NRS-493 Practice Experience Conference (Mid-Conference) Solved

Students are required to initiate a mid-conference that will occur during Topic 5, using the “Practice Experience Conference Form (Mid-Conference)” resource. This conference is intended for the student, preceptor, and faculty to discuss progress toward meeting the learning goals and course objectives contained in the Individual Success Plan (ISP). Progress toward completing the written capstone project will also be discussed, including faculty recommendations for project development. Student progress will be documented on the Clinical Evaluation Tool (CET), which is submitted in the online classroom prior to the conference. The CET will be discussed during the mid-conference and graded in the online classroom by the faculty after the mid-conference. If the student receives an “Unacceptable” or “Below Expectations” in any category, the student will remediate for that category of the CET.

Sample Answer for NRS-493 Practice Experience Conference (Mid-Conference) Solved

Hello! Understanding the dependent and independent variables are extremely important with respect to our capstone change projects. Being able to understand how the interventions will influence our research. And the results that come about from the interventions and change implemented. The capstone project that I am doing is on fall prevention, the use of bed alarms and the implementation of hourly rounding. As fall continues to be a concern, having a intervention in place to try and prevent these falls from occurring is extremely important. Falls lead our patients to be at risk for injuries and prolonged hospital stays. As most of our populations in the healthcare field are those of the elderly, falls in this population can lead to many devastating outcomes that can include death. The incidence of falls also leads to a large cost to the healthcare system as well. There are many interventions that be put into place such keeping the bedside table within reach, call light within reach, patients have been toilet, and pain medications given. Of course, falls can still occur but placing interventions to try and prevent these falls from occurring is an important task in our daily activities with our patients. There are different ways to measure how the interventions we put into practice are working. Such as seeing a reduction in falls and see an improvement with patient satisfaction with their care, we can see that the intervention is working. Seeing a reduction in call lights as well can be beneficial.

The “Practice Experience Conference Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the approval form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Topic 6 DQ 1

The proposed evidence-based change in this project is the adoption of health educational initiatives by nurses to create awareness and inspire healthy lifestyles for obese adolescents at school, at home, and in community settings, to reduce obesity rates.  After discussing with my preceptor, I identified financial, quality, and clinical aspects that need to be considered when implementing the project. The financial aspect identified entails the determination of the potential of the project to reduce the health care cost of managing childhood obesity. Change projects and healthcare transformation heavily focus on the provision of quality and cost-effective care. Therefore, this project aims to create positive changes in the healthcare system by reducing the cost of managing and treating obesity by ensuring patients adopt lifestyle changes to reduce obesity rates (Vazquez & Cubbin, 2020).

The quality aspect that requires consideration is the establishment of the capability of the proposed change project to foster the expected health outcomes such as creating awareness for obesity self-management and enhancing the quality of life among obese adolescents (Zolotarjova et al., 2018). The impact of the project on the quality aspect involves enhancing the quality of life by providing obesity awareness to foster self-management skills. In turn, the project will help in ensuring the quality of care, improve patient outcomes, increase patient satisfaction, and reduce costs of care.

The clinical aspect to be considered is the availability of proficient human resources to steer the project implementation. Today, the healthcare industry faces a severe shortage of healthcare workforce. As such, the project should consider engaging services of nursing staff with a proper skill mix. Deploying skilled and competent nurses is vital for the success of this project (Stanhope & Lancaster, 2019). However, failing to deploy enough nurses could lead to a poor skill mix and unwarranted work burden on the existing nursing staff, which can cause barriers in the implementation process.

References

Stanhope, M., & Lancaster, J. (2019). Public health nursing e-book: Population-centered health care in the community. Elsevier Health Sciences.

Vazquez, C. E., & Cubbin, C. (2020). Socioeconomic status and childhood obesity: a review of literature from the past decade to inform intervention research. Current Obesity Reports, 9(4), 562-570. https://doi.org/10.1007/s13679-020-00400-2

Zolotarjova, J., Ten Velde, G., & Vreugdenhil, A. C. E. (2018). Effects of multidisciplinary interventions on weight loss and health outcomes in children and adolescents with morbid obesity. Obesity Reviews, 19(7), 931-946. https://doi.org/10.1111/obr.12680

Sample Answer 2 for NRS-493 Practice Experience Conference (Mid-Conference) Solved

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSNstudent, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will completeeach assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

Capstone project selection involves a suggestion, an issue, suggestion, or the educational need that a given project is supposed to focus on. In this project, the main issue is type 2 diabetes among African Americans; type 2 diabetes is a common health problem among African Americans and other races. The disorder is mainly associated with the poor lifestyle such as adherence to poor diet and lack of regular physical activities that can increased metabolic activities within the body. Also, type 2 diabetes may be hereditary. African Americans are always at high risk of type 2 diabetes as a result of prevalence of obesity, genetic traits, as well as the insulin resistance. The purpose of this paper is to analyze the problems associated with type 2 diabetes among African Americans.

The Problem

Type 2 diabetes is a common problem among African Americans. In other words, it is a common problem that often begins after forty years. It occurs as a result of the inability of the body to make enough insulin or property utilized the available ones, a scenario that leads to the increase in blood sugar level in the blood. Past research shows that black adults are at higher risk of developing type 2 diabetes when compared to the White adults. Type 2 diabetes continues to cause increased complications among African Americans. In other words, African Americans are more vulnerable to type 2 diabetes given the genetic components and the lifestyle (Sankar et al., 2018). African Americans have higher rates of obesity, a condition which is linked to the insulin resistance. Insulin resistance precedes glucose intolerance which eventually results in diabetes. According to World Health Organization (WHO), African American adults have a 60% probability of being diagnosed with diabetes when compared to non-Hispanics or Whites. Ascertainment completeness of type 2 diabetes among African Americans is estimated to be 98% (Sankar et al., 2018).

The Setting

The setting for the study will be healthcare institutions and communities. In these settings, only the individuals who are vulnerable to type 2 diabetes will be considered. Within the communities, all the patients under the self-management and those who are under the hospital care will be considered in the process of the study.

Problem Description

There are increasing cases of type 2 diabetes in the United States, and even though the condition is associated with all races, American Americans are the most affected group at 15.1% followed by Hispanic blacks at 12.7% (Sankar et al., 2018). The prevalence of type 2 diabetes is linked to the economic status and the level of accessibility to the healthcare services. Mortality wise, African American hand a double chance of succumbing to diabetes compared to the whites. The disparity is type 2 diabetes prevalence is linked to the mixed factors. First, African American children have low birth-weight and maternal-fetal stress which increases the chances of diabetes.

The prevalence of obesity among African Americans is also associated with the higher rates of obesity, a condition which is associated with increase in insulin resistance. Also, African Americans have cultural food customs and practices that hinder the management of diabetes. Diabetes continues to cause more deaths especially among the African American population. Some other contributing factors to the disease include limited access to healthy foods and balanced diet due to low social economic status.

Effect of the Problem

Type 2 diabetes is one of the main health concern among African Americans. The disorder causes many deaths and health complications among African American community. Another main concern of type 2 diabetes among African Americans is the limited access to the medical services. Non-Hispanic Blacks have suboptimal glycemic control compared to whites which can be linked to poor self-care behaviors among the blacks. From their review, the researchers found out that a major disparity among the blacks lies in medication adherence but exercise and diet have no disparity. Generally, type 2 diabetes, coupled with the low social economic status, complicates the living standards of African American communities.

Significance of the Problem

Type 2 diabetes is one of the leading cause of death in the United States of America. In other words, it is the seventh leading cause of deaths among the American population and globally. By the year 2014, the estimated number of people suffering from diabetes globally was 422 million (Sankar et al., 2018). In the United States, the number of people with diabetes stands at 30.1 million with 21 million suffering from type 2 diabetes. Type 2 diabetes causes increased poverty among African Americans due to expensive medication and general care. African Americans are 2.3 times more likely to die from type 2 diabetes compared to Whites. Addressing the issue of type 2 diabetes in the nursing practice is significant in increasing knowledge on the appropriate care to be undertaken. The approaches learnt may be used to reduce nurse burnout, as well as the medication errors.

Proposed Solution

Nurse led diabetes education is one of the main approach of providing solution to the type 2 diabetes among African American communities. The educational programs will enhance adherence to the appropriate diet. Additionally, the approach will also enhance the incorporation of self-management approaches when it comes to the management of type 2 diabetes. Nurse led diabetes education will also enhance the understanding of the preventive measures and the appropriate steps that can be undertaken to prevent the spread of type 2 diabetes among African American communities.

The application of nurse led diabetes education will impact the nursing practice in various ways. It will enhance the provision of knowledge on various diabetic management processes and the procedures that can be undertaken to manage the increasing cases of type 2 diabetes. Nurse led diabetes education involve learning control measures and the best preventive processes. It also, facilitate understanding of the best life-styles to be adopted by those who are prevalent to the disease.

Conclusion

Capstone project selection involves a suggestion, an issue, suggestion, or the educational need that a given project is supposed to focus on. In this project, the main issue is type 2 diabetes among African Americans; type 2 diabetes is a common health problem among African Americans and other races. Type 2 diabetes is a common problem among African Americans. In other words, it is a common problem that often begin after forty years.

References

 Sankar, V., Justin, A., Payman, H. M., Swathy, P., Kumar, N. S. C., & Kumar, R. S. (2018). Medication adherence and clinical outcomes in type 2 diabetes mellitus patients with depression: A prospective interventional study. Age, 30(35), 1.

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

• Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing yourISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

• Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

 

 

 

 

 

 

Topic	Graded Assignment	Indirect Clinical Assignments
Topic 1	1.      Individual Success Plan 2.      Reflection Journal Entry	1.      List of potential topics for the change proposal
Topic 2	1.      Topic Selection Approval Paper 2.      Reflection Journal Entry	1.      Search the literature for supporting journal articles 2.      Summary of topic category; community or leadership
Topic 3	1.      PICOT Question Paper 2.      Reflection Journal Entry	1.      List of objectives
Topic 4	1.      Literature Evaluation Table 2.      Reflection Journal Entry	1.      List of measurable outcomes
Topic 5	1.      Reflection Journal Entry	1.      Summary of the strategic plan 2.      Midterm Evaluation Tool
Topic 6	1.      Literature Review Table 2.      Reflection Journal Entry	1.      List of resources
Topic 7	1.      Reflection Journal Entry	1.      Summary of the evaluation plan 2.      Remediation-if required
Topic 8	1.      Benchmark Written Capstone Project Change Proposal 2.      Reflection Journal Entry
Topic 9	1.      Reflection Journal Entry	1.      Professional Presentation
Topic 10	1.      Finalized ISP 2.      Scholarly Activity Summary 3.      Benchmark-Reflection Journal Summary	1.      Summary of presentation 2.      Final Clinical Evaluation Tool 3.      Practice Clinical Evaluation Tool-Agency 4.      Practice Clinical Evaluation Tool-Preceptor

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains & Competencies (see Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A)	Date Assignment Completed
Week 1 Preconference call       Individual Success Plan         List of Capstone Change Project Topics                   Reflective Journal Entry	Work with preceptor to perform organizational needs assessment. Create a feasible plan to facilitate successful completion of the course. Propose potential topics that the capstone change project should address. Demonstrate interprofessional collaboration skills from the start of the capstone project.   Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week  2 Capstone Project Topic Selection and Approval                       Summary of Topic Category                     Reflective Journal Entry	Select clinical practice issue in the healthcare setting in the community. State the impacts of the selected clinical practice issue on nursing practice. Develop an intervention to tackle the selected clinical issue. Illustrate how the intervention will impact nursing practice. Demonstrate interprofessional capability in the creation of planned change project.   Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 3 PICOT Question paper                     List of Objectives                   Reflective Journal Entry	Develop a PICOT question that involves EBP nursing practice intervention Perform review on EBP research to guide the development of change proposal.   List the objectives that the EBP project strives to attain. Show interprofessional collaboration in the creation of the change project.   Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 4 Literature Evaluation Table                                                   List if Measurable Outcomes.                                     Reflective Journal Entry	Identify strategies for logical realization of the project intervention.   Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to direct project planning, execution, and assessment of health outcomes.   Appraise EBP research and other relevant resources to guide the development of the change project.   Demonstrate competency in evaluating levels of evidence.     Provide a list of measurable outcomes for the intervention selected in the change proposal.   Identify change or nursing theory to foster the selected nursing intervention.   Show interprofessional collaboration in the creation of the change planned project.     Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4; 1:5 2:1; 2:2; 2:3; 2:4 4:1; 4:3 5:1; 5:4	MC1; MC2; MC4; MC5
Week 5 Summary of the Strategic Plan.                                                   Midterm Assessment         Reflective Journal Entry	Evaluate the organizational culture and environment to determine potential project implementation barriers.   Conduct organizational and community assessment to identify key stakeholders.   Develop a strategic plan that highlights the procedure of integrating proposed intervention into the EBP project.   Show interprofessional collaboration in the development of the change planned project.     Complete the development of the midterm evaluation tool.   Submit reflective journal on the week’s project practice.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 6 Literature Review Table                                       List of resources                       Reflective Journal	Appraisal EBP research data to promote the creation of change proposal.   Develop a plan to assess various sources of literature to help in the development of the proposed project.   Portray interprofessional collaboration in the development of the change project.   List  down resources that are needed in the implementation of  the proposed change, depending on the results of the evaluation of strategic plan   Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 7 Project Evaluation Plan                                                           Reflective Journal	Generate a blueprint for integrating the change project into leadership.   Select the principles for assessing the identified nursing intervention.   Provide a review of the assessment plan.     Show interprofessional collaboration in the development of the change planned project.   Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to guide planning, implementation, and evaluation of health outcomes. Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 8 Benchmark Written Capstone Project Change Proposal.                                                                           Reflective Journal	Provide a detailed EBP change project anchored on the components detailed in the earlier topics of the project.   Integrate guidelines for assessing the proposed nursing intervention in the change project.   Identify a relevant change or nursing theory into the project proposal.   Determine potential barriers to the implementation of the project and how to address the barriers.   Incorporate clinical judgment, interprofessional thinking, critical thinking, and patient-centered care, to guide planning, implementation, and evaluation of health outcomes.   Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 9 Professional Presentation               Reflective Journal Entry	Identify techniques of professional presentation to be used in disseminating the proposed change project to the relevant stakeholders.   Provide practice reflections through a reflective journal.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5.
Week 10 Project Evaluation and Dissemination                                         Finalized ISP           Final Clinical Evaluation Tool       Practice Clinical Evaluation Tool-Agency           Final Evaluation of Student by Preceptor           Benchmark-Reflection Journal Summary	Presentation of the proposed EBP project to various leaders in the interprofessional team for appraisal.   Provide a summary of the presentation.   Incorporate clinical judgment, patient-centered care, and interprofessional thinking, to guide planning, implementation, and evaluation of health outcomes.   Depict the attainment of the course objectives through presentation of a written final ISP.   Implement an accomplished clinical assessment tool.     Make sure that the nursing practice clinical evaluation tool is filled by the agency     Ensure that the preceptor fills the nursing practice clinical evaluation tool.     Submit practice reflections that summarize the whole practicum reflective journal entries.		1:1; 1:2; 1:3; 1:4 2:1; 2:2; 2:3 3:2; 3:4 4:1; 4:3 5:1; 5:3; 5:4	MC1; MC2; MC4; MC5