NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

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NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan – Step-by-Step Guide

The first step before starting to write the NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan Instructions

  • Create a 5-7 slide PowerPoint presentation about an evidence-based population health improvement plan.

Introduction

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context. Have a look at NURS-FPX6011 Assessment 3 Evidence-Based Population Health Improvement Plan.

Professional Context

Master’s-level nurses need to be able to think beyond the bedside. It is important to research, synthesize, and apply evidence that will result in improved health outcomes for the communities and populations that are part of your care setting. Improving outcomes at a community or population level, even incrementally, can create noticeably significant, aggregate health improvements for patients across all of a care setting.

Scenario

Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives include type 2 diabetes, HIV, obesity, and communicable diseases. You will need to do your own research to gather and evaluate the relevant data for your chosen issue.

Once you have created a presentation for the initiative, you have been asked to present to a group of community stakeholders. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Instructions

The optional Evidence-Based Population Health Improvement Plan Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Creating a Presentation: A Guide to Writing and Speaking and Guidelines for Effective PowerPoint Presentations [PPTX].

The suggested headings for your presentation are:

  • Community Data Evaluation.
  • Meeting Community Needs.
  • Measuring Outcomes.
  • Communication Plan.
  • Evidence.

In your presentation, you will:

  • Evaluate the environmental and epidemiological data about your community so that you can determine a population health issue within a chosen community.
  • Identify the relevant data. This can be communicated in a table or chart.
  • Describe the major population health issue suggested by the data within your community.
  • Explain how environmental factors affect the health of community residents.
  • Identify the level of evidence, validity, and reliability for each source.
  • Develop an ethical health improvement plan with outcome criteria that addresses the population health issue that you identified in your evaluation.
  • Consider the environmental realities and challenges existing in the community.
  • Include interventions that will meet community needs.
  • Address potential barriers or misunderstandings related to various cultures prevalent in the community.
  • Propose criteria that can be used to evaluate the achievement of the plan’s outcomes for your population health improvement.
  • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain how you plan to apply strategies for communicating with community stakeholders and community members in an ethical, culturally sensitive, and inclusive way about the development and administering of your population health improvement plan.
  • Identify the community stakeholders that are relevant to your Evidence-Based Population Health Improvement Plan.
  • Develop a clear communication strategy that is mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
  • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community regardless of disabilities, language, or level of education.
  • Explain the value and relevance of the resources you used as the basis for your population health improvement plan.
  • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
  • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
  • Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that encourages the community stakeholders to implement and sustain change.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Submission Requirements
  • Length of submission: 5–7 slides. Balance text with visuals. Avoid text-heavy slides. Use speaker’s notes for additional content.
  • Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.
  • APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
  • Evaluate the environmental and epidemiological data about a community to determine a population health issue.

Competency 3: Evaluate outcomes of evidence-based interventions.

  • Develop an ethical health improvement plan with outcome criteria that addresses the population health issue identified in the evaluation.
  • Explain the value and relevance of the resources used as the basis of a population health improvement plan.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

  • Explain a plan to apply strategies for communicating with community stakeholders and community members in an ethical, culturally sensitive, and inclusive way about the development and implementation of the population health improvement plan.
  • Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community stakeholders to implement and sustain change.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

NURS-FPX6011 Assessment 2 Evidence-Based Population Health Improvement Plan Example

Introduction

African Americans are more prone to type 2 diabetes, with risk factors including genetic characteristics, increased BMI, and insulin resistance (Ard et al., 2020).

Because of poor glycemic control and demographic inequities in health care throughout the United States, African Americans have a high prevalence of diabetes complications as a result of noncompliance and late diagnosis.

Culturally competent diabetes treatment techniques, standardized disease management procedures, and the aid of nurses as educators are successful in improving diabetes outcomes in the African American population.

Community Data Evaluation

•Describe the major population health issue suggested by the data within your community.

Diabetes affects minority communities disproportionately in the United States, particularly non-Hispanic blacks, with an incidence of around 13.2%. According to the American Diabetes Association, T2D represents 90-95% of persons confirmed with DM, and the severity of T2D is substantially higher among African-descent populations. African Americans are the second most likely to be diagnosed with diabetes in the United States, after American Indian/Alaska Native people (15.9%).

According to NHIS data, diabetes cases in African Americans increased by 103% (4.7 per 100 population to 9.5 per 100 population) between 1990 and 2014. A secondary analysis of National Health and Nutrition Examination Survey (NHANES) data from 1999 to 2010 found an increase in the prevalence of diabetes among African Americans. Diabetes prevalence increased from 6.4% in 1999 to 10.3% in 2010 for whites, but it nearly doubled for African Americans, from 7.9% in 1999 to 14.1% in 2010.

Shai et al. (2006) undertook prospective research on a cohort of seemingly healthy women to investigate ethnic variations in T2D risk. The age-adjusted relative risk for Asians was 1.43, 1.76 for Hispanics, and 2.18 for blacks (Shai et al., 2006). The age-adjusted incidence rate of T2D among blacks was more than twice that of whites in this study (Shai et al., 2006). These findings reflect prior study suggesting NHBs and other minorities are at an elevated risk of T2D.

•Explain how environmental factors affect the health of community residents.

Hicklin (2018) utilized statistical analyses to evaluate how biological, neighborhood, psychosocial, socioeconomic, and behavioral risk factors contributed to rates of diabetes among African Americans. He discovered that biological risk factors were responsible for the majority of the health disparities leading to high rates of diabetes. Body mass index, waist measurement, fasting glucose levels, cholesterol, blood pressure, and lung function were among the parameters considered. Differences in local, psychological, economical, and behavioral characteristics between blacks and whites were also connected to diabetes, but to a lower extent.

•Identify the level of evidence, validity, and reliability for each source.

The level of evidence for article buy (Hicklin, 2018) was level 3 evidence, where evidence was obtained from well-designed controlled trials without randomization where 4,200 participants in the CARDIA (Coronary Artery Risk Development in Young Adults) study participated. The validity and reliability were evident as the study was led by Dr. Mercedes R. Carnethon at Northwestern University Feinberg School of Medicine and published in JAMA on December 26, 2017.

Level of evidence by (Shai et al., 2006) is a level 4 evidence as it involved a  prospective cohort study from The Nurses’ Health Study of 78,419 seemingly healthy women from 1980 to 2000. 

Level of evidence (Bruce, 2017) is level V, as it entails systematic reviews and is unreliable.

Meeting Community Needs

•Population health improvement plan

Diabetes Self-Management Support and Education is a standard of care. According to Golden et al. (2017), group education improves glycemic control when compared to conventional treatment. According to research, group education improves knowledge, self-management practices, self-efficacy, and patient satisfaction. Peek’s summary of 17 studies of patient initiatives within the health system that aimed to enhance diet and lifestyle, physical exercise, or self-management activities found that culturally relevant initiatives were more efficacious than general Quality improvement interventions in lowering diabetes numbers (Golden et al., 2017).

Effective ambulatory diabetes care quality improvement initiatives target patients, healthcare professionals, and health systems. Peer support and 1:1 in-person diabetic self-management and patient education treatments were also more successful than digital patient education delivery modalities. Systematic reviews of community health worker strategies  in diabetes published between 2006 and 2013 show that community health worker initiatives are effective on outcomes such as understanding, diabetes self-care habits, patient outcomes, and healthcare utilization and costs, primarily for Hispanic populations (Golden et al., 2017).

•Consider the environmental realities and challenges existing in the community.

Diabetes is recognized to have an impact on patients’ physical, social, and psychological well-being. Some of the most frequent challenges experienced by DM patients include poor nutrition, a lack of physical activity, and inadequate self-monitoring of glucose levels (Bhagavathula et al., 2018). Better glycemic management can gradually avoid or postpone problems while also improving quality of life. Lack of attention, inadequate time to give patient-specific education, and congestion of health facilities by DM patients, on the other hand, are some of the perceived translational barriers experienced. 

•Barriers

Adhikari et al. (2021) identify a lack of information as a major impediment to diabetic self-management practices. According to Adhikari et al. (2021), patients with diabetes are unable to conduct foot care due to a lack of understanding. A research report published in India discovered that patients with diabetes were unable to follow suggested medication and food instructions due to a lack of health literacy regarding the condition and its self-management (Adhikari et al., 2021). A review research from the United States, on the other hand, indicated that knowledge is insufficient to carry out diabetic self-management strategies. It emphasizes the importance of social support from family and friends, as well as access to health resources, in influencing people’s capacity to manage diabetes.

Diabetes self-management activities were facilitated by motivation. For example, motivation to be healthy aided physical exercise maintenance, while friends and peers were sources of motivation to maintain good living choices. People with diabetes are motivated to be physically active when they are supported by their peers, according to Adhikari et al. (2021).

Time constraints were identified as a barrier to managing diabetes at home. This is especially important for women. Lack of family support places a pressure on women to care for oneself and dependents such as children. Women in patriarchal societies are expected to handle home duties, care for children and the elderly, which limits their ability to manage time for physical activity and health visits (Adhikari et al., 2021).

•interventions that will meet community needs.

Diabetes management interventions using community health professionals seek to enhance diabetes treatment and self-management habits among patients. Community health professionals provide services and program material in one-on-one or group settings. Community health workers are frontline public health workers that connect underprivileged populations to healthcare institutions. interventions include Teaching patients on diabetes, mentoring, providing support systems to improve diabetes testing and monitoring, counseling on importance of medication adherence, nutrition, exercise, and weight control.

•criteria that can be used to evaluate the achievement of the plan’s outcomes

The first stage in a realist assessment, utilizing the realist theory, is to identify and explain program ideas that provide a resource, an opportunity, or a restriction that impacts the decision-making process of diabetes patients of African American descent. integrating actions and the logic behind their desired aims.

Measuring Outcomes

•Explain why your proposed criteria are appropriate and useful measures of success.

Change in health literacy is one of the primary outcome measures. It is evaluated by Literacy Assessment in Diabetes (LAD). Higher ratings suggest higher levels of health literacy. Others include assessing dietary changes such as fat and cholesterol. Change in Diabetes Knowledge, as evaluated by the validated Diabetes Knowledge Test, is a secondary outcome measure. The Diabetes Knowledge Test uses questions to measure diabetes knowledge, drugs, nutrition, and management (Kernel Networks Inc., 2019). Change in Diabetes Self-Care Index comprises seven items on smoking, alcohol consumption, meal planning, intake of high-fat meals, consumption of high-sugar foods, consumption of salt, and medium or high-intensity exercise.

Communication Plan

•Identify the community stakeholders that are relevant to your Population Health Improvement Plan. 

•Develop a clear communication strategy mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.

Breuing et al. (2021) demonstrated that communication approaches to managing diabetes were classified into three groups: adapted diabetes prevention programs (ADPPs), community health workers (CHWs), and technological approaches.

Involving community health workers aids in the passage of educational techniques to patients and, therefore, better adherence.

Technology may be used to augment diabetes treatment provided by healthcare providers by offering educational and motivational assistance. When primary healthcare personnel is inadequate, or patient resources and access to treatment are limited, technology can help to expand the reach of diabetes education and support.

These strategies enables my healthcare message to be understood as it employs understanding diabetes. This can be further achieved by defining the campaign goal, knowing my target audience, making use of theories and models. I will also strategically craft the messages .and consider the Benefits and Drawbacks.

Value & Relevance of Evidence

•Explain why the evidence is valuable and relevant to the community health concern you are addressing. 

This implementation plan has the potential to be significant in terms of giving information on diabetic patients and their family members’ understanding about diabetes mellitus and its treatment, as well as determining their perspectives on the disease and its treatment.

•Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community. 

Each piece of evidence is important as it entails evidence from other published resources and articles that have been approved and the data collected used in real time scenarios on the implementation, prevention and prevention.

References

Kernel Networks Inc. (2019). Health literacy intervention for African Americans with diabetes. Case Medical Research. https://doi.org/10.31525/ct1-nct03925948

Breuing, J., Joisten, C., Neuhaus, A. L., Heß, S., Kusche, L., Haas, F., Spiller, M., & Pieper, D. (2021). Communication strategies in the prevention of type 2 diabetes and gestational diabetes in vulnerable groups: a scoping review. Systematic Reviews, 10(1), 301. https://doi.org/10.1186/s13643-021-01846-8

Adhikari, M., Devkota, H. R., & Cesuroglu, T. (2021). Barriers to and facilitators of diabetes self-management practices in Rupandehi, Nepal- multiple stakeholders’ perspective. BMC Public Health, 21(1), 1269. https://doi.org/10.1186/s12889-021-11308-4

Bhagavathula, A. S., Gebreyohannes, E. A., Abegaz, T. M., & Abebe, T. B. (2018). Perceived obstacles faced by diabetes patients attending University of Gondar Hospital, Northwest Ethiopia. Frontiers in Public Health, 6, 81. https://doi.org/10.3389/fpubh.2018.00081

Bruce, K. (2017). Epidemiology of Type 2 Diabetes in populations of African Descent. Georgia State University. https://doi.org/10.57709/9465675

Golden, S. H., Maruthur, N., Mathioudakis, N., Spanakis, E., Rubin, D., Zilbermint, M., & Hill-Briggs, F. (2017). The case for diabetes population health improvement: Evidence-based programming for population outcomes in diabetes. Current Diabetes Reports, 17(7), 51. https://doi.org/10.1007/s11892-017-0875-2

Hicklin, T. (2018). Factors contributing to higher incidence of diabetes for black Americans. National Institutes of Health (NIH). https://www.nih.gov/news-events/nih-research-matters/factors-contributing-higher-incidence-diabetes-black-americans

Shai, I., Jiang, R., Manson, J. E., Stampfer, M. J., Willett, W. C., Colditz, G. A., & Hu, F. B. (2006). Ethnicity, obesity, and risk of type 2 diabetes in women: a 20-year follow-up study. Diabetes Care, 29(7), 1585–1590. https://doi.org/10.2337/dc06-0057