSN nurses are crucial in providing optimal patient care and promoting self-care management in diabetic patients (Nikitara et al., 2019). BSN nurses have a particularly crucial role as they perform annual diabetes and foot check and take part in screening, maintaining, and supporting patients with diabetes
Nursing Actions Related to Type 2 Diabetes
A patient diagnosed with type 2 diabetes must adhere to lifelong care plans to manage the condition. Nurses are at the frontline of delivering care and patient education to diabetic patients in managing the disease. The nurse’s roles and responsibilities in the care of patients with diabetes include: Providing education on prevention through behavior change and health coaching approaches; Promoting self-care; Screening of type 2 diabetes; Assessing and meeting the patient’s nutritional needs (Nikitara et al., 2019). Furthermore, nurses have a role in improving medication adherence to achieve glycemic control. Actions to improve adherence include assessing the patient’s adherence, exploring barriers to adherence, and identifying a mutually agreeable approach to eliminating the barriers (Nikitara et al., 2019). The nurse also develops a follow-up plan that assesses the planned treatment change and the progress in reaching the glycemic target.
The article by Nikitara et al. (2019) identifies three barriers to implementing evidence-based practice in addressing diabetes, namely lack of knowledge, resources, and time. The article argues that nurses have inadequate knowledge of specific aspects of diabetes. For instance, nurses have poor insight on more practical aspects of diabetes care, such as the timing and administration of some forms of insulin, the administration of metformin in renal impairment, and management and recognition of hypoglycemia symptoms (Nikitara et al., 2019). Furthermore, nurses lack structured resources, which affect their confidence in providing diabetes education to patients.
Studies reveal that nurses perceive the primary barrier to diabetes care as inadequate community resources and particularly the lack of professional knowledge of diabetes prevention initiatives and lifestyle programs for patients. Nikitara et al. (2019) also discuss that time constraints were a significant barrier in offering support and effective diabetes management. Inadequate time limit nurses in teaching patients about diabetes and its management and impaired their ability to provide adequate diabetes care.
How State Board Nursing Practice Standards and Organizational / Governmental Policies Could Affect Type 2 Diabetes
State board nursing practice standards can affect a patient’s management since they control how nursing care is delivered and the quality of care for diabetic patients. The practice standards determine what is required of the nurse and set the minimum criteria for proficiency. They can help improve nursing management provided to diabetic patients as nurses will be required to have a minimum set of knowledge and skills in managing diabetic patients. Nurses and the nursing care they deliver are appraised based on the standard of care for nurses in that cadre.
Governmental policies could affect the prevalence of diabetes by introducing measures to lower diabetes, such as restricting smoking and selling of tobacco to decrease smoking rates. According to Timpel et al. (2019), the government can introduce policies that raise taxes on unhealthy products and reinvest the money in developing local infrastructures such as outdoor gyms and playgrounds. The policy will reduce the consumption of foods that promote obesity and increase individuals’ engagement in physical exercises, thus promoting healthy lives (Timpel et al., 2019). Government policies can direct the development and implementation of national diabetes plans and regional strategies supporting local partnerships with communities and stakeholders to promote the prevention of diabetes.
Government policies affect the nursing scope of practice, including how diabetes care is delivered to nurses. They influence the environment in which nursing is practiced and regulate how patient information is kept and shared (Timpel et al., 2019). Some state policies limit nurses’ scope, especially nurse practitioners, whereby they are restricted from practicing their full scope, such as assessing, diagnosing, and prescribing diabetes medications.
Leadership Strategies to Improve Outcomes, Patient-Centered Care, and the Patient Experience Related To Type 2 Diabetes
Leadership strategies that can improve patient outcomes in diabetes include advocacy for diabetic patients. It is crucial to enhance the lives of persons with and at risk for diabetes. According to ADA (2016), advocacy efforts can help address and modify the social determinants that are the root of diabetes risk factors such as physical inactivity, obesity, and smoking. Furthermore, leadership strategies such as explicit goal setting with patients, incorporating evidence-based guidelines and clinical information tools in the process of care, identifying and addressing language and cultural barriers to care, and involving care management teams, can promote reductions in A1C, blood pressure, and cholesterol levels in diabetic patients (ADA, 2016). Leaders can exercise their authority to influence diabetic patients and the entire community on behavior change, which leads to better health outcomes.
Patient-centered care can be improved through leadership strategies for coordinating primary care. Optimal diabetes management necessitates an organized, systematic approach, and the contribution of a coordinated team of health professionals working in a setting where patient-centered high-quality care is a priority (Asif et al., 2019). A nurse leader can coordinate the care of the health team and expand the role of the team to execute more intensive diabetes management strategies.
Leaders with an effective leadership style positively impact employees’ behavior and patient satisfaction. Effective leadership strategies enable the leader to act as a spiritual mentor to achieve desired goals not only in the aspects of patient satisfaction but also in other facets of the hospital environment (Asif et al., 2019). Enhancing patients’ experience in the hospital setting requires leadership strategies that focus on improving work processes and systems that enable health providers to provide more effective care (Asif et al., 2019). A leader can improve the patient experience by enhancing the working environment for employees in the healthcare setting to increasing their satisfaction.
Conclusion
M.N has Type 2 Diabetes mellitus, which puts him at risk of developing comorbid conditions and diabetes-related complications. Nursing actions in patients with type 2 diabetes include providing patient education, promoting self-care, screening, and assessing and meeting a patient’s nutritional needs. Board nursing practice standards affect the care provided by nurses by setting the minimum requirements for a nurse to provide care for a diabetic patient. Governmental policies influence how care is provided by determining the scope of a nurse. They can also influence lifestyle practices by limiting unhealthy habits and promoting healthy practices. Leadership strategies that can improve outcomes and patient-centered care include advocacy, goal setting, incorporating evidence-based guidelines, addressing barriers, care coordination, and influencing behavior change.
References
American Diabetes Association. (2016). Standards of medical care in Diabetes-2017, Classification, and Diagnosis of Diabetes. https://doi.org/10.2337/dc16-S004
Asif, M., Jameel, A., Sahito, N., Hwang, J., Hussain, A., & Manzoor, F. (2019). Can leadership enhance patient satisfaction? Assessing the role of administrative and medical quality. International journal of environmental research and public health, 16(17), 3212. https://doi.org/10.3390/ijerph16173212
Hood, K. K., Hilliard, M., Piatt, G., & Ievers-Landis, C. E. (2015). Effective strategies for encouraging behavior change in people with diabetes. Diabetes management (London, England), 5(6), 499–510.
Nikitara, M., Constantinou, C. S., Andreou, E., & Diomidous, M. (2019). The role of nurses and the facilitators and barriers in diabetes care: A mixed-methods systematic literature review. Behavioral sciences (Basel, Switzerland), 9(6), 61. https://doi.org/10.3390/bs9060061
Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: an interview study with physicians, registered nurses, and assistant nurses. BMC health services research, 20(1), 1-8. https://doi.org/10.1186/s12913-020-4999-8
Timpel, P., Harst, L., Reifegerste, D., Weihrauch-Blüher, S., & Schwarz, P. E. (2019). What should governments be doing to prevent diabetes throughout the life course? Diabetologia, 1-12. https://doi.org/10.1007/s00125-019-4941-y