Case Study 

A 32-year-old African American mother of three toddlers who is 28 weeks pregnant is admitted to the high-risk pregnancy unit with regular contractions. She is concerned because the plans for her family are not finalized. She has many comfort needs, diagrammed in Table 33.1. When nurses assess for comfort needs in patients, they use the taxonomic structure, or comfort grid, to identify and organize all known needs. Using the comfort grid (see Fig. 33.1) as a mental guide, nurses design interrelated comforting interventions that can be implemented in one or two nurse–patient–family interactions. For this case, some suggestions to individualize the types of comfort interventions that might be considered are presented in 

Everything is in the document 

Contributing Factors: Strategies and Tactics

Outcomes and Impact

From Your Formative Research/Evaluation

How the program addresses the health issue/attempts to achieve outcome objectives (e.g. via community engagement, celebrity engagement, etc.)

What kinds of activities the program implemented (tactics)?  For example, workshops, PSAs, etc.

Short-term/intermediate /outcomes

Summative/Behavioral/Long-term outcomes

Using the Logic Model evaluation design above, choose a community health communication intervention to evaluate. The format of your paper should be in a narrative format, addressing each column of the Logic Model as you discuss the program, how well it addresses the health issue and its effectiveness. Your paper should be 1- 2 pages, double-spaced, and follow APA 7th edition format. More information can be found in Chapter 14.

You will include the primary NCHEC Area of Responsibility and Competencies you are addressing in this assignment as a separate paragraph. Discuss the areas you are practicing for this assignment and the specific competency(ies) you are utilizing. Discuss the importance of these competencies as it relates to the profession of public health.

Role of the Family Nurse Practitioners (FNPs) consists of dealing with 45% acute health problems, 34% episodes of exacerbation of chronic conditions and 24.5% for non-illness related health promotion visits. Collaboration with supervised Physician and signed collaborative agreement must be in place. Data suggests that mid level health professionals provide counseling in 84%, where Physicians counsel in 61% of visits. Advance Care Providers not only share the patient’s load, but also ensure superior patient satisfaction by providing non-billable services before, during, and after treatment (Pickard, 2014 p.130).

Non-billable value-adding activities comprise of educating patients, monitoring treatment care, following patients from the beginning to the end, managing adverse events/reactions, coordinating referrals to other specialist and keeping communication with them, preparing for procedures and executing them, answering questions, and handling complicated cases (Yopp, Wall, & Miller, 2016, p. 749).    

          Nurse practitioners (NPs) are required to follow state’s regulations at their work place. Medications of schedule II, III, IV, and V are considered to be controlled substances, consequently NPs are allowed to prescribe them under the supervision of a collaborating medical doctor (MD). Floridian NPs, who undergo proper training and have appropriate experience, can receive a federal waiver to dispense buprenorphine-containing products, as long as the supervising Physician is certified, trained, or permitted to treat and manage patients with opioid use disorder (Florida Scope of Practice Policy – State Profile).

References

Florida Scope of Practice Policy – State Profile. (n.d.). Retrieved from

http://scopeofpracticepolicy.org/states/fl/2019

Pickard, T. (2014). Calculating your worth: Understanding productivity and value. Journal of the 

           Advanced Practitio­ner in Oncology, 5(2), 128–133. http://dx.doi.org/10.6004/

           jadpro.2014.5.2.6

Yopp A. W., Wall H. M., & Miller K.C. (2016) Recognizing the Contributions of Advanced

           Practitioners to Oncology Care: Are Current Metrics Enough? Journal Advance Practice 

           Oncology.7:748–754. https://doi.org/10.6004/jadpro.2016.7.7.6

See attached. Open discussion

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

• Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
• Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

• Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
• Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)
Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)
Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice,_Step_by_Step_.31.aspx  

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f
Note: You will access this article from the Walden Library databases.

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e
Note: You will access this article from the Walden Library databases.