NURS-FPX6011 Assessment 3 Evidence-Based Population Health Improvement Plan

ByDaniel Rossi Updated on

NURS-FPX6011 Assessment 3 Evidence-Based Population Health Improvement Plan – Step-by-Step Guide

The first step before starting to write the NURS-FPX6011 Assessment 3 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 3 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 3 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 3 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 3 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 3 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 3 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 3 Evidence-Based Population Health Improvement Plan Instructions

  • Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster. Have a look at NURS-FPX6103 Assessment 1 The History of Nursing Education.

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.

Professional Context

Master’s-level nurses understand the importance of utilizing evidence-based practice in their healthcare setting. The challenge is bridging the gap between the evidence and clinical practice. “This is the way we’ve always done it,” is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used both in the workplace and at professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

Scenario

You have been asked to give a poster presentation based around your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice to improve the quality and outcomes of care.

Instructions

Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the Poster Presentation Template [PPTX] to help structure and organize your assessment submission.

Your Implementation Plan should include the following:

  • Background on the clinical problem.
  • PICOT question.
  • Stakeholders that will be impacted.
  • Action plan for implementation.
  • Potential barriers to project implementation.
  • Baseline data that will be needed to evaluate outcomes.
  • Search strategy and databases used.
  • Summary of the evidence with a critical appraisal of its quality.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

  • Develop a PICOT question for a chosen clinical problem.
  • Include a graphic that is relevant to the clinical problem.
  • Provide a background on the clinical problem identified.
  • Outline an action plan to implement the EBP project that includes:
  • The recommended practice change.
  • Proposed timeline for implementation.
  • The tools or resources that will be needed to support the project.
  • Identify the stakeholders and potential barriers to project implementation.
  • Who are the stakeholders that will be impacted?
  • What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?
  • Propose outcome criteria to evaluate the evidence-based practice project.
  • How will outcomes be measured?
  • How do your outcomes align with the Quadruple Aim?
  • Evaluate the evidence that supports the need for practice change.
  • In the notes section of your poster presentation:
  • Describe your search strategy and databases that were used.
  • Summarize your findings with a critical appraisal of the quality and relevance of your resources.
  • Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.
  • Integrates relevant and credible sources of evidence to support assertions, using current APA style.

If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

Before starting to record your presentation make sure you have:

  • Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.
  • Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.
  • Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at DisabilityServices@Capella.edu to request accommodations.

Submission Requirements

  • 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.
  • Length of presentation: No more than five minutes.
  • Number of references: Cite a minimum of 3–5 sources of current 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 1: Apply evidence-based practice to plan patient-centered care.
  • Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
  • Identify the stakeholders and potential barriers to project implementation.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
  • Develop a PICOT question for a chosen clinical problem.
  • Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
  • Evaluate the value and relevance of the evidence that supports the need for a practice change.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
  • Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

NURS-FPX6011 Assessment 3 Evidence-Based Population Health Improvement Plan Example

Summary of Poster Content

▪PICOT Question

Among adult patients in acute care settings (P), does the introduction of patient-centered treatment (I), compared to the use of patient bands and door signs (C), help lower the risks of falls (O) over a six-month period (T)?

▪Stakeholders

Given the constant volume and severity of patient falls, stakeholders come together to discuss ways of preventing and reducing avoidable falls in the medical-surgical unit. Strategies to be employed include protecting vulnerable patients, restricting the movement of patients, putting up patient aid walks, and sedating mentally ill patients (Keuseman & Miller, 2020).   Fall risk is viewed as an indicator that additional assistance during ambulation may be required rather than a barrier to ambulation.

▪Since nurses are basically the primary caregivers in a ward setting, nurses have to account for everything that happened before, during, and after the fall. This includes information on the patient, if safeguards, such as designating the patient as a fall risk and installing a bed alarm on the patient were in place, and what occurred shortly before the accident; nurses are the topmost stakeholders in preventing patient falls. Championing safe maneuverability is a patient care tech strategy to ensure patients walk and can be accomplished by using ambulatory equipment such as a gait belt and walking device and enlisting additional assistance through a patient care tech. Nurses can further champion against falls by removing tethers like intravenous lines and drains that can inhibit movement.

▪Physicians should be aware of their patients’ fall risk factors and fall history. Tools for assessing fall risk can be used, but they should be supplemented by a clinician’s tailored assessment of patient-specific, circumstantial, and environmental risk factors (Keuseman & Miller, 2020). Medication discontinuation is known to raise the chance of falling. In the hospital, sedative-hypnotics should not be used to treat insomnia. Any medicine that might impair mental state should be used with care. Antihypertensives can cause orthostatic hypotension; hence orthostatic vital care should be performed. Evaluate the need for, and timing of, diuretics and laxatives that enhance patients’ need for toileting or develop safety plans of care that anticipate toileting urgency or frequency. Recognize patients’ fall risk, urge early aided mobility, reinforce safety strategies, and communicate.

▪Action Plan

▪•  Reacquaint the patient with their surroundings.

▪•  Handrails should be installed in patient bathrooms, rooms, and hallways.

▪•  Lock the hospital bed brake

▪•  Use night lights or additional illumination.

▪•  Maintain clean and dry floor surfaces. Clean up any spills as soon as possible.

▪•  Use safe patient-handling techniques.

▪Barriers

▪Adherence to guidelines requires appropriate knowledge and attitudes, but they are inadequate. Practitioners may still face obstacles to implementing guideline recommendations as a result of the guideline itself, patients, or social/environmental variables (Koh et al., 2020). Furthermore, adhering to rules may need adjustments outside the practitioner’s control, such as purchasing resources. Lack of equipment or resources and inadequate personnel are other barriers. a  lack of facilities and equipment, such as bed alarms, are also barriers to implementing recommendations.

▪The enormous volume of research and the rising emphasis on evidence-based practice make it challenging for any practitioner to be aware of, comfortable with, and capable of critically applying every relevant patient fall guideline to practice. According to Koh et al. (2020), in Singapore, 19% of nurses have a Bachelor’s or Masters’s degree, while the majority of nurses (65%) are certificate-trained or have only a diploma in nursing from a polytechnic, resulting in a lack of knowledge. Throughout their training, these nurses were not introduced to research or evidence-based practice.

▪Outcome Measures

▪Healey (2022) states that every year, between 700,000 and 1,000,000 persons in the United States suffer from hospital falls.  Outcome measures should indicate a reduction in the number of falls progressively for the six months implementation period. This aims to reduce falls