Role of Literature and Evidence in Capstone Project Presentation

Course Navigation Tutorials Support Irasema Betancourt Log Out Paulette McClain FACULTY 19 NEW  Ryan Menden COACH 15  Assessment 4 Instructions: Capstone Reflection Develop a 5-10 minute video in which you reflect on your capstone experience. Complete this assessment fourth. For this assessment, you will reflect on various aspects of your capstone experience. This will give you a chance to discuss elements of the project of which you are proud and aspects of the experience that will help you grow in your personal practice and nursing career. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • Competency 2: Make clinical and operational decisions based upon the best available evidence. ◦ Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature. • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes. ◦ Reflect on the degree to which health care technology was successfully used in the capstone project to improve outcomes or communication to relevant stakeholders. • Competency 5: Analyze the impact of health policy on quality and cost of care. ◦ Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions to policy development made by the project. • Competency 8: Integrate professional standards and values into practice. ◦ Reflect on personal and professional growth throughout the capstone project and the BSN program, with special attention to growth related to ethical care provision and demonstration of professional standards. ◦ Communicate professionally and audibly, using proper grammar and current APA style. Important: You must complete all of the assessments in order for this course. Professional Context BSN-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. After a patient care interaction, it is important to evaluate how well you addressed the criteria set for the nurse-patient interaction and consider future improvements. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018). Preparation This assessment requires you to prepare a 5–10 minute video reflection on your capstone clinical practicum experience. 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. If you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment. Complete the following preparatory activities: • If necessary, set up and test your microphone or headset per the manufacturer instructions. • Practice using the equipment to ensure the audio quality is sufficient. • Consult the Campus resource Using Kaltura [PDF] for guidance on recording and uploading your assessment in the courseroom. • Role of Literature and Evidence in Capstone Project Presentation

Begin developing your reflection. Some questions you might address in your reflection video are: ◦ What were your most important outcomes or findings? ◦ What challenges did you overcome throughout your project? ◦ How did your initial research and evidence base help you plan and execute your capstone project? ◦ How were the outcomes similar to and different from your expectations? ◦ How did you feel your professional product turned out? ◦ What impacts of the implementation of your professional product did you observe? ◦ To what degree were you successful in using technology in your capstone project? ◦ How did organizational or governmental health policy impact the way in which you approached your project? ◦ What contributions did you make to your organization’s policies throughout the course of your project? ◦ In which areas do you feel you grew the most? ◦ How will your learning affect your professional practice and ability to implement ethical care in accordance with professional codes of conduct? ◦ What would you do differently if you could do the capstone project or program again? ◦ What accomplishment are you most proud of, within the context of the capstone or the program as a whole? • Examine your capstone project through the lens of your initial plan and literature review. Instructions Use Kaltura to record a 5–10 minute video reflection addressing the following scoring guide grading criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score: • Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature. • Reflect on the degree to which health care technology was successfully used to improve outcomes or communication to relevant stakeholders in the capstone project. • Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project as well as any contributions to policy development that the project made. • Reflect on personal and professional growth throughout the capstone project and the BSN program, paying special attention to growth related to the provision of ethical care and demonstration of professional standards. • Communicate audibly and professionally, using proper grammar and including a reference list formatted in current APA style. Important Note: You do not need to submit the transcript of your video, but do address each scoring guide criterion in the video, including a discussion of authors in the literature who support the ideas presented. Please submit a separate APA-formatted reference list for the resources discussed in your reflection. Additional Requirements • References: Cite a minimum of three scholarly and/or authoritative sources to support your assertions. • APA style and format: Submit, along with the video, a separate references page that follows APA style and formatting guidelines. Refer to the APA Module as needed. Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies. Reference Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos – An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4). Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/13820 SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. Role of Literature and Evidence in Capstone Project Presentation

VIEW SCORING GUIDE  Capstone Reflection Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Reflect on use of evidence and the literature to plan and implement a capstone project, and compare project outcomes to initial predictions based on a review of the literature. Does not reflect on use of evidence and the literature to plan and implement a capstone project nor compare project outcomes to initial predictions based on a review of the literature. Reflects on use of evidence and the literature to plan and implement a capstone project, or compares project outcomes to initial predictions based on a review of the literature but not both. Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. Explains how evidence-based practice principles informed this aspect of the capstone project. Reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Does not reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Identifies, but does not reflect on success of, health care technology leveraged to improve outcomes or communication to relevant stakeholders in a capstone project. Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Notes opportunities to improve health care technology use in personal practice. Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on any contributions of the project to policy development. Identifies but does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on contributions of the project to policy development. Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Notes specific observations related to the BSNprepared nurse’s role in policy implementation and development. Reflect on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Does not address personal and professional growth throughout the capstone project and the BSN program. Describes but does not reflect on personal and professional growth throughout the capstone project and the BSN program or does not fully address the provision of ethical care and demonstration of professional standards. Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Notes specific growth areas of personal or professional pride. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Does not communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Role of Literature and Evidence in Capstone Project Presentation

Communicates in a presentation that is unclear or inaudible, poorly organized, and/or contains errors in grammar, spelling, and/or use of APA style. Communicates professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Communicates professionally in an exceptionally clear, audible, and wellorganized presentation, with flawless grammar, spelling, and use of APA style. Plan Proposal Template Proposed Plan Adverse drug reactions are causing many avoidable deaths and increased cost in the healthcare industry. Medication reconciliation is one of the interventions that can be used to reduce the risk of adverse reactions in the healthcare setting. Moreover, patient’s knowledge on adverse drug reactions and medication is also a crucial aspect in prevention of drug reactions. This project plan focuses on implementing medication reconciliation process and education for older adults in the healthcare organization to reduce the risk of drug reactions. The project targets older patients 65 years and above admitted in the healthcare organization in a bid to reconcile their records for improved medication monitoring and improve their knowledge on adverse drug reactions. The project will reduce medication errors, misinformation about drugs, and drug misuse or abuse, among other aspects of medication that may lead to drug reactions. The project will be implemented in the hospital where the learner is currently undertaking their clinical practicum and hence the learner will be the project leader for this particular intervention. The reconciliation will only capture a section of the in-patient population owing to the scope of this project. Older adults are more likely to encounter polypharmacy due to high cormobidites in the population (Lavan & Gallagher, 2016). Therefore, they are the primary target for the medication reconciliation and education program. This context of project implementation is the primary clinical practice departments where the learner is attached. By testing the effectiveness and results of the project on older adults, it will be possible to expand medication reconciliation and education to other populations and implement the project in a larger scope and more effectively with the entire patient population. The project will be implemented through nurses’ involvement in interviewing patients and comparing their medication history with the medical chart. One of the major causes of drug reactions is the lack of knowledge on the part of the practitioner, mainly due to out-of-date records that may misguide them (Pedrós, Formiga, Corbella, & Arnau, 2016). This process will, therefore, be an intervention to update records using the latest drug and medication information of patients. Nurses will interview patients to gather information on their history of medication. This information will then be compared with the medical chart and nurses will identify any drugrelated problem and potential risks with medications in the future. This process will require the presence or consent of caregivers for older adults who cannot properly communicate, and patients whose medical condition may limit their communication or cognitive functioning. This intervention will basically be a process of data collection and reconciliation with the existing records for better insight on patient medication. Drug therapy in the hospital setting may work in the short-term but may fail in the longrun without the necessary collaboration and coordination of care. Medication reconciliation is a process of instituting practices and guidelines which will maintain proper medication while in the hospital and after discharge of the patient. The program, therefore, assists in avoiding medication errors and institutes a pro-active approach to drug therapy to avoid negative outcomes (Redmond et al., 2018). The project, therefore, will reduce the incidence of medication errors and drug reactions which can be deadly in some instances. This project is thus necessary since it provides an opportunity to reduce instances of drug reactions and other adverse events caused by medications by updating records and keeping the patients aware of the medication they take and the reactions from the same. 1 Role of Literature and Evidence in Capstone Project Presentation

The project implementation will include a process of consulting with patients to understand the medication they are taking and maintain a medication log sheet for them. Nurses will use the medication chart to review current and previous medications that patients have been taking. This will help the patients in learning potential effects of the medication they have and contribute in building log sheets for their medication to effectively monitor them. This collaborative effort will allow clarity and set up a platform for older patient education. Brief educative sessions will be held with each patient and additional material such as pamphlets will be provided for patients’ reference. Technology As in any other healthcare process, medication reconciliation utilizes several technological tools to aid in the process. One tool that has been presented is the use of telehealth as a means of collecting information. The article by Castelucci (2019) proposes that the use of telehealth can speed the process and hence reduce the hassle of personally visiting every patient. This tool presents the potential for remote connection with patients who are at their homes and conducting interview on medication for improved decision-making. Telehealth is also useful in keeping patients updated by communicating with them remotey and sending educational content for them to be educated on medication reconciliation. When compared to other tools, this is just a mediation technology to connect remote patients with their nurses and physicians without the need for them to visit the hospital. This tool has been supported by the literature as Castelucci (2019) claims that it has been effectively implemented in New York-Presbyterian/Weill Cornell Medical Center, Queens, Columbia, and Allen Branches. The major barrier of this tool is that it may not be available for many outpatients and hence it is hard to implement in the general operations of the hospital. In addition to using telehealth with remote patients attending the hospital, tablet computers will be used to record and maintain records of medication during the medication reconciliation process. The aim of using tablet computers is to effectively collect data from the patients and harmonize it to produce a compiled log sheet for the patient’s medication records purposes. Tablet computers can be used in the hospital setting to increase patent engagement. Research by Greyen et al. (2016) showed that bedside training using tablet computers is effective in helping older adults to engage more with personal health records and processes. Tablet computers will thus be used for not only record taking but also educating patients on medicatons and medication reconciliation. The basic approach to using the computers will be that they will be availed to the nurse for them to easily take notes and also display certain aspects of patient medication to the patent during education. When comparing tablet computers with conventionally using phone calls for telehealth, this technology seems to be more expensive to launch and utilize as well as maintain in the hospital. Vaportzis, Clausen, and Gow (2017) highlight challenges in the use of tablet computers by highlighting that older adults may not be savvy with this technology and hence it may not be of much help to them. These opposing viewpoints present the major barrier of technology awareness and access for older adults. This barrier is in telehealth whereby patients may not know how to use interactive technology such as Skype and hence communicating remotely with them may be a challenge. Therefore, although the proposed technology may be very helpful in medical reconciliation and older adult education, barriers to access and usage should be expected. 2 Impact of Policies This project will be affected by organizational and government policies regarding accessing patient records. Since the project targets the general in-patient population, there are no pertinent population-related policies that should be paid attention. However, the Health Insurance Portability and Accountability Act (HIPAA) provides several regulations on how to access and use patient information. According to Tov