NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

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NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

Name

Capella university

NHS-FPX 6004 Health Care Law and Policy

Prof. Name

Date

Training Session for Policy Implementation 

Hello everyone. This training session is designed for registered nurses in the Mercy Medical Center (MMC) to implement the policy established to improve diabetes screening rates within the hospital. As frontline workers, nurses play a crucial role in policy development and implementation, bringing their clinical expertise to enhance patient outcomes and organizational performance. Through this session, we aim to empower nurses for effective diabetes management to address organizational underperformance and improve the quality of care, leading to positive patient experiences.

Proposed Policy and Practice Guidelines 

The benchmark evaluation revealed that MMC is underperforming in all critical diabetes screening tests: eye checks, foot exams, and HgbA1c. The dashboard data shows that the organization only performed 35.5% and 41% of eye checks in 2019 and 2020, significantly different from the national benchmark of 75%. Additionally, we conducted only 41.4% of foot exams in 2019 and only 41.7% in 2020, whereas the national benchmark is 84%. The third test, HgbA1c, shows similar variations where MMC’s data ranges from 37-48%, and the benchmark is 79.5% (AHRQ, n.d.; Capella University, n.d.).

Proposed Policy

According to the mentioned evaluation against the benchmarks established by the Agency of Healthcare Research and Quality (AHRQ) and considering recommendations from the American Diabetes Association (ADA) and Centers for Medicare & Medicaid Services (CMS), we proposed a policy to address benchmark underperformance in the Mercy Medical Center. The proposed policy is “Patients with diabetes will have HgbA1c tested every three months until the results are in the targeted range to ensure adequate glycemic control. Similarly, diabetic patients should get their dilated eye examination every one to two years and at least one comprehensive foot examination per year to rule out retinopathy and neuropathy, respectively.” (ADA, n.d.). 

Practice Guidelines

Nevertheless, practice guidelines are essential to provide a direction and outline to implement the proposed policy successfully. These guidelines include patient education, effective resource optimization and staff training, community outcomes, and expansion of healthcare accessibility. Healthcare professionals, especially nurses, should provide adequate information to diabetic patients regarding the importance of regular screening. They must use accessible and culturally sensitive materials to disseminate information about appointments, potential complications due to poor screening, and self-management practices (Chawla et al., 2019), empowering patients to make informed healthcare decisions and engage in self-care practices. 

Similarly, effective resource optimization, including adequate human resources, abundant logistics and equipment, and sufficient finances, is essential for the smooth implementation of these screening tests. Simultaneously, nurses’ training is imperative to enhance knowledge and expand clinical expertise about preventive care and management of diabetes. Indirectly, these informed and well-trained nurses will motivate patients toward behavioral changes.

Thus, improving clinical outcomes and strict adherence to screening schedules (Kime et al., 2020). Lastly, the plan proposes collaborating with community representatives to increase policy horizon through community outreach initiatives such as diabetes management awareness sessions. This expansion will enhance healthcare accessibility, promoting preventive care behaviors. Therefore, addressing healthcare disparities ensures a more holistic and inclusive approach to diabetes management.

Evidence-based Strategies for Working with Nurses

Nurses’ buy-in for these policy and practice guidelines is imperative to successfully implement them in the organization, addressing the shortfall in quality improvement. Several evidence-based strategies work in this purpose’s best interest, including comprehensive training programs, motivational strategies, feedback mechanisms, and quality improvement. 

Comprehensive Training Programs

Comprehensive training programs necessitate structured educational sessions detailing the importance of the proposed policy and practice guidelines for the effective management of diabetes and improving the quality of care within the organization. These programs employ evidence-based materials and interactive modules, ensuring nurses grasp the importance of regular diabetes screenings, which is an effective strategy as it enhances nurses’ knowledge and understanding.

Well-trained nurses improve their practices, impacting patients’ behaviors to enhance health outcomes. Thus, ongoing and holistic training programs delivered by diabetes experts are essential to attract their buy-in, eventually improving the quality of care (Zhou et al., 2020). Early success indicators include pre-and-post-training assessments demonstrating increased knowledge and confidence among nurses. This measure will showcase the immediate impact of the training on nurses’ readiness to implement the new policy and practice guidelines. 

Motivational Strategies

Motivational strategies such as recognition and rewards for nurses are imperative to buy their interest in policy implementation. These rewards can be provided to meet screening targets, motivate colleagues toward policy implementation, and engage in effective patient education. This approach leverages psychological principles to foster behavior change and commitment (Gadsden et al., 2021). Early success indicators include adherence to screening schedules, positive changes in nursing practices, and increased patient engagement with the newly implemented guidelines.

Feedback Mechanisms and Quality Improvement 

Feedback mechanisms establish communication channels for nurses to present their perceptions of the effectiveness of policy and practice guidelines. This strategy fosters a sense of inclusion, permitting nurses to contribute to refining practices (Boehnke & Rutherford, 2021). Early indicators of success are positive changes in nurses’ perceptions and dashboard data showcasing increased screening tests and enhanced patient outcomes. This demonstrates the organization’s commitment to continuing improvement based on valuable feedback.

Implementation and Impact of Policy and Practice Guidelines

The implementation process of this policy and practice guidelines is multifaceted, including the steps of nurses’ orientation and training, resource allocation, interactive sessions, technological integration, and continuous support and feedback. Initially, we will conduct comprehensive orientation sessions to familiarize nurses with the proposed policy and practice guidelines. These sessions will then continue to provide ongoing training and support on the importance of diabetes screening policy, screening protocols, and plan modifications based on the outcomes (Zhou et al., 2020).

These sessions aim to provide continuous support, addressing nurses’ concerns related to diabetes care and patient management. The next step is to ensure adequate allocation of human and financial resources for successful implementation. Resource optimization includes the availability of nursing staff and adequate materials and finances to perform screening tests. Additionally, this step establishes clear communication and support channels for nurses encountering challenges during the transition (Gupta et al., 2021). 

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

Interactive sessions continue these communication channels, addressing nurses’ questions and concerns, providing practical applications of the new guidelines, and ultimately, fostering a collaborative environment where nurses can share insights and best practices. Another step is to incorporate Electronic Health Record (EHR) systems to streamline patient health information, documentation, and monitoring of screening outcomes. Lastly, we will establish support teams to provide ongoing assistance to address implementation challenges and arrange feedback meetings to gain nurses’ valuable feedback for future improvements. 

The new policy and practice guidelines will significantly impact the nurses’ daily work routines and responsibilities as they will have additional responsibilities for conducting regular screenings per the appointment schedule. These additional screening tests will necessitate nurses to manage time and prioritize practices within the shift hours. Moreover, nurses will play a role in patient education, which requires effective communication skills and ongoing training. Additionally, technological integration requires nurses to enhance their technological proficiency, impacting their roles and responsibilities in clinical settings. However, this impact on nurses’ daily routines underscores the need for flexibility, enhanced communication, and a patient-centric approach in their evolving roles.

Importance of Proposed Policy and Practice Guidelines 

Implementing the new policy and practice guidelines is paramount for enhancing the quality of nursing care and patient outcomes. By adhering to these guidelines, we embrace a strategic approach that directly impacts patient well-being and effective organizational performance. The proposed policy and practice guidelines are essential as they specifically target the regular monitoring of HgbA1c levels, eye examinations, and comprehensive foot examinations for diabetic patients. These screening tests are essential to prevent diabetic complications such as retinopathy and neuropathy and maintain a targeted glycemic range (Peer et al., 2020). Regular screenings provide opportunities for early detection of complications, enabling timely interventions and personalized care plans.

This objective is also achieved through patient education, one of the focuses of the policy and practice guidelines. By engaging patients in their care, the policy fosters a collaborative relationship that promotes preventive measures, ultimately reducing the incidence of severe complications and hospitalizations. Another rationale that advocates the importance of these policy and practice guidelines is the expansion of healthcare accessibility through community outreach programs. Through these programs, our policy aims to reduce healthcare disparities among diabetic patients to enhance the use of preventive care, ultimately improving patient health outcomes (Franz et al., 2020). 

Nurses’ Importance in Implementing the Policy and Practice Guidelines

As frontline healthcare professionals, nurses play an essential and indispensable role in successfully implementing the proposed policy and practice guidelines related to diabetes care. Nurses are the primary caregivers who directly interact with patients. According to Alshammari et al. (2021), nurses spend most of their work hours with patients, which has a significant impact on improving patients’ healthcare outcomes through constant interactions and improving patients’ behaviors through patient education. This study advocates that nurses playing a crucial role in diabetes care ensure adherence to the policy and practice guidelines for consistently delivering excellent quality care. Moreover, nurses often liaise between healthcare professionals and patients, facilitating effective communication and collaboration.

Their commitment ensures that policy is effectively executed, directly affecting patient outcomes and the overall quality of healthcare services (Ohri et al., 2022). Foreseeing the future, empowered nurses stand as dynamic forces in healthcare sectors to deliver patient-centered, evidence-based care. Nurses’ commitment to implementing and championing new policy positions them as catalysts for sustainable changes. Nurses act as patient advocates, playing a transformative role in shaping a healthcare system characterized by quality and empathetic care. This vision not only advances the nursing profession but strengthens nurses’ valuable roles in improving the well-being of individuals and communities. 

Educational Resources for Training Sessions

Several educational resources can be used to develop training sessions for nurses, building their skills and enhancing learning outcomes related to the policy and practice guidelines. The content of these sessions will encompass comprehensive and interactive modules covering the importance of proposed policy and practice guidelines, evidence-based recommendations detailing screening protocols, and early intervention and personalized plans. We aim to disseminate this content through real-world case studies to contextualize the information, interactive discussions on the impact of nursing practices on patient outcomes, and in-depth analysis of the policy’s finer points, such as documentation procedures. This content equips nurses with the knowledge to confidently implement the guidelines, fostering a deeper connection between theory and practice.

Engaging learning activities, such as role-playing and simulations, should be integrated to reinforce understanding, promote skill development through hands-on experiences, and improve learning outcomes (Meum et al., 2020). These activities are effective as they allow nurses to practice and improve communication skills about screenings and self-management. While case-based discussions encourage the application of guidelines to real-world situations (Liu et al., 2020), group discussions on best practices and lessons learned provide a platform for shared insights, enhancing collaboration and ongoing support for nurses. These activities create a dynamic learning environment using various learning styles, ensuring nurses’ active participation and skills development. 

We aim to include visually engaging presentations summarizing vital points. Moreover, educational pamphlets and handouts can serve as quick references, and e-learning modules facilitate self-paced learning, accommodating nurses’ diverse schedules. A comprehensive manual outlining the policy, guidelines, and step-by-step procedures ensures a tangible resource for ongoing reference. These materials enhance understanding, retention, and practical application of the new guidelines.

Conclusion 

In summary, Mercy Medical Center’s dashboard performance necessitates the implementation of proposed policy and practice guidelines to improve diabetes screening – eye checks, foot exams, and HgbA1c tests. Throughout this training session’s presentation, we discussed the proposed policy and practice guidelines, followed by the evidence-based strategies for working with nursing professionals. Then, we elaborated on these policy’s implementation plans and impact and proposed guidelines on nurses’ roles and responsibilities.

Furthermore, we highlighted the importance of this proposal on patient care outcomes and organizational performance. Next, we envisioned nurses’ role in successfully implementing the plan and discussed how training sessions can be designed for nurses using various instructional content, learning activities, and logistics. Ultimately, the purpose is to address MMC’s underperformance and improve patient outcomes.

References 

ADA. (n.d.). Health checks for people with diabetes. https://diabetes.org/living-with-diabetes/newly-diagnosed/health-checks-people-with-diabetes 

AHRQ. (n.d.). National Healthcare Quality and Disparities Reports (NHQDR). NHQDR Data Tools | AHRQ Data Tools. https://datatools.ahrq.gov/nhqdr?count=2&tab=nhqdrnabe&type=subtab 

Alshammari, M., Windle, R., Bowskill, D., & Adams, G. (2021). The role of nurses in diabetes care: A qualitative study. Open Journal of Nursing11(8), 682–695. https://doi.org/10.4236/ojn.2021.118058 

Boehnke, J. R., & Rutherford, C. (2021). Using feedback tools to enhance the quality and experience of care. Quality of Life Research30(11), 3007–3013. https://doi.org/10.1007/s11136-021-03008-8 

Capella University. (n.d.). Vila health: Dashboard and health care benchmark evaluation. https://media.capella.edu/CourseMedia/nhs6004element17010/wrapper.asp 

Chawla, S. P. S., Kaur, S., Bharti, A., Garg, R., Kaur, M., Soin, D., Ghosh, A., & Pal, R. (2019). Impact of health education on knowledge, attitude, practices and glycemic control in type 2 diabetes mellitus. Journal of Family Medicine and Primary Care8(1), 261–268. https://doi.org/10.4103/jfmpc.jfmpc_228_18 

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

Franz, C., Atwood, S., Orav, E. J., Curley, C., Brown, C., Trevisi, L., Nelson, A. K., Begay, M.-G., & Shin, S. (2020). Community-based outreach associated with increased health utilization among Navajo individuals living with diabetes: A matched cohort study. BMC Health Services Research20(1), 460. https://doi.org/10.1186/s12913-020-05231-4 

Gupta, D., Jai P, N., & Yadav, S. J. (2021). Strategic communication in health and development: Concepts, applications and programming. Journal of Health Management23(1), 95–108. https://doi.org/10.1177/0972063421994943 

Kime, N., Pringle, A., Zwolinsky, S., & Vishnubala, D. (2020). How prepared are healthcare professionals for delivering physical activity guidance to those with diabetes? A formative evaluation. BMC Health Services Research20(1), 8. https://doi.org/10.1186/s12913-019-4852-0 

Liu, L., Li, M., Zheng, Q., & Jiang, H. (2020). The effects of case-based teaching in nursing skill education: Cases do matter. INQUIRY: The Journal of Health Care Organization, Provision, and Financing57, 004695802096442. https://doi.org/10.1177/0046958020964421 

Meum, T. T., Slettebø, Å., & Fossum, M. (2020). Improving the use of simulation in nursing education: Protocol for a realist review. JMIR Research Protocols9(4), e16363. https://doi.org/10.2196/16363 

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

Ohri, U., Nirisha P, L., Poreddi, V., Manjunatha, N., Kumar C, N., & BadaMath, S. (2022). Dual clinical collaborator: A pragmatic role of nurses from developing countries. Investigacion y Educacion En Enfermeria40(2), e01. https://doi.org/10.17533/udea.iee.v40n2e01 

Peer, N., Balakrishna, Y., & Durao, S. (2020). Screening for type 2 diabetes mellitus. The Cochrane Database of Systematic Reviews2020(5), CD005266. https://doi.org/10.1002/14651858.CD005266.pub2 

Zhou, W., Huang, J., Yang, L., Qiu, T., Zhang, Y., Liu, F., & Zhou, Z. (2020). Long-term training in diabetes-related knowledge, attitudes, and self-reported practice among diabetes liaison nurses. Journal of International Medical Research48(2), 030006051988283. https://doi.org/10.1177/0300060519882838

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