Implementation of non-pharmacological therapies improves functional mobility and quality of life in Parkinson’s disease.

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Implementation of non-pharmacological therapies improves functional mobility and quality of life in Parkinson's disease.

Introduction

Parkinson's disease is a neurodegenerative condition that significantly impacts the quality of life for those influenced (Cristini et al., 2021). While pharmacological therapies play a crucial role in managing the disease, there is a developing interest in non-pharmacological therapies to complement conventional treatments. One such area of interest is the impact of physical exercises, such as boxing and sensory exercises, on the motor symptoms of Parkinson's disease. This study, conducted by Sangarapillai and colleagues in 2021, examines the potential benefits of these interventions on motor symptoms in people with Parkinson's disease (Cristini et al., 2021). This research aims to contribute to the understanding of non-pharmacological approaches in treating Parkinson's disease and to evaluate their viability in improving motor functioning and overall well-being.

Background of the study

Motor symptoms, including bradykinesia, tremors, inflexibility, and postural instability, characterize Parkinson's disease. These symptoms regularly lead to functional impairment and a diminished quality of life. While pharmacological medicines, such as levodopa, have been the pillar of Parkinson's management, they may have limitations, including side effects and reduced efficacy over time. Non-pharmacological interventions have developed as potential aides to address these limitations. One such approach includes physical exercises, including boxing and sensory exercises (Tunur et al., 2020). Studies have shown that exercises can improve balance, gait, and overall motor function in individuals with Parkinson's disease. However, there is a need for more thorough research to assess the adequacy of particular exercise interventions. In this setting, the PICO question investigates whether boxing and sensory exercises, as non-pharmacological mediations, can significantly affect motor symptoms in people with Parkinson’s (Tunur et al., 2020). The study points to supply insights that can educate the advancement of more holistic and effective management strategies for this neurodegenerative condition.

Significance of the study

Understanding the significance and importance of investigating the impact of non-pharmacological mediations, such as boxing and sensory exercises, on motor symptoms in Parkinson's disease is essential. Parkinson's disease is a weakening neurodegenerative condition affecting millions worldwide, significantly affecting their quality of life. The motor symptoms, including bradykinesia, tremors, and postural instability, frequently lead to marked limitations and loss of independence. The existing pharmacological treatments, while effective to some extent, may come with side effects and may lose efficacy over time. This highlights the need for alternative and complementary approaches to upgrade the management of this condition. Non-pharmacological interventions, like workout programs, hold promise in addressing these limitations, as they offer potential benefits for motor symptoms and overall well-being. Research in this area is significant to recognize evidence-based interventions that can improve the lives of people with Parkinson's disease and give healthcare experts more comprehensive tools for care.

Quality and Safety Education for Nurses (QSEN)

Quality and Safety education for nurses (QSEN) competencies are significant for guaranteeing that nurses give safe and high-quality care. There are six QSEN competencies, and each plays a vital role in nursing. They include patient-centered care, teamwork, quality advancement, and safety. (QSEN) competencies guarantee that nurses provide safe, high-quality care. Patient-centered care emphasizes administering medications to individual patient needs, guaranteeing responsive and personalized care that upgrades the quality of life. Teamwork and collaboration are significant for planning multidisciplinary care groups to supply complementary therapies effectively. Evidence-based practice guarantees that the choice of non-pharmacological treatments is established within the best available research, adjusting to patients' goals. Quality improvement involves ongoing assessment to upgrade the adequacy of these treatments, eventually contributing to better patient care. Safety measures are fundamental to ensure patients are protected while administering complementary services. At the same time, informatics skills help in data management to monitor patient progress and make informed care choices. These competencies collectively advance holistic, evidence-based, secure, patient-centered care in Parkinson's disease management.

Teamwork and collaboration stand at the center of providing effective and patient-centered healthcare. In the ever-evolving nursing scene, where patients frequently require care from diverse healthcare professionals, working collaboratively is not only a valuable skill but also an essential competency. For people living with chronic conditions like Parkinson's disease, a multidisciplinary approach is necessary, enveloping the skills of nurses, physical therapists, speech therapists, occupational therapists, and more. In this context, the “Teamwork and Collaboration” competency becomes fundamental in guaranteeing that care is comprehensive and harmonized. This competency goes past mere interaction; it fosters a culture of communication, mutual respect, and shared decision-making among healthcare providers to attain the highest standard of patient care. In this elaboration, we look into the importance of teamwork and collaboration, investigating how it supports quality and safety in healthcare, especially in individuals with Parkinson's disease.

LITERATURE REVIEW

Article one

Type of Research Study

The study described is a multicenter randomized controlled trial that aimed to investigate the efficacy and safety of combining electro-acupuncture with conventional pharmacotherapy for motor dysfunction and constipation in patients with Parkinson's disease (Li et al., 2023). The study included 166 patients from seven hospitals in China and used Unified Parkinson's Disease Rating Scale (UPDRS) scores and bowel frequency as dependent variables. This study used computer-generated random sequences. Statistical analyses were performed using SAS 9.4 software. The results showed that combining electro-acupuncture with conventional treatment significantly improved motor function and bowel frequency in Parkinson's disease patients. Strengths of this study include its well-designed nature, large sample size, and adherence to reporting guidelines, while limitations include a specific geographic focus and lack of a sham acupuncture group. This study provides high-quality Level I evidence for the efficacy and safety of electro-acupuncture in the treatment of Parkinson's disease (Li et al., 2023).

Purpose of Research Study

The study aimed to investigate the efficacy and safety of electro-acupuncture combined with conventional pharmacotherapy in the treatment of motor dysfunction and constipation in patients with Parkinson's disease. Li et al., (2023) conducted research using a well-designed randomized controlled trial with a sufficient sample size and provided high-quality evidence. The main research question centred on evaluating the effects of electro-acupuncture as an adjunctive therapy on motor function and bowel frequency in patients with Parkinson's disease.

Population of the Research Study

The research population in this study consisted of 166 patients diagnosed with Parkinson's disease, who were recruited from seven hospitals in China. The mean age of the patients was 63.5 years, with a majority of them being male (62.7%). The participants had an average disease duration of 5.6 years and an average Unified Parkinson's Disease Rating Scale (UPDRS) score of 32.1 at the beginning of the study (Li et al., 2023).

Methods of Research Study

The research method used in this study was a multicenter randomized controlled trial conducted in China, involving 166 patients with Parkinson's disease, and aimed to investigate the effectiveness and the safety of combining electro-acupuncture with conventional drug treatment for motor dysfunction and constipation in these patients. (Li et al., 2023). The study aimed to evaluate the effects of electro-acupuncture on motor function and bowel frequency in patients with Parkinson's disease by comparing the change in scores on the Unified Parkinson's Disease Rating Scale (UPDRS) and Frequency distribution between the electro-acupuncture group and control group after 12 weeks of treatment. This study provides valid Level I evidence, showing significant improvement in motor function and stool frequency with electro-acupuncture combined with pharmacological treatment.

Findings of the Research Study

According to Li et al. (2023), the efficacy and safety of combining electro-acupuncture with conventional pharmacological treatment were investigated in 166 patients with Parkinson's disease. The study revealed that the use of electro-acupuncture in combination with conventional pharmacological treatment significantly improved both motor function and bowel movement frequency in these patients compared to conventional treatment alone. Specifically, the mean change in Unified Parkinson's Disease Rating Scale (UPDRS) score from baseline to week 12 was significantly greater in the electro-acupuncture group (mean difference -4.2, 95% CI -6.1 to -2.3, P<0.001), and the mean change in bowel movement frequency from baseline to week 12 was also significantly greater in the electro-acupuncture group (mean difference 0.5, 95% CI 0.2 to 0.8, P=0.001). Notably, no serious adverse events were reported in either group. The study, characterized by a large sample size and rigorous methodology, provides robust Level I evidence suggesting that combining electro-acupuncture with traditional pharmacological treatment is a valuable approach to treating motor dysfunction and constipation in patients with Parkinson's disease. However, it is important to acknowledge the limitations of the study, such as the concentration on one country and the lack of a sham acupuncture group, which requires further research to clarify the specific effects of electro-acupuncture and to assess the generalizability to other populations.

Article two

Type of Research Study

Sangarapillai et al. (2021) used a double-blinded parallel-group randomized controlled trial to explore the impacts of boxing and sensory exercises on motor symptoms of Parkinson's disease. The design was characterized as an intervention study, with a sample estimate of roughly 40 members who were randomly assigned to either the boxing or sensory exercise group. This study design permitted for a thorough examination of the impact of these interventions on motor symptoms of Parkinson's disease (Sangarapillai et al., 2021).

Purpose of the Research Study

The study aims to examine the impacts of boxing and sensory exercise interventions on motor symptoms in people with Parkinson's disease. The research question rotated around evaluating the impacts of these non-pharmacological interventions, which are relevant in improving motor function and advancing social interaction among this population. This investigation, conducted at the Movement Disorders Research and Rehabilitation Center, Wildrid Laurie College, centered on the intervention groups' advance in motor symptoms, as measured by the Unified Parkinson’s Illness Rating Scale (UPDRS-III) and unbiased computerized gait data (Sangarapillai et al., 2021).

Population of the Research Study

The study's test comprised 40 participants with idiopathic Parkinson's disease, chosen from the Movement Disorders Research and Rehabilitation Center at Wildrid Laurie College. The independent variable was the type of workout interventions (boxing or sensory). In contrast, the dependent variable was motor symptoms, surveyed using the United Parkinson's Illness Rating Scale (UPDRS-III) and unbiased computerized gait data. Outstandingly, the study can be classified as Level I evidence, emphasizing its high-quality controlled trial design (Sangarapillai et al., 2021).

Methods of the Research Study

According to the study's statistical results, a double-blinded parallel-group randomized controlled trial with roughly 40 members diagnosed with idiopathic Parkinson's disease was carried out to examine the impacts of boxing and sensory exercises on motor symptoms. The statistical examinations included free t-tests to evaluate comparability, a 2-factor blended repeated-measures ANOVA to investigate the essential result degree (UPDRS-III), and repeated-measures ANOVA to examine auxiliary result measures. (Sangarapillai et al., 2021).

Findings of the Research Study

The study uncovered that both boxing and sensory exercise interventions brought about noteworthy improvements in motor symptoms of Parkinson's disease. The UPDRS-III scores have a significant primary impact on groups, with both groups showing improvement over time. The PD SAFEx group displayed more significant changes than the RSB gathered at post-assessment and washout. The study suggested the need for larger-scale trials to upgrade the generalizability of results and proposed consideration of a heart rate screen for more precise monitoring during exercises (Sangarapillai et al., 2021).

Synthesis

Both studies looked at non-pharmacological medications to improve motor symptoms in patients with Parkinson's disease, focusing on diverse approaches. The first study by Li e., al. (2023) looked at the combination of electro-acupuncture with conventional pharmacological treatments. On the other hand, the study by Sangarapillai et al. (2021) explored the effects of boxing and sensory exercise on motor symptoms of Parkinson's disease, and both interventions led to significant improvements in motor side effects. Both studies utilized a randomized controlled design and reported an improvement in motor symptoms. In the electro-acupuncture study, motor symptoms and bowel frequency were significantly improved compared with the control group due to the well-designed trial, large sample size, and adherence to reporting guidelines as strengths. However, the limitation of the study site in China and the lack of a sham acupuncture group raised questions about the generalizability and specificity of the intervention effect.

In contrast, the sensory training and boxing study also showed critical improvement in motor symptoms, with the PD SAFEx (sensory exercise) showing greater benefits than the RSB bunch (Boxing). This study was a well-designed double-blind randomized controlled trial with fair stride information and a washout period to survey the durability of the intervention. However, the sample size was relatively small and the participants’ diversity was limited, which may influence the generalizability of the outcome. Both studies give an important understanding of non-pharmacological approaches to managing motor symptoms in Parkinson’s disease, with each having its advantages and limitations. While electro-acupuncture may provide a more specific therapeutic intervention, boxing and sensory exercises may offer a more social and available option for patients (Sangarapillai et al., 2021; Li et al., 2023).

Nursing Practice

Implications for nursing practice

Nursing practice should prioritize a holistic care approach that addresses the varied needs of people with Parkinson's disease. This approach recognizes that the impacts of the illness expand past physical side effects and include emotional, mental, and social effects. Nurses are instrumental in advancing this holistic point of view by evaluating patients' general well-being, understanding their one-of-a-kind challenges, and planning care that manages symptoms and improves the overall quality of life. By implementing a holistic approach, nurses can assist patients and their families in coping with the emotional and psychological aspects of living with Parkinson's disease. This may include encouraging support groups, offering counselling services, and providing resources for managing depression and anxiety, which are common in Parkinson's patients. Moreover, physical treatment, workout programs, and assistive devices can improve a patient's functional independence by tending to mobility issues, a significant disease characteristic. A holistic approach, which considers the patient's physical, emotional, and social needs, is essential in improving the overall care experience for individuals with Parkinson's disease.

Best practice

Best practices within the context of Parkinson's disease and the integration of non-pharmacological complementary therapies with pharmacological treatments are based on evidence and a patient-centered approach. Multidisciplinary Care is one of the best practices to embrace. This includes collaboration between healthcare professionals such as neurologists, nurses, physical therapists, occupational therapists, speech therapists, and psychologists. These specialists work together to make an individualized care plan that addresses different perspectives of the disease. Multidisciplinary care guarantees that the patient's physical, emotional, and psychosocial needs are met successfully. Patient-Centered Care Plans is another best care practice. Each person with Parkinson's disease experiences the condition differently, hence the need to involve patients in the decision-making process. This collaborative approach empowers patients and increases their participation in their own care, ultimately leading to better outcomes and improved quality of life.

QSEN and Best practice

The best practice aligns with Qsen competency by emphasizing multidisciplinary cooperation, shared decision-making, and tailored holistic patient care. Incorporating these best practices ensures that all individuals with Parkinson's disease receive comprehensive, personalized care that considers both pharmacological and non-pharmacological therapies, leading to better management of symptoms and quality of life.

QSEN competency in nursing practice

Patient centered care impacts the care given to patients by cultivating a profound understanding of each patient's one of a kind needs, values, and preferences. This, in turn, advances the delivery of individualized and compassionate care that addresses their emotional and mental wellbeing. In addition, this approach encourages communication and collaboration among the healthcare team. By effectively including patients and their families in decision-making, medical caretakers can guarantee that care plans are comprehensive and custom fitted to meet the patient's goals and expectations, ultimately enhancing the quality of care. By recognizing the importance of Patient-Centered Care, nursing practice advances the accessibility of resources, because it underscores the significance of resource allocation based on the individualized needs. This approach empowers nurses to build strong, trusting connections with their patients, resulting in a holistic and compassionate approach to healthcare.

Nursing Education

QSEN and Educational provision

Nursing education about Parkinson's disease plays a vital role in its management. It integrates teamwork and collaboration QSEN competency through team-based learning and simulation scenarios. Practicing nurses are among the people who need to receive education. Advancing education is imperative for practicing nurses. Workshops, classes, and online courses can assist nurses to remain up to date with the most recent research and best practices in managing Parkinson's disease. This instruction should emphasize the significance of a patient-centered, multidisciplinary approach and give benefits for executing non-pharmacological treatments. Practicing nurses, including those in different healthcare settings, should be well-informed about the most recent treatment choices and be able to teach patients and their families. Nurses must also educate other individuals on the healthcare team, including physicians, physical therapists, occupational therapists, and speech specialists, about the benefits of integrating non-pharmacological therapies in Parkinson's care. Interdisciplinary collaboration is essential, and educating these professionals about the role of nursing and the potential advantages of complementary therapies is crucial in providing the best care possible.

Population to Receive Education

Patients and their families should also know about the disease and its management. Nurses should give clear, justifiable information on the disease, accessible treatment choices, and the benefits of non-pharmacological treatments, enabling patients and families with information to make a difference and effectively take an interest in decision-making and self-management, driving to better treatment and quality of life. By teaching this population, nurses can contribute to a comprehensive and patient-centered approach to Parkinson's disease care that integrates non-pharmacological therapies successfully.

Challenges in disseminating information

One critical issue in disseminating healthcare information, including information on Parkinson's disease and complementary therapies, is the presence of health challenges. Socioeconomic factors, geographic location, and systemic inequities drive these challenges. Access to quality healthcare data can be constrained for underserved and marginalized populations, resulting in unequal health outcomes. Those in low-income communities or remote areas may not have the same access to healthcare resources or educative materials, making it challenging to get convenient and essential information about managing Parkinson's disease.

Another challenge is information overload and quality assurance. In the digital age, plenty of information is available online; while this is advantageous, it also presents a challenge in information overload. Patients and caregivers may encounter overwhelming conflict or wrong data, making it troublesome to obtain reliable sources. Ensuring up-to-date information is challenging as new information is continuously emerging daily.

Recommendations for Education

One of the recommendations for providing education includes using Interactive education such as group discussions, case studies, and hands-on activities. Interactive learning can improve engagement and retention of information. Within the context of Parkinson's disease and complementary therapies, interactive sessions can allow patients and their families to ask questions, share encounters, and effectively take an interest in their care planning. These recommendations aim to make healthcare education more engaging and patient-centered.

Nursing research

Recommendations for further Research

Recommendations for further clinical and professional practice include Caregiver Education, support, and a personalized treatment plan. These recommendations point to improve the individualized and holistic care provided to Parkinson's patients and supporting the caregivers who play a critical part in their care journey.

Authors recommendations

The authors have made several proposals for the articles concerning Parkinson's disease and its management. Some of the suggestions include randomized assessment and Larger-Scale trials to address the selection bias identified in the study and give a more random and unbiased assessment program. Another proposal is an extended follow-up period and cross-cultural studies that aim to understand better Parkinson's disease and program effectiveness in different countries and cultures (Landers et al., 2019).

REFERENCES

Cristini, J., Weiss, M., De Las Heras, B., Medina-Rincón, A., Dagher, A., Postuma, R. B., Huber, R., Doyon, J., Rosa-Neto, P., Carrier, J., Amara, A. W., & Roig, M. (2021). The effects of exercise on sleep quality in persons with Parkinson’s disease: A systematic review with meta-analysis. 
Sleep Medicine Reviews, 
55, 101384.
https://doi.org/10.1016/j.smrv.2020.101384

Landers, M. R., Navalta, J. W., Murtishaw, A. S., Kinney, J. W., & Richardson, S. P. (2019). A high-intensity exercise boot camp for persons with Parkinson's disease: a phase II, pragmatic, randomized clinical trial of feasibility, safety, signal of efficacy, and disease mechanisms. Journal of Neurologic Physical Therapy, 43(1), 12-25.
https://doi.org/10.1097/npt.0000000000000249

Li, K., Xu, S., Wang, R., Zou, X., Liu, H., Fan, C., & Wu, H. (2023). Electro acupuncture for motor dysfunction and constipation in patients with Parkinson's disease: a randomized controlled multicentre trial. Clinical medicine, 56.
https://doi.org/10.1016/j.eclinm.2022.101814

Sangarapillai, K., Norman, B. M., & Almeida, Q. J. (2021). Boxing vs sensory exercise for Parkinson’s disease: A double-blinded randomized controlled trial. Neurorehabilitation and Neural Repair, 35(9), 769-777.
https://doi.org/10.1177/15459683211023197

Tunur, T., DeBlois, A., Yates-Horton, E., Rickford, K., & Columna, L. A. (2020). Augmented reality-based dance intervention for individuals with Parkinson’s disease: A pilot study. 
Disability and Health Journal, 
13(2), 100848.
https://doi.org/10.1016/j.dhjo.2019.100848

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ASSESSING A HEALTHCARE PROGRAM/POLICY EVALUATION

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

RESOURCES

Required Readings

· Milstead, J. A., & Short, N. M. (2019). 
Health policy and politics: A nurse's guide (6th ed.). Jones & Bartlett Learning.

· Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only)

· Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). 

Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transitionLinks to an external site.
. 
American Journal of Public Health, 93(8), 1261–1267.

· Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). 

Leading by success: Impact of a clinical and translational research infrastructure program to address health inequitiesLinks to an external site.
. 
Journal of Racial and Ethnic Health Disparities, 4(5), 983–991.

· Williams, J. K., & Anderson, C. M. (2018). 

Omics research ethics considerationsLinks to an external site.
. 
Nursing Outlook, 66(4), 386–393.

·
Document: 

Healthcare Program/Policy Evaluation Template (Word document)

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To Prepare:

· Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.

· Select an existing healthcare program or policy evaluation or choose one of interest to you.

· Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

The Assignment: (2–3 pages)

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

· Describe the healthcare program or policy outcomes.

· How was the success of the program or policy measured?

· How many people were reached by the program or policy selected?

· How much of an impact was realized with the program or policy selected?

· At what point in program implementation was the program or policy evaluation conducted?

· What data was used to conduct the program or policy evaluation?

· What specific information on unintended consequences was identified?

· What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

· Did the program or policy meet the original intent and objectives? Why or why not?

· Would you recommend implementing this program or policy in your place of work? Why or why not?

· Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

BY DAY 7 OF WEEK 10

Submit your completed healthcare program/policy evaluation analysis.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
Turnitin Drafts from the 
Start Here area. 

1. To submit your completed assignment, save your Assignment as 
WK10Assgn+LastName+Firstinitial

2. Then, click on 
Start Assignment near the top of the page.

3. Next, click on 
Upload File and select 
Submit Assignment for review.

Rubric

NURS_6050_Module05_Week10_Assignment_Rubric

NURS_6050_Module05_Week10_Assignment_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeProgram/Policy EvaluationBased on the program or policy evaluation you seelcted, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:·   Describe the healthcare program or policy outcomes.·   How was the success of the program or policy measured?·   How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected?·   At what point in time in program implementation was the program or policy evaluation conducted?	35 to >31.0 pts Excellent Using sufficient evidence, response clearly and accurately describes the healthcare program or policy outcomes. …Response accurately and clearly explains how the success of the program or policy was measured. …Response accurately and clearly describes how many people were reached by the program or policy and accurately describes the impact of the program or policy. …Response accurately and clearly indicates the point at which time the program or policy evaluation was conducted. 31 to >27.0 pts Good Using sufficient evidence, response accurately describes the healthcare program or policy outcomes. …Response accurately explains how the success of the program or policy was measured. …Response accurately describes how many people were reached by the program or policy and accurately describes the impact of the program or policy. …Response accurately indicates the point at which time the program or policy evaluation was conducted. 27 to >24.0 pts Fair Description of the healthcare program or policy outcomes is inaccurate or incomplete. …Explanation of how the success of the program or policy was measured is inaccurate or incomplete. …Description of how many people were reached by the program or policy and the impact is vague or inaccurate. …Response vaguely describes the point at which the program or policy evaluation was conducted. 24 to >0 pts Poor Description of the healthcare program or policy outcomes is inaccurate and incomplete or is missing. …Explanation of how the success of the program or policy was measured is inaccurate and incomplete or is missing. …Description of how many people were reached by the program or policy and the associated impacts is vague and inaccurate or is missing. …Response of the point at which time the program or policy was conducted is missing.	35 pts
This criterion is linked to a Learning OutcomeReporting of Program/Policy Evaluations·   What data was used to conduct the program or policy evaluation?·   What specific information on unintended consequences was identified?·   What stakeholders were identified in the evaluation of the program or policy? Who would benefit the most from the results and reporting of the program or policy evaluation? Be specific and provide examples.·   Did the program or policy meet the original intent and objectives? Why or why not?·   Would you recommend implementing this program or policy in your place of work? Why or why not?·   Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.	50 to >44.0 pts Excellent Response clearly and thoroughly explains in detail: -specific information on outcomes and unintended consequences identified through the program or policy evaluation. -the stakeholders involved in the program or policy evaluation. -who would benefit most from the results and reporting of the program or policy evaluation. -whether the program met the original intent and outcomes, including an accurate and detailed explanation of the reasons supporting why or why not. -whether the program should be implemented, including an accurate and detailed explanation of the reasons supporting why or why not. -at least two ways that the nurse advocate could become involved in the evaluation of the program or policy after 1 year of implementation. 44 to >39.0 pts Good Using sufficient evidence, response accurately identifies the data used to conduct the program or policy evaluation. Response explains in detail specific information on outcomes and unintended consequences identified through the program or policy evaluation. Response explains in detail the stakeholders involved in the program or policy evaluation. Response explains who would benefit most from the results and reporting of the program or policy evaluation. Response includes an accurate explanation of whether the program met the original intent and outcomes, including an accurate explanation of the reasons supporting why or why not. Response includes an accurate explanation of whether the program should be implemented, including an accurate explanation of the reasons supporting why or why not. Response includes an accurate explanation of two ways that the nurse advocate could become involved in the evaluation of the program or policy after 1 year of implementation. 39 to >34.0 pts Fair Response vaguely or inaccurately identifies the data used to conduct the program or policy evaluation. Explanation of specific information on outcomes and unintended consequences identified through the program or policy evaluation is vague or incomplete. Explanation of the stakeholders involved in the program or policy evaluation is vague or inaccurate. Explanation of who would benefit most from the results and reporting of the program or policy evaluation is vague or inaccurate. Explanation of whether the program/policy met the original intent and outcomes, and the reasons why or why not is incomplete or inaccurate. Explanation of whether the program or policy should be implemented, and the reasons why or why not, is incomplete or inaccurate. Explanation of ways that the nurse advocate could become involved in the evaluation or policy after 1 year of implementation is incomplete or inaccurate. 34 to >0 pts Poor Identification of the data used to conduct the program or policy evaluation is vague and inaccurate or is missing. Response includes vague and incomplete or is missing explanation of: -specific information on outcomes and unintended consequences identified through the program or policy evaluation. -the stakeholders involved in the program or policy evaluation. -who would benefit most from the results and reporting of the program or policy evaluation. -whether the program or policy met the original intent and outcomes, and the reasons why or why not. -whether the program or policy should be implemented, and the reasons why or why not. -ways that the nurse advocate could become involved in the evaluation or policy after 1 year of implementation.	50 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, low logically, and demonstrate continuity of ideas.Sentences are carefully focused– neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. …A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. 4 to >3.0 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. …Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. 3 to >2.0 pts Fair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. …Purpose, introduction, and conclusion of the assignment is vague or off topic. 2 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. ...Purpose, introduction, and conclusion of the assignment is incomplete or missing.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.0 pts Good Contains a few (1-2) grammar, spelling, and punctuation errors. 3 to >2.0 pts Fair Contains several (3-4) grammar, spelling, and punctuation errors. 2 to >0 pts Poor Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting:The paper follows correct APA format for title page, font, spacing, parenthetical/in-text citations, and reference list).	5 to >4.0 pts Excellent Uses correct APA format with no errors. 4 to >3.0 pts Good Contains a few (1-2) APA format errors. 3 to >2.0 pts Fair Contains several (3-4) APA format errors. 2 to >0 pts Poor Contains many (≥5) APA format errors.	5 pts

Present your approved intervention to the patient, family, or group and record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

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).

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

Part 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you've logged all of your practicum hours in Capella Academic Portal.

The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the
 BSN Practicum Campus page for more information and instructions on how to log your hours.

Use the 
Intervention Feedback Form: Assessment 5 [PDF]
 Download Intervention Feedback Form: Assessment 5 [PDF]as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10–15 minute video reflection on your practicum experience, the development of

your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you're able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to 
Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact 
[email protected] to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

The assessment requirements, outlined below, correspond to the scoring guide criteria, so 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 supporting evidence.

· Assess the contribution of your intervention to patient or family satisfaction and quality of life.

· Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.

· Explain how your intervention enhances the patient, family, or group experience.

· Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.

· Explain how the principles of evidence-based practice informed this aspect of your project.

· Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.

· Identify opportunities to improve health care technology use in future practice.

· Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.

· Note specific observations related to the baccalaureate-prepared nurse's role in policy implementation and development.

· Explain whether capstone project outcomes matched your initial predictions

·

· Discuss the aspects of the project that met, exceeded, or fell short of your expectations.

· Discuss whether your intervention can, or will be, adopted as a best practice.

· Describe the generalizability of your intervention outside this particular setting.

· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

· Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.

· Address your provision of ethical care and demonstration of professional standards.

· Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.

· Communicate professionally in a clear, audible, and well-organized video.

Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

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

· Competency 2: Make clinical and operational decisions based upon the best available evidence.

· Describe one's use of evidence and peer-reviewed literature to plan and implement a capstone project.

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

· Explain whether capstone project outcomes matched one's initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.

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

· Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.

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

· Explain how health policy influenced the planning and implementation of one’s

·

· capstone project, as well as any contributions the project made to policy development.

· Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

· Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.

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

· Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.

· Communicate professionally in a clear and well-organized video.

  

Discussion response