Professional Product

Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product. Important: You must complete all of the assessments in order for this course. For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience. A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product. Reminder: For this assessment, you are required to log in CORE ELMS the hours that you spend in remote contact with a patient (who could be a friend or family member). Three hours of remote contact is the minimum total amount of time required in this course. Planning time is not included and need not be logged. As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership. 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 1: Lead people and processes to improve patient, systems, and population outcomes. Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan. Competency 2: Make clinical and operational decisions based upon the best available evidence. Justify decisions related to developing a professional product with relevant research, evidence, and best practices. Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. Demonstrate process improvements in the quality, safety, or cost of care as a result of direct clinical intervention and a developed professional product. Competency 7: Implement patient-centered care to improve the quality of care and the patient experience. Demonstrate patient-experience improvements resulting from a clinical intervention and implementation of a newly developed professional product. Competency 8: Integrate professional standards and values into practice. Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style. Important: You must complete all of the assessments in order for this course. Preparation Before submitting this assessment, you must have logged at least three remote contact hours in CORE ELMS. These hours will include only the time that you spent working remotely with patients, families, and/or community members to implement your intervention, collect and analyze data, and deliver your professional product to your target audience. Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours. Instructions For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group that you have identified. Appropriate examples include the development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience that can be used in your own practice, with your family or community. Relevant products include but are not limited to Patient education handouts (such as a medication sheet). Patient safety plan. Process improvement in-service. Medicaid/Medicare patient coverage and finance guide. Teaching plan. Your submission will consist of two parts: an APA-formatted paper providing your rationale and supporting evidence, and the professional product. For the brief APA-style paper, one organizational option is: Summary of intervention and implementation: What did you do? How did you lead in terms of the processes used in the project? With what participants? Who were your interprofessional collaborators? How did you lead them in this project? What were your key findings? The evidence-based rationale for professional product development: What professional product did you develop? Why did you choose this type of product? How does it align with your intervention? How will the product help improve outcomes? How will the product enhance the patient experience? How does the product improve a process related to quality, safety, and/or cost of care? How do relevant research, evidence, and best practices support your choice of professional product and approach? For your professional product, you may choose to develop a deliverable that could be used in your care setting to communicate and sustain relevant improvements related to the intervention you carried out. The key is that the professional product is useful to the target audience (such as a large-print Medicaid/Medicare patient coverage and finance guide that is easy for the elderly and their families to use, or an easily implemented process improvement in-service for home care nurses). Scoring Guide Criteria Your brief paper and professional product will be assessed according to the following scoring guide criteria: Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan. Demonstrate process improvements in the quality, safety, or cost of care as a result of direct clinical intervention and a developed professional product. Demonstrate patient-experience improvements resulting from a clinical intervention and implementation of a newly developed professional product. Justify decisions related to developing a professional product with relevant research, evidence, and best practices. Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style. Additional Requirements Length of submission: APA-style paper should be 2–4 pages of content plus title and reference pages. There is no length requirement for your professional product. The type of deliverable you choose will determine its length and format. A number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your decisions and rationale in your APA-style paper. Resources should be no more than 5 years old. APA formatting: References and citations are formatted according to the current APA style. Use appropriate APA citations (in-text and reference list) in the paper and professional product. These articles on the value of educational handouts may help you determine the appropriateness of developing an information sheet or other collateral for your product: Chang, S., Huang, C., Lin, C., Tu, S., Chao, M., & Chen, M. (2015). The effects of systematic educational interventions on nasogastric tube feeding on caregivers’ knowledge and skills and the incidence of feeding complications. Journal of Clinical Nursing, 24(11-12), 1567–1575. Murray, C., Thomas, E., & Pollock, W. (2017). Vaginal pessaries: Can an educational brochure help patients to better understand their care? Journal of Clinical Nursing, 26(1-2), 140–147. Sakraida, T. J., & Draus, P. J. (2005). Educational innovations. Quality handout development and use. Journal of Nursing Education, 44(7), 326–329. These articles discuss various ways to design in-service training, which may inform the product you develop for the course. Bluestone, J., Johnson, P., Fullerton, J., Carr, C., Alderman, J., & BonTempo, J. (2013). Effective in-service training design and delivery: Evidence from an integrative literature review. Human Resources for Health, 11, 51–76. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3850724/ Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering education: A new model for in-service training of nursing staff. Journal of Advances in Medical Education and Professionalism, 5(1), 26–32.

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