Assessment 4 Instructions: Patient, Family, or Population Health Problem Solution

Assessment 4

Instructions

: Patient, Family, or Population Health Problem Solution

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· Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.

Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

Introduction

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

· Creating an educational brochure.

· Producing an educational voice-over PowerPoint presentation or video focusing on your topic.

· Creating a teaching plan for your patient, family, or group.

· Recommending work process or workflow changes addressing your topic.

Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

In addition, you may wish to complete the following:

· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.

· Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

Note: As you revise your writing, check out the resources listed on the Writing Center’s 
Writing Support page.

Instructions

Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

· Leadership.

· Collaboration.

· Communication.

· Change management.

· Policy.

· Quality of care.

· Patient safety.

· Costs to the system and individual.

· Technology.

· Care coordination.

· Community resources.

Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

· Summarize the patient, family, or population problem.

· Explain why you selected this problem as the focus of your project.

· Explain why the problem is relevant to your professional practice and to the patient, family, or group.

In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

· Define the role of leadership and change management in addressing the problem.

21. Explain how leadership and change management strategies influenced the development of your proposed intervention.

21. Explain how nursing ethics informed the development of your proposed intervention.

21. Include a copy of the intervention/solution/professional product.

. Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.

22. Identify the patient, family, or group.

22. Discuss the benefits of gathering their input to improve care associated with the problem.

22. Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.

. Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.

23. Cite the standards and/or policies that guided your work.

23. Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.

. Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

24. Cite evidence from the literature that supports your conclusions.

24. Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.

. Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.

25. Cite evidence from the literature that supports your conclusions.

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Write concisely and directly, using active voice.

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Apply APA formatting to in-text citations and references.

Additional Requirements

. Format: Format the written analysis of your intervention using APA style. 
APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:

28. A title page and reference page. An abstract is not required.

28. Appropriate section headings.

. Length: Your paper should be approximately 5–7 pages in length, not including the reference page.

. Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.

. Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Portfolio Prompt: Save your intervention 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 and professional competencies.

Competencies Measured

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.

32. Define the role of leadership and change management in addressing a patient, family, or population health problem.

. Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

33.

Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

. Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.

34.

Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.

. Competency 5: Analyze the impact of health policy on quality and cost of care.

35.

Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.

. Competency 6: Collaborate interprofessionally to improve patient and population outcomes.

36.

Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.

. Competency 8: Integrate professional standards and values into practice.

37. Write concisely and directly, using active voice.

37. Apply APA formatting to in-text citations and references.

· SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

Patient, Family, or Population Health Problem Solution Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product.	Does not describe leadership and change management strategies, and does not include a copy of the intervention/solution/professional product.	Attempts to describe leadership and change management strategies, and/or does not include a copy of the intervention/solution/professional product.	Defines the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of the intervention/solution/professional product.	Defines the role of leadership and change management in addressing a patient, family, or population health problem. Provides an articulate, cogent explanation of the influence that leadership strategies, change management strategies, and nursing ethics had on the development of an intervention and includes a copy of the intervention/solution/professional product.
Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.	Does not describe communication and collaboration strategies.	Attempts to describe communication and collaboration strategies.	Proposes strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.	Proposes clear, best-practice strategies, well-supported in the literature, for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Presents a strong case for the benefits of obtaining input from a patient, family, or group.
Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.	Does not describe state board nursing practice standards and/or organizational or governmental policies applicable to the development of a proposed intervention.	Attempts to explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.	Explains how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.	Provides an articulate, cogent explanation of how specific state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Describes credible research on the effectiveness of these standards and/or policies in improving outcomes.
Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.	Does not explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.	Provides an explanation, dependent upon unsubstantiated assumptions, of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.	Explains how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.	Provides an articulate, cogent explanation of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Conclusions are well-supported by credible evidence. Cites specific, relevant, and available sources of benchmark data.
Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.	Does not describe technology, care coordination, and community resources that can be applied in addressing a patient, family, or population health problem.	Attempts to explain how technology, care coordination, and community resources can be applied in addressing a patient, family, or population health problem.	Explains how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.	Provides an articulate, cogent explanation of how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Conclusions are well-supported by specific, credible evidence.
Write concisely and directly, using active voice.	Does not write concisely and directly, using active voice.	Writes passively, with a tendency toward wordiness.	Writes concisely and directly, using active voice.	Writes concisely and directly. Conveys precise and unequivocal meaning through clear and consistent use of active voice.
Apply APA formatting to in-text citations and references.	Does not apply APA formatting to in-text citations and references.	Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship.	Applies APA formatting to in-text citations and references.	Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

Resources: Solutions to Health Care Problems

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· The following resources describe a variety of strategies for addressing health care problems. You may find these references helpful when developing and justifying the development of your capstone intervention.

Health Education

· Betschart, P., Staubli, S. E., Zumstein, V., Babst, C., Sauter, R., Schmid, H-P., & Abt, D. (2019). Improving patient education materials: A practical algorithm from development to validation. Current Urology, 13(2), 64-69. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6873003/

· 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 & Professionalism, 5(1), 26-32. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5238493/

· Johnson, R., Edwards, R., Rivers, A., Patil, C., & Walsh, S. (2019). Evaluating literacy levels of patient education materials for a sickle cell transition group education programme. Health Education Journal, 79(3), 253-265.

Health IT

· Fleming, J. (2017). 
Usability is key to unlocking health IT’s full potential. Health IT Buzz. https://www.healthit.gov/buzz-blog/usability/usability-key-unlocking-health-full-potential

· HealthIT.gov. (2020). 
Patient access information for individuals: Get it, check it, use it! https://www.healthit.gov/topic/patient-access-information-individuals-get-it-check-it-use-it

Patient-Centered and Value-Based Care

· Davis, K., Collier, S., Situ, J., Coe, M., & Cleary-Fishman, M. (2018). 
Toolkit to engage high-risk patients in safe transitions across ambulatory settings. Agency for Healthcare Research and Quality. https://www.ahrq.gov/hai/tools/ambulatory-care/safe-transitions.html

· Gupta, R., Roh, L., Lee, C., Reuben, D., Naeim, A., Wilson, J., & Skootsky, S. A. (2019). The population health value framework. Academic Medicine, 94(9), 1337-1342.

Root Cause Analysis

Watch the following video:

· Root Cause Analysis.

8. This video describes the root cause analysis process, which can be used to identify a health care problem, determine possible causes, and identify potential solutions.

NURS-FPX4900

u04a1 – Patient, Family, or Population Health Problem Solution

Learner: Eduardo , Torres

OVERALL COMMENTS

Hi Eduardo.

Thank you for your work on your professional product of a substance abuse awareness brochure.   I think you did a

very nice job of describing the creation and evaluation of your professional product.  I like that you included ideas

about how drug and alcohol misuse can be reduced with the help of effective policies and programs in your

explanation. This is so important and is often overlooked. I made a few recommendations on how some criteria might

achieve a higher performance score. I hope you have an opportunity to share the outcomes of your practicum

experience at a nursing conference. This would be a great way to share nursing knowledge. You ARE approved to

share your problem solution/product with your identified stakeholders.

I look forward to hearing about the feedback you receive, but please note this should be at least 24 hours

from the time you receive feedback from me from this Assessment so I know you have honestly implemented

your project to your population before providing that feedback in your video reflection for Assessment

5. Thanks for your understanding, Dr. Heidi

**As a reminder, this Assessment is Satisfactory, if you decide to resubmit for a higher grade, please

highlight your changes in yellow so I do not miss any of your hard work and great additions and

corrections. Thanks so much!

RUBRICS

CRITERIA 1

Define the role of leadership and change management in addressing a patient, family, or
population health problem and includes a copy of

intervention/solution/professional product.

COMPETENCY

Lead people and processes to improve patient, systems, and population outcomes.

NON_PERFORMANCE:

Does not describe leadership and change management strategies, and does not include a copy of the

intervention/solution/professional product.

BASIC:

Attempts to describe leadership and change management strategies, and/or does not include a copy of the

intervention/solution/professional product.

PROFICIENT:

Defines the role of leadership and change management in addressing a patient, family, or population health

problem and

includes a copy of the intervention/solution/professional product.

DISTINGUISHED:

Defines the role of leadership and change management in addressing a patient, family, or population

health problem. Provides an articulate, cogent explanation of the influence that leadership strategies,

change management strategies, and nursing ethics had on the development of an intervention and

includes a copy of the intervention/solution/professional product.

Comments:

I liked that you defined the role of leadership and change management in addressing a patient, family, or

population health problem. You provided an articulate, cogent explanation of the influence that leadership

strategies, change management strategies, and nursing ethics had on the development of an intervention.

Eduardo, great discussion about leadership strategies and principles, such as self-determination, fair

treatment, compassion, and proper disclosure, with support from the literature.

Thank you for including a copy of your intervention/solution/professional product. Your brochure is very

informative. Great work!

CRITERIA 2

Propose strategies for communicating and collaborating with a patient, family, or group to
improve

outcomes associated with a patient, family, or population health problem.

COMPETENCY

Collaborate interprofessionally to improve patient and population outcomes.

NON_PERFORMANCE: Does not describe communication and collaboration strategies.

BASIC: Attempts to describe communication and collaboration strategies.

PROFICIENT:

Proposes strategies for communicating and collaborating with a patient, family, or group to improve

outcomes associated with a patient, family, or population health problem.

DISTINGUISHED:

Proposes clear, best-practice strategies, well-supported in the literature, for communicating and collaborating

with a patient, family, or group to improve outcomes associated with a patient, family, or population health

problem. Presents a strong case for the benefits of obtaining input from a patient, family, or group.

Comments:

I like that you provided a description of strategies for communicating and collaborating with a patient, family, or

group, such as using teamwork, to improve outcomes associated with the problem of substance abuse. For a

distinguished score, a more in-depth discussion of how such communication and collaboration might be better

utilized in the real world, is needed. Support from the literature is also needed.

CRITERIA 3

Explain how state board nursing practice standards and/or organizational or governmental

policies guided

the development of a proposed intervention.

COMPETENCY

Analyze the impact of health policy on quality and cost of care.

NON_PERFORMANCE:

Does not describe state board nursing practice standards and/or organizational or governmental policies

applicable to the development of a proposed intervention.

BASIC:

Attempts to explain how state board nursing practice standards and/or organizational or governmental

policies guided the development of a proposed intervention.

PROFICIENT:

Explains how state board nursing practice standards and/or organizational or governmental policies guided

the development of a proposed intervention.

DISTINGUISHED:

Provides an articulate, cogent explanation of how specific state board nursing practice standards and/or

organizational or governmental policies guided the development of a proposed intervention. Describes

credible research on the effectiveness of these standards and/or policies in improving outcomes.

Comments:

I like you attempted to describe the state board of nursing practice and/or health policy.  I am glad you

included ideas about using CDC and WHO guidelines, however, there is no mention of what specific

guidelines might be beneficial.  I also did not find any support from the literature or a discussion of how the

state board of nursing practice and/or health policy specifically influenced the project, or how the BSN

prepared nurse’s role can be used in policy development. These are all needed for a higher performance

score. 

CRITERIA 4

Explain how a proposed intervention to address a patient, family, or population health
problem will improve the quality of care, enhance patient safety, and reduce costs to the
system and individual.

COMPETENCY

Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

NON_PERFORMANCE:

Does not explain how a proposed intervention to address a patient, family, or population health problem will

improve the quality of care, enhance patient

safety, and reduce costs to the system and individual.

BASIC:

Provides an explanation, dependent upon unsubstantiated assumptions, of how a proposed intervention to

address a patient, family, or population health problem will improve the quality of care, enhance patient

safety, and reduce costs to the system and individual.

PROFICIENT:

Explains how a proposed intervention to address a patient, family, or population health problem will

improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

DISTINGUISHED:

Provides an articulate, cogent explanation of how a proposed intervention to address a patient, family, or

population health problem will improve the quality of care, enhance patient safety, and reduce costs to the

system and individual. Conclusions are well-supported by credible evidence. Cites specific, relevant, and

available sources of benchmark data.

Comments:

I really liked how you explained how a proposed intervention to address the problem of substance abuse will

improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Tell me

more about what the literature says.

Eduardo, great job discussing the need for education, facilitating open lines of communication, and providing

treatment in a comfortable setting; however, I do not see support from the literature. Support from the literature

is needed for a Distinguished score for this Criteria.

CRITERIA 5

Explain how technology, care coordination, and the utilization of community resources can
be applied in

addressing a patient, family, or population health problem.

COMPETENCY

Apply health information and patient care technology to improve patient and systems outcomes.

NON_PERFORMANCE:

Does not describe technology, care coordination, and community resources that can be applied in

addressing a patient, family, or population health problem.

BASIC:

Attempts to explain how technology, care coordination, and community resources can be applied in

addressing a patient, family, or population health problem.

PROFICIENT:

Explains how technology, care coordination, and the utilization of community resources can be applied in

addressing a patient, family, or population health problem.

DISTINGUISHED:

Provides an articulate, cogent explanation of how technology, care coordination, and the utilization of

community resources can be applied in addressing a patient, family, or population health problem.

Conclusions are well-supported by specific, credible evidence.

Comments:

I like that you provided a clear analysis on the impact of the technology of modern technology that can protect

patient privacy on a patient, family, or population problem of substance abuse. For a distinguished score, a

more in-depth discussion of how technology might be better used is needed. What does the literature say?

CRITERIA 6

Write concisely and directly, using

active voice.

COMPETENCY

Integrate professional standards and values into practice.

NON_PERFORMANCE: Does not write concisely and directly, using active voice.

BASIC: Writes passively, with a tendency toward wordiness.

PROFICIENT: Writes concisely and directly, using active voice.

DISTINGUISHED:

Writes concisely and directly. Conveys precise and unequivocal meaning through clear and consistent use of

active voice.

Comments:

You did a good job writing concisely and directly, using active voice. For a distinguished score please

communicate your meaning more precisely.

Supplemental Feedback

CRITERIA 7

Apply APA formatting to in-text citations and references.

COMPETENCY

Integrate professional standards and values into practice.

NON_PERFORMANCE: Does not apply APA formatting to in-text citations and references.

BASIC:

Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting

noticeably from good scholarship.

PROFICIENT: Applies APA formatting to in-text citations and references.

DISTINGUISHED:

Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

Comments:

I like that your writing was clear and logical. There were some errors in APA format. I hope you will use

Academic writer website: https://academicwriter-apa-org.library.capella.edu/ to help you with this. You have the

potential to be an excellent writer.

-Minor mistakes noted on Reference page, but much improved from last Assessment. Great work!

SUPPLEMENTAL CRITERIA 1

Purpose

Compose a text that articulates meaning relevant to the main topic, scope, and purpose of
the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,

scope, and

purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

SUPPLEMENTAL CRITERIA 2

Organization

Develop text using organization, structure, and transitions that demonstrate understanding
of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or

transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.

ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

SUPPLEMENTAL CRITERIA 3

Evidence

Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

SUPPLEMENTAL CRITERIA 4

Tone

Apply in text the standard writing conventions for the discipline, including structure, voice,
person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

SUPPLEMENTAL CRITERIA 5

Sentence Structure

Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical

errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments: