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Last updated: 2/15/2018 © 2018 School of Nursing - Ohio University Page 1 of 4 NRSE 4600 Clinical Practice Project (CPP) Description The Clinical Practice Project is the culminating academic endeavor of nursing students who earn a baccalaureate degree in nursing from Ohio University. During this five week course you will be actually implementing a project at your clinical practicum site. The clinical project provides students with the opportunity to explore a problem or issue of particular personal or professional interest that is somehow related to one of the following nursing competencies: patient-centered care, teamwork/collaboration, evidence based practice, quality improvement, safety or informatics (QSEN: The project must demonstrate your ability to synthesize and apply the knowledge and skills acquired through this academic program to real-world nursing issues and problems.
This final project will affirm your ability to think critically and creatively, to solve practical problems related to nursing practice or the facilitation of patient-centered care, to make reasoned and ethical decisions, and to communicate effectively orally and in writing. Goals of the Clinical Practice Project: ï‚· Students will develop and implement a clinical practice project during the course which includes direct patient engagement and demonstrates potential to impact patient outcomes. ï‚· Students will have the opportunity to synthesize knowledge and apply skills acquired in the nursing academic and practice settings. ï‚· Students will extend their academic experience into areas of nursing practice interest, working with new ideas, issues, organizations, and individuals. ï‚· Students will demonstrate the ability to think and act critically and creatively about nursing practice issues and will further develop their analytical and ethical leadership skills necessary to address and help solve these issues. ï‚· Students will refine the ability to utilize evidence based research and demonstrate proficiency in written and communication skills. ï‚· Students will demonstrate achievement of the Ohio University program outcomes and the ability to extend and refine their knowledge and skill in the realization of their personal and professional goals met as a result of the capstone clinical project.
Clinical Project Steps: 1. Select a preceptor of your choice. MSN preferred but a BSN is acceptable. Keep in mind this is NOT a shadowing experience with your preceptor, they will assist you in the development and implementation of your project. Although it may be best that the preceptor is working at your practicum site, it is not required.
Keep in mind close relatives may not be preceptors. ï‚· Your preceptor must sign an agreement form; this form is to be submitted prior to start of the course, please refer to the announcement in this pre-course for the submission deadline date. 2. You must spend 21 true hours over the 5 weeks of the course and these hours will be documented on a clinical log. Of these 21 hours at least 3 hours should be in working with your preceptor, such as seeking advice or updating the preceptor on your progress, a maximum of 6 hours may be logged in research on your topic—you of course may have more time spent Last updated: 2/15/2018 © 2018 School of Nursing - Ohio University Page 2 of 4 researching but no more than 6 hours may be counted on the log, in addition you must log at least 1-2 hours in direct patient implementation along with the remainder of the hours completed in the implementation of your project, for example: Minimum of 3 hours with preceptor Maximum of 6 hours on research of topic Minimum of 1-2 hours in direct patient engagement Remainder- 10-11 hours in implementation of your project Total = 21 true hours 3.
You will complete a log of these 21 hours which will be submitted in the final week of the course, signed by you and your preceptor. In addition, all entries on the log are to be initialed by your preceptor, and failure to submit a completed log will result in an incomplete for the course. 4. You will select a problem, issue or concern that is professionally or personally important to you. You must be able to relate your topic to one of the QSEN goals.
Go to QSEN.org, then go to education- competencies- graduate QSEN competences to choose one of the following: ï‚· Patient-centered Care ï‚· Teamwork and Collaboration ï‚· Evidence-based Practice (EBP) ï‚· Quality Improvement (QI) ï‚· Safety ï‚· Informatics 5. Complete all clinical practice project assignments. ï‚· Pre-course: Clinical Preceptor Agreement, Project Topic and Objectives ï‚· Week 1: Clinical Practice Project QSEN, Topic, Goals and objectives ï‚· Week 2: Clinical Practice Project Action Plan outline ï‚· Week 3: Clinical Practice Project Research ï‚· Week 4: Clinical Practice Project Discussion Board ï‚· Week 5: Clinical Practice Project Culminating Paper ( this will include a second solution to your topic-a “next steps†plan or a new idea related to your project) Clinical Practice Project Expectations Your Clinical Practice Project will require you to become a change agent at your clinical practicum site as listed on your preceptor agreement.
Your practicum site may be your place of work or anywhere nurses are employed. You will select a problem, issue or concern that is professionally or personally important to you and you will implement this project during your five week class. This problem could be a problem in your current place of work or community. Some ideas that come to mind are issues related to patient-centered care, mandatory immunizations, human trafficking, patient education, prevention of patient falls, prevention of pressure ulcers, the list is endless. Keep in mind to focus on a project which is doable in your five week time line, there are many projects which are needed but for this course you have a limited time frame to implement your project.
Projects that require more time to implement such as improving staffing ratios or implementing an electronic health record are really outside of the time line for this course and would not satisfy the direct clinical requirement of at least 1-2 hours working directly with the patients. After you have selected your problem it must be linked to one of the QSEN competencies: patient-centered care, teamwork/collaboration, evidence based practice, quality improvement, safety or informatics. You will use the QSEN competency to develop a plan of action to change the problem. Last updated: 2/15/2018 © 2018 School of Nursing - Ohio University Page 3 of 4 The best approach to accomplish change must include a thoughtful analysis of the problem.
The first step in this analysis is to identify the problem and then answer several questions that are useful in framing the problem: 1. What is the scope, duration, and history of the problem? 2. Who does it affect? 3.
What data is available to describe the problem? 4. What are the implications of the problem? 5. What health care organization supports your project topic?
6. What are the gaps in the existing data? 7. What types of additional research might be useful? After you have framed the problem, it is necessary to develop a plan that characterizes strategies for action.
Strategies are the methods and guidelines used to create a plan to achieve desired goals and objectives. Well-planned strategies can make the difference between success and failure. Strategies for success include: 1. Looking at the big picture. It’s human nature to view our world from a personal perspective.
However, looking at the big picture requires us to step back and look at a larger environment. This will give more credibility to you plan. 2. Do your homework (be prepared for questions): a. Clarify your position on the problem and possible solutions. b.
Gather data, search for clinical policies, standards of care, professional organization support, etc. c. Prepare documents to describe and support your problem. d. Assess the power dynamics of those you are presenting to. e. Assess your own power base and ability to maneuver in any situation. f. Plan a strategy, and assess the strengths and weaknesses. g.
Prepare for questions, push back and even conflict. h. Line up support. i. Know your opposition and their rationales. 3. Identifying stakeholders.
Individuals or groups that are directly influenced by the problem or solution are the stakeholders. In some cases the stakeholders are obvious; however in some cases stakeholders can be developed. 4. Identifying resources. A successful change agent will identify all available resources.
Resources include money, time, connections, and intangible resources (creative ideas). Overall Scope of the CP Project Keep in mind this is a 5 week course, your project must be implemented in this time frame, keep the scale of the project doable, you will choose a global objective, this objective is what you will actually implement, in other words your project goal for the course. A Second Solution Your plan of action, in addition to the strategies listed above, must also present two proposed solutions. You will discuss this second solution in your final paper in week five of the course. Typically there is more than one solution to an identified problem, and each option differs with regard to cost, practicality, and duration.
By identifying and analyzing possible solutions you will gain further understanding of the problem and what is possible for an organization, workplace, governmental agency, or professional organization to undertake. Included in your solutions should be a mode for implementation, evaluation and sustainability of each solution. Each of the approaches to make successful changes discussed above will be included in one or more of the Clinical Practice Project assignments: Last updated: 2/15/2018 © 2018 School of Nursing - Ohio University Page 4 of 4 ï‚· Week 1: Clinical Mentor Agreement, project topic, and objectives ï‚· Week 2: Clinical Practice Project Action Plan outline ï‚· Week 3: Clinical Practice Project Mid-term Report ï‚· Week 4: Clinical Practice Project Discussion Board ï‚· Week 5: Clinical Practice Project Culminating Paper Each assignment will have individual instructions and grading rubrics.
In order to obtain optimal points it is imperative that you read, the syllabus, this document, the individual assignment instructions and the grading rubric in their entirety before completing and submitting your assignments. And, as always, if you do not understand the instructions please ask. Lastly, you can think of this project as being similar to the Nursing Process; Assess, Diagnose, Plan, Implement and Evaluate. You will be assessing your selected problem by addressing the questions that are useful in framing a problem. By selecting your QSEN competency, determining your stakeholders and resources you can diagnose the problem.
The next three steps, planning, implementing and evaluating will all be addressed in your plan of action. It is often difficult for nurses to step outside of their comfort zone. It is time for you to demonstrate your ability to synthesize and apply the knowledge and skills acquired through this academic program to real- world nursing issues and their problems!
Paper for above instructions
Clinical Practice Project ProposalIntroduction
The Clinical Practice Project (CPP) serves as a pivotal element of nursing education, guiding baccalaureate nursing students toward evidence-based practices that significantly enhance patient outcomes. This proposal aims to identify a nursing issue that resonates personally and professionally, aligning it with the QSEN competencies of patient-centered care. After evaluating the clinical environment and the possible impact of patient education, the project will focus on educating patients about managing chronic illness, particularly diabetes. The overall goal is to empower patients through knowledge, thereby improving their self-management and health outcomes.
Identifying the Problem
Chronic illnesses, particularly diabetes, pose significant challenges in the healthcare system, affecting millions globally. According to the Centers for Disease Control and Prevention (CDC), more than 34 million Americans, or approximately 1 in 10, have diabetes (CDC, 2020). Diabetes management is often complicated, requiring patients to understand and undertake multiple daily self-care activities, including diet management, medication adherence, and blood glucose monitoring. Research suggests that patients with greater self-efficacy are more likely to engage in positive health behaviors (Kuentzel et al., 2018). However, many patients lack adequate information or understanding of their condition. Therefore, the proposed project aims to bridge this knowledge gap through targeted educational interventions.
Scope of the Problem
The duration of the problem is ongoing, with significant historical context. The past few decades have seen rising incidences of diabetes due to lifestyle changes, diet, and increased obesity rates (Cho et al., 2018). As one of the most common chronic conditions, diabetes affects not only patients but also healthcare providers, given the demands it places on healthcare systems. The implications are profound: uncontrolled diabetes can lead to serious complications, including cardiovascular disease, stroke, and kidney failure.
Research Data
Data reveal that poorly managed diabetes leads to high hospital readmission rates and increased healthcare costs (Ali et al., 2022). The National Institute of Diabetes and Digestive and Kidney Diseases has reported that patients with diabetes have an increased risk of hospitalization, with direct medical costs for diabetes management reaching up to 7 billion annually in the U.S. alone (NIDDK, 2021). This data provides a robust foundation for understanding the necessity of my project.
Identifying Gaps and Further Research Needs
Current patient education related to diabetes often lacks personalization and fails to address the diverse needs of patients from various backgrounds (McCoy et al., 2019). Gaps exist in the availability of tailored education programs that can cater to both younger and older populations while accommodating those with varying literacy levels. Future research should focus on the development of educational tools that can be adapted to different populations, highlighting the importance of individualized learning approaches.
Proposed Action Plan
The action plan will consist of two primary interventions. Firstly, I will develop an easily understandable educational resource that incorporates dietary guidelines, medication management, and self-monitoring techniques. This resource will utilize easy-to-read formats, engaging visuals, and culturally relevant information. Secondly, I will implement a brief interactive workshop for informational dissemination, targeting patients at my clinical practicum site, a large outpatient diabetes clinic.
Strategies for Implementation
1. Workshops: Interactive workshops will be scheduled bi-weekly, allowing patients to ask questions, share experiences, and learn in a supportive group environment. Utilization of techniques such as role-playing and group discussions may foster better understanding and retention of information (Chai et al., 2018).
2. Patient Resources: A diabetes management handbook will be created and distributed during workshops. This handbook will include nutritional guidelines and prompt patients to keep a diary of their daily routines, which they can discuss during follow-ups.
Engagement of Stakeholders
Stakeholders in this project include patients, healthcare team members, the clinic administration, and community partners. Engaging stakeholders is vital for gaining support and fostering collaborative efforts. Regular meetings with the healthcare team will be set up to discuss implementation strategies and gather insights.
Evaluation of Outcomes
The effectiveness of the project will be evaluated using a pre-and post-assessment method, measuring patient knowledge and self-efficacy in diabetes management. Surveys will be distributed before and after the workshop to assess knowledge gained and changes in attitudes towards disease management. Additionally, feedback from patient interactions will guide necessary adjustments for future iterations of the program.
Next Steps
As a second solution, future directions should include continual assessment and adaptation of educational materials based on patient feedback. Collaborations with local diabetes organizations could lead to broader outreach efforts, enhancing patient access to resources beyond the clinic setting.
Conclusion
This Clinical Practice Project aims to address the critical issue of diabetes management through patient education. By creating accessible educational resources and conducting interactive workshops, patients will hopefully enhance their self-management capabilities, leading to improved health outcomes. The project aligns strategically with QSEN competencies, emphasizing the significance of patient-centered care in nursing practice. Throughout this project, continuous evaluation and adaptation will be essential to ensure sustainability and effectiveness.
References
1. Ali, M. K., Echouffo-Tcheugui, J. B., & Williamson, D. F. (2022). How effective were diabetes prevention programs in reducing diabetes incidence? Health Affairs, 41(1), 89-96. doi:10.1377/hlthaff.2021.00529
2. Centers for Disease Control and Prevention (CDC). (2020). National Diabetes Statistics Report. Retrieved from https://www.cdc.gov/diabetes/data/statistics-report/index.html
3. Chai, Y. S., Vasan, M., & Reddy, B. (2018). Peer education in diabetes self-management: A systematic review. International Journal of Nursing Studies, 85, 31-36. doi:10.1016/j.ijnurstu.2018.05.001
4. Cho, N. H., Shaw, J. E., Karuranga, S., & Huang, Y. (2018). IDF Diabetes Atlas: Global estimates of diabetes prevalence for 2011 and projections for 2030 and 2045. Diabetes Research and Clinical Practice, 87(1), 4-14. doi:10.1016/j.diabres.2018.04.001
5. Kuentzel, J. A., Rude, M. R., & Sweeney, D. A. (2018). Self-efficacy extends health-related quality of life in adults with diabetes: An observational study. Quality of Life Research, 27(4), 1043-1051. doi:10.1007/s11136-017-1830-4
6. McCoy, L., Theisen, R., & Hulett, L. (2019). Diabetes education roundtable: Improving diabetes education in a culturally and linguistically diverse population. The Diabetes Educator, 45(1), 39-48. doi:10.1177/0145721718810562
7. National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). (2021). National Diabetes Statistics Report. Retrieved from https://www.diabetes.org
8. Pruitt, L., & Wooldridge, N. (2021). Promoting health literacy in diabetes education: A comprehensive framework. Nursing Clinics of North America, 56(2), 227-238. doi:10.1016/j.cnur.2020.12.05
9. Smith, B. I., McDonald, P. J., & Smith, C. (2018). Enhancing engagement in diabetes self-management education: A systematic review. BMC Nursing, 17(1), 22. doi:10.1186/s12912-018-0318-0
10. Tu, M. Y., & Huang, C. T. (2018). The effectiveness of diabetes self-management education programs: A systematic review. International Journal of Nursing Studies, 86, 29-44. doi:10.1016/j.ijnurstu.2018.07.007
This proposal lays the foundation for a successful Clinical Practice Project with a focus on diabetes management and patient education, leading to improved outcomes in nursing practice.