NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection – Step-by-Step Guide
The first step before starting to write the NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility.
Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456
Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
An Example NURS-FPX4900 Assessment 5 Intervention Presentation and Capstone Video Reflection Follows:
Intervention Presentation and Capstone Video Reflection Transcript
Hello and welcome to my reflection video. This video is part of the course NURS-FPX4900 at Capella University. My name is. In this video, I will reflect on my journey with my patient, AW. I will discuss how my intervention impacted her care and how I leveraged technology and nursing leadership to impact her care. AW is a 29-year-old mother of two who lives with her two children. Her boyfriend often comes to visit. Recently, she was diagnosed with major depressive disorder, where she was started on treatment. AW is a family friend of mine who consented to participate in my project to completion.
Firstly, let me recap my last interaction with the patient when I presented the intervention. The meetings took place in early July 2024 for the initial introduction and July 22, 2024, for the follow-up discussion, each lasting approximately 2 hours at AW’s home, providing a comfortable and familiar environment for her and her family. The problem addressed was AW’s struggle with depression, which was affecting her ability to function in daily life, her interactions with her children, and her overall well-being. The intervention was an educational brochure tailored to AW’s needs, which provided information on managing depression, identifying triggers, and accessing local and online resources for mental health support.
AW and her family will use the brochure as a guide to understand the symptoms of depression, implement coping strategies, and know when to seek professional help. The family can also use it to support AW by recognizing signs of distress and encouraging positive mental health practices. The brochure should be used regularly, especially during moments of emotional difficulty or when AW feels overwhelmed. The family can also refer to it during weekly check-ins to ensure they are supporting AW effectively. AW and her family found the brochure easy to understand and appreciated the practical tips it offered.
Contribution of The Brochure to Patient’s Satisfaction and Quality of Life
Alison and her family expressed heightened satisfaction with the intervention, particularly valuing the practical advice and easily accessible resources it offered. They felt better prepared to address AW’s depression, which fostered a sense of empowerment and control over their circumstances. The family appreciated the organized framework provided by the brochure, as it instilled greater confidence in their ability to support AW. This favorable feedback suggests that the intervention effectively addressed their needs and expectations, thereby enhancing their overall satisfaction.
The intervention seems to have positively influenced the quality of life for both AW and her family. AW indicated that she felt less overwhelmed and more understood by her family, which played a significant role in alleviating her sense of isolation. The family observed an enhancement in their interactions, characterized by improved communication and a shared understanding of how to cope with AW’s depression. Additionally, the intervention contributed to a decrease in tension and anxiety within the household, as the family felt more equipped to tackle the challenges related to AW’s mental health. These advancements imply that the intervention has significantly improved the quality of life for the entire family, promoting a more supportive and unified environment.
The Role of Evidence and Peer-Reviewed Literature
Throughout the development and execution of my capstone project, I made extensive use of evidence-based research and peer-reviewed literature to ensure that the intervention was firmly rooted in the latest and most pertinent studies available. Initially, I delved into a comprehensive examination of literature related to the management of depression, with a particular emphasis on techniques proven to enhance outcomes in comparable patient groups. This involved analyzing research on cognitive-behavioral methodologies, the involvement of families in mental health treatment, and the utilization of educational tools to empower both patients and their families. I was able to craft an intervention that not only adhered to evidence-based practices but was also customized to meet the unique requirements of AW and her family by consolidating this wealth of evidence.
The principles of evidence-based practice (EBP) were fundamental to each phase of the project. Most of these principles were guided by concepts from the book by Melnyk & Fineout-Overholt (2023). EBP focuses on merging the most reliable research findings with clinical expertise and the preferences of patients. This methodology informed my choice of interventions that were not only backed by robust evidence but also tailored to AW’s specific situation and her family’s capacity to participate in the process. Furthermore, I consistently assessed the intervention’s effectiveness through ongoing feedback, making necessary modifications to ensure that the project remained adaptable to the changing needs of both the patient and her family. This cyclical approach of implementing, evaluating, and refining the intervention based on evidence guaranteed that the project was both methodologically rigorous and practically effective in achieving the intended results.
Role of Healthcare Information Technology in My Project
In my capstone project, I utilized healthcare technology, focusing on telehealth tools and mobile applications, to enhance communication and track AW’s progress effectively. The integration of these technologies enabled consistent check-ins, facilitated real-time monitoring of her mood and symptoms, and provided access to resources such as relaxation techniques via applications such as Calm. This strategy markedly improved the dialogue between AW and her healthcare team, allowing for prompt interventions and modifications to her care plan. Furthermore, the incorporation of technology-empowered AW to engage more actively in her own care, equipping her with the necessary tools to manage her symptoms autonomously.
There exist possibilities to improve the utilization of healthcare technology in upcoming practices. A key aspect for enhancement involves incorporating more advanced data analytics to customize care and anticipate potential emergencies in advance. Moreover, broadening the application of wearable devices could enable ongoing tracking of vital signs and sleep behaviors, granting a more profound understanding of the patient’s health status. The integration of AI into wearable technology opens up exciting possibilities for the early detection and precise prediction of depression. Countless research papers have evaluated the effectiveness of combining wearable devices with artificial intelligence to identify signs of depression.
With the availability of cost-effective biosensors for the general public, there is a promising opportunity to explore innovative methods to aid in mental health treatments for conditions such as anxiety and depression, as demonstrated in the review study by Ahmed et al. (2023). In another study by Abd-Alrazaq et al. (2023), it was imperative to ensure that technology is easy to use and accessible to patients with different levels of digital proficiency to optimize its advantages fully. By focusing on these aspects, forthcoming initiatives can better utilize healthcare technology to improve patient results and facilitate communication.
The Role of Health Policy in My Project
The influence of both federal and state-based health policies was crucial in shaping both the planning and execution of my capstone project. State Board of Nursing and other organizational guidelines concerning access to mental health services and the safety of patients were instrumental in crafting the intervention, making certain it conformed to national benchmarks for patient-centered care while respecting confidentiality protocols. The emphasis on early intervention and ongoing care was driven by policies advocating for integrated care models that encompass both mental and physical health aspects. By following these established policies, the project sought to enhance AW’s outcomes by providing care that was thorough and aligned with the latest best practices.
This project has the potential to influence policy formulation by shedding light on how effective telehealth and mobile health technologies are in addressing depression. The favorable results noted could bolster the case for broadening the application of these technologies within mental health care policies. Watching the baccalaureate-prepared nurse engage in policy implementation underscored the critical nature of advocacy and the necessity of being well-versed in contemporary health policies. This position entails not just the application of existing policies in clinical settings but also the active participation in crafting new policies through evidence-based practices and by disseminating findings from clinical projects such as this capstone.
Evaluation of My Project Outcomes
The results of my final project were in line with what I had anticipated, especially in terms of enhancing AW’s ability to manage her depression by utilizing technology and coordinating care effectively. The intervention exceeded my expectations by increasing her involvement in her treatment plan and enhancing her general state of health. The continuous utilization of the Calm app and frequent interactions with her psychiatrist played a crucial role in achieving this positive outcome.
The project surpassed my expectations in certain areas, notably AW’s quick adaptation to the technology and her proactive involvement in her own care. Nevertheless, there were some hurdles she encountered, like occasional struggles with the app under stress, which didn’t quite meet my expectations. These obstacles underscore the importance of continuous support and perhaps further training to utilize these tools more efficiently. With the promising results achieved, there is a great opportunity for this intervention to become a widely accepted best practice, especially in environments with scarce mental health resources and patients in need of continuous assistance.
The intervention’s emphasis on utilizing technology and engaging patients is incredibly flexible and has the potential to be applied in various other contexts, particularly in rural or underserved regions where traditional mental health services are lacking. Nevertheless, the effectiveness of this intervention would rely on catering to the unique requirements of the patient population and the presence of necessary resources to support it.
Personal Reflection
During my capstone project and the RN-to-BSN program, I have appreciated profound growth both personally and professionally. Delving into AW’s case allowed me to refine my approach to patient-centered care, particularly as I navigated the intricacies of mental health and utilized technology to enhance treatment. Throughout the intervention, I was consistently reminded of the importance of ethical care, ensuring that AW’s dignity, autonomy, and confidentiality remained paramount.
On a professional level, I take pride in my advancements in evidence-based practice, where I adeptly combine research findings and clinical guidelines into my decision-making. This endeavor has bolstered my capability to provide care that is not only high-quality but also infused with compassion. Furthermore, I have greatly enhanced my collaboration skills within interdisciplinary teams and my ability to harness technology for the benefit of patient care, which instills me with the confidence needed to handle complex situations moving forward.
On a personal note, I find great fulfillment in the progress I have made in leadership and communication. These abilities proved essential during the implementation of the intervention and in my interactions with AW and her care team. My capacity to advocate effectively for patient needs and to influence care decisions has been a particularly rewarding element of my journey, and I feel well-equipped to embrace advanced nursing roles with this enriched skill set.
Conclusion
In my video, I provided a thorough analysis of my capstone project, delving into its effects on patient outcomes, satisfaction, and quality of life. I highlighted the significance of evidence-based practice and peer-reviewed literature in shaping the intervention, emphasizing utilizing healthcare technology for improved communication and outcomes. Moreover, I explored the impact of health policy on the project, emphasizing the role of baccalaureate-prepared nurses in policy development. I also assessed whether the project outcomes aligned with initial expectations, pinpointing areas of success, surpassing, or falling short of projections. Lastly, I reflected on my personal and professional development during the capstone project and RN-to-BSN program, underscoring my dedication to ethical care, professional standards, and areas of notable growth. Thank you for tuning in.
NURS-FPX4900 Assessment 5 References
Abd-Alrazaq, A., AlSaad, R., Shuweihdi, F., Ahmed, A., Aziz, S., & Sheikh, J. (2023). Systematic review and meta-analysis of the performance of wearable artificial intelligence in detecting and predicting depression. NPJ Digital Medicine, 6(1), 84. https://doi.org/10.1038/s41746-023-00828-5
Ahmed, A., Aziz, S., Alzubaidi, M., Schneider, J., Irshaidat, S., Abu Serhan, H., Abd-Alrazaq, A. A., Solaiman, B., & Househ, M. (2023). Wearable devices for anxiety & depression: A scoping review. Computer Methods and Programs in Biomedicine Update, 3(100095), 100095. https://doi.org/10.1016/j.cmpbup.2023.100095
Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer Health.
You have come to the end of this course, and probably, this program. However, different areas of specializations exist for MSN students. The first among them is care coordination. If you select this path, you will be required to complete a number of classes, the first of which is NHS-FPX5004 Communication, Collaboration, and Case Analysis for Master’s Learners.
Frequently Asked Questions (FAQs)
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