Assignment: Care Coordination Presentation

Assignment: Care Coordination Presentation

Assignment: Care Coordination Presentation

Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.

Care coordination is described as “the process by which all of the workers participating in the recovery process exchange the care protocols and information regarding the treatment of a specific patient” (“Care Coordination,” 2014). Collaboration between multiple doctors on certain parts of a patient’s treatment is an example of this type of coordination.

The significance of proper care coordination can be deduced from its concept alone. A prior doctor’s progress on a patient’s health must be promptly transmitted and demarcated to the expert who is taking over. If the previous doctor fails to aggressively communicate the patient’s condition, the next expert may make modifications, prescribe prescriptions, or do activities that may have been done previously, which could be harmful. Poor care coordination planning can have disastrous consequences for patients, both financially and emotionally.

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

 

The goal of this paper is to discuss a health condition and then come up with some realistic goals that the healthcare industry may attain in order to improve the standard of treatment provided to people with that health concern. As part of the solution, the community resources must be listed.

Stroke

 

Strokes are one of the most common causes of death in the world. Stroke is the second leading cause of death in the United States, killing 5.5 million people each year (Donkor, 2018). Strokes are dangerous not just because of their high death rate, but also because of the long-term impact they have on individuals who survive them. A total of 50% of survivors were found to be chronically handicapped (Donkor, 2018).

 

Strokes are divided into two categories. Ischemic and hemorrhagic strokes are two types of strokes. The former is brought on by a blockage of blood flow to a portion of the brain. The loss of function is caused by a disruption in blood flow. A hemorrhagic stroke, on the other hand, is triggered by a blood vessel bursting or rupturing (Donkor, 2018).

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

Identification of Stroke Best Practices

The identification of the health concern is now complete. When it comes to the best practices for stroke sufferers, there are a few that are listed below.

 

Endovascular intervention should be considered for patients who have a significant vessel blockage (Khaki & Tadi, 2021). Patients suspected of experiencing a major ischemic stroke should have a neurological examination.

 

Antiplatelet and statins are the fundamental ingredients that act as the mainstay of the stated management, in addition to the specialized and particular measures done for stroke care and management (Khaki & Tadi, 2021).

 

There are a variety of other elements that influence a stroke patient’s treatment and accommodations. In order to allow a trauma-free healing process free of mental discomfort, cultural, social, and psychosocial demands must be addressed and included in the treatment.

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

 

Accommodation and understanding of the different quirks that come with a person’s cultural heritage, for example, are examples of the needs mentioned. Distinct cultures have different reactions to therapies and different stages of the recovery process.

 

Similarly, meeting the patient’s social and psychosocial needs may entail providing enough mental support during treatment. The presence of friends and family members can assist with treatment, and this is a psychosocial dynamic because it involves both social and psychological variables, such as the effects on the patient’s mental state. The relevance of psychological aspects in pharmaceutical treatment is undeniable (Xu, Mercury, Zhang, & Xu, 2008), which is why these three areas must be addressed.

Goals for Stroke Care will be established.

 

There are specific goals that can be defined that the professionals or the institute must meet in order to ensure that stroke care is carried out appropriately. Various solutions have been proposed in an attempt to improve the quality of treatment provided to stroke victims. We can develop goals and objectives that can be set as a standard for all to meet by applying these tactics. The computerization and digitization of medical practices, for example, was a technique proposed in a medical journal (Baatiema et al., 2020). We can set a goal for the organization using this technique. It is possible to say that the hospital, or a professional, must digitally enter and retain the information and vital details of a specific stroke patient in order to promote better care coordination among experts and transitions between different locations.

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

 

Aside from this goal, which is the computerization of medical practice, there are a few others that might be listed. Another goal that must be met in order to address stroke treatment is to increase the workforce and the number of professionals. While each institution’s exact number will vary, it is vital to have a suitable number of specialists to care for the patients (Baatiema et al., 2020).

 

Another aim that might be set is the creation of a uniform set of clinical guidelines and treatment protocols that all professionals in a given institution must follow (Baatiema et al., 2020). Because all specialists are on the same page when it comes to the treatment stages, standardization of protocols leads to greater collaboration and care coordination.

Resources for the Community

 

The passive recovery of stroke patients can be aided by community resources. Following a stroke, the patient’s recovery and transition back to a normal way of life can be challenging. The purpose of enumerating these community resources in this study, however, is to illustrate how care might be sustained even after the move from hospital to home. In other words, community resources assist patients in their rehabilitation process long after they have left the hospital or medical facility.

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

 

One of the motivations for prescribing community services to a patient is to help the patient deal with any lingering trauma. As a result, it was discovered that walking groups (White & South, 2012) and other group exercise activities can help patients recover from their potentially depressive state. The parks and gardens that are open to the public are the community resources in play here.

 

Similarly, cooking and eating sessions (White & South, 2012) are an example of community-based treatment. Patients may benefit from participating in these activities alongside others. Because people are also community resources, such activities are legitimately included in community resource-centered treatment.

 

Literacy classes (White & South, 2012) are another sort of community resource that can aid in the recovery of patients.

Assessment 1 Preliminary Care Coordination Plan NURS FPX 4050

References

 

L. Baatiema, A. deGraft Aikins, F. S. Sarfo, S. Abimbola, J. K. Ganle, and S. Somerset (2020). A qualitative investigation of health-care workers’ perspectives on improving the quality of care for patients who have had a stroke in a low/middle-income country. 450–460 in Health Expectations, vol. 23, no. 2. https://doi.org/10.1111/hex.13027

 

E. S. Donkor, E. S. Donkor, E. S. Donkor (2018). A Snapshot of the Burden, Epidemiology, and Quality of Life in the Twenty-First Century. 1–10 in Stroke Research and Treatment, 2018. https://doi.org/10.1155/2018/3238165

 

A. S. Khaki and P. Tadi (2021). [Statpearls] Cerebrovascular Disease. The book can be found at https://www.ncbi.nlm.nih.gov/books/NBK430927/.

 

J. White, J. South, J. White, J. South, J. South, J. South, J. South, J (2012). How community resources can help clinicians improve their practice. 454–455 in British Journal of General Practice, 62(602). https://doi.org/10.3399/bjgp12x653804

 

J. Xu, J. Mercury, Z. Zhang, and F. Xu (2008). A notable study topic in clinical pharmacology is psychological, social, and behavioral aspects that influence pharmacological efficacy. 901–902 in British Journal of Clinical Pharmacology, vol. 66, no. 6. https://doi.org/10.1111/j.1365-2125.2008.03300.x

Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.

This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.

Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

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

Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.

You may also wish to:

Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Allow plenty of time to rehearse your presentation.
Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Recording Equipment Setup and Testing
Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.

If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Instructions
Complete the following:

Develop a presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.
Record a video of your presentation.
Note: For this assessment, develop your audio script, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could.

Presentation Format and Length
Create a detailed narrative script for your presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

Assignment: Care Coordination Presentation

Assignment: Care Coordination Presentation

Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script. Watch the example video in your course room to hear how citations are referenced.

Grading Requirements
The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Provide, for example, drug-specific educational interventions, cultural competence strategies.
Include evidence that you have to support your selected strategies.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Explain the rationale for coordinated care plans based on ethical decision making.
Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
What are the logical implications and consequences of relevant policy provisions?
What evidence do you have to support your conclusions?
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Fine tune the presentation to your audience.
Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
Adhere to presentation best practices.
Additional Requirements
Submit both your presentation video and script. The script should include a reference page. See Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.

Grading Rubric:

1. Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

Passing Grade: Outlines effective, evidence-based, and culturally sensitive strategies for collaborating with patients and their families to achieve desired health outcomes. Ensures the strategies are well-supported by credible evidence.

2. Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

Passing Grade: Identifies the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care. Focuses on aspects of care highly valued by patients, and distinguishes between patient experience and patient satisfaction.

3. Explain the rationale for coordinated care plans based on ethical decision making.

Passing Grade: Explains the rationale for coordinated care plans based on ethical decision making. Identifies the logical implications and consequences of an ethical approach to care, and articulates underlying assumptions that guide decision making.

4. Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

Passing Grade: Identifies the potential impact of specific health care policy provisions on outcomes and patient experiences. Draws logical, evidence-based conclusions from an insightful interpretation of relevant and significant policy provisions.

5. Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

Passing Grade: Raises awareness of the nurse’s vital role in the coordination and continuum of care. Clearly establishes the importance and relevance of the nurse’s role in an engaging, and memorable presentation appropriate for the audience and well-supported by error-free slides that enhance key points and adhere to visual design best practices.

Assignment: Care Coordination Presentation

Assignment: Care Coordination Presentation

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.