Assessment 3 Instructions: Intervention Plan Design

Assessment 3 Instructions: Intervention Plan Design

• Develop a 4-6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Assessment 3 Instructions: Intervention Plan Design

Your application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review are the foundation and framework that you will need to successfully build your intervention plan. This plan will lay out specific components of the intervention you are planning to address the need you have identified for the target population and setting. You will justify your approach to the intervention plan by integrating appropriate theoretical foundations. You will also analyze and address the needs of stakeholders, requirements of regulatory bodies, and ethical and legal considerations. It is important to have a sound intervention plan design in place before trying to work on the details of implementation and evaluation.

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Preparations

• • Read Guiding Questions: Intervention Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• • • What theoretical nursing models, strategies from other disciplines, and health care technologies could help support or justify your approach to the intervention plan?

• • • What evidence from the literature or best practice supports the intervention plan components you identified?

• • • What, if any, potential is there for technology to help in the development or implementation of the intervention plan components?

• • • What is the impact of stakeholders, health care policy, or regulations?\

• • • Are there any ethical or legal considerations related to the development or implementation of the intervention plan components that need to be kept in mind? If so, what are they? Assessment 3 Instructions: Intervention Plan Design

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and Guiding Questions: Intervention Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement and the setting and context for this intervention plan.

Reminder: these instructions are an outline. Your heading for this this section should be Intervention Plan Components and not Part 1: Intervention Plan Components.

Part 1: Intervention Plan Components

• • Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
  • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

Part 2: Theoretical Foundations

• • Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
  • Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

Part 3: Stakeholders, Policy, and Regulations

• • Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

Part 4: Ethical and Legal Implications

• • Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

Address Generally Throughout

• • Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns. Assessment 3 Instructions: Intervention Plan Design

Additional Requirements

• • Length of submission: 4–6 double-spaced pages.
  • Number of resources: 5–10 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)
  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

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

• • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.

• • • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

• • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.

• • • Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.

• • • Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

• • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.

• • • Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need. Assessment 3 Instructions: Intervention Plan Design

• • Competency 4: Design patient- and population-centered care to improve health outcomes.

• • • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

• • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.

• • • Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

• • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

• • • Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

• • Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.
  • Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements. Assessment 3 Instructions: Intervention Plan Design

Intervention Plan Design

A project intervention is complex and entails numerous considerations. Thus, it is essential to have an intervention plan to ensure that the project implementation is smooth and that nothing is left out. An intervention plan design is a blueprint of how the project or intervention will be carried out, including the timelines, strategies, goals, objectives, and methods used to monitor the intervention’s progress. The proposed intervention, in this case, is the introduction of an educational program that aims at teaching nurses and patients how to take the necessary precautionary measures to prevent patient falls. The target population is elderly hospitalized patients, and the setting of the focus is RML specialty hospital long-term care facility. This paper presents the intervention plan design aimed at implementing the project. The design intervention plan design will include the major components of the intervention, the impact of the cultural needs and characteristics of the target population, theoretical nursing models that are relevant to the intervention, justification of the intervention components, impact of stakeholders, policy, and regulations, and the ethical and legal implications of the intervention plan components.

Intervention Plan Components

Generally, the intervention is an educational program that will create awareness and enhance the knowledge of the patients and the nurses on properly taking precautionary measures to prevent patient falls. The major elements of the intervention are setting the goal, identifying an intervention strategy, setting a timeline for implementation, and devising a method to monitor the intervention progress. The project and intervention aim to reduce the number of patient fall cases recorded at RML specialty hospital. There has been an increased number of reported patient fall cases in the institution, which is worrying, given that patient falls are among the nursing care quality indicators. Most patients suffering this fate are elderly in the acute care specialty unit. These patients have poor health-related quality of life, chronic pain, and increased healthcare spending. Additionally, despite the current intervention and falls risk assessment, the number of patient fall cases was still high. Hence, there was a need to set a goal to address the issue,

As mentioned earlier, the intervention strategy selected is an educational program for the nurses and the patients. The previous intervention that has been implemented to address the patient falls need is the fall risk assessment tool. The educational program was selected over the falls-risk assessment tool since patients must also be involved in preventing patient falls for better outcomes. Research shows that patient involvement in fall prevention through patient education programs effectively reduces the number of patient fall cases (Heng et al., 2020).

The set timeline for implementing the intervention is ten weeks. During this timeline, the patients and the nurses will have sessions to cover the preventive measures for fall prevention. The patients and the nurses will have different sessions since their roles in patient fall prevention are also different. The criteria that will be used to evaluate the plan’s success is comparing the patient falls cases recorded in the institution before and after the educational program. A reduction in the patient fall cases reported will translate to the success of the intervention plan. The patient fall records will be essential for the evaluation.

Impact of Cultural Needs and Characteristics of the Target Population and Setting on the Development of the Intervention Plan Components

Walters et al. (2020) note that consideration of cultural needs and characteristics helps enhance the acceptance of an intervention. The target population includes elderly hospitalized patients at RML specialty hospital and the nurses caring for these patients. The two groups have different cultural characteristics and needs, which should be considered in the intervention plan to enhance acceptance of the intervention. RML mainly cares for patients with complex medical conditions requiring extended hospitalization. More so, the majority of the patients in the institution are elderly. Most cultures believe that age is associated with knowledge, respect and calmness. Some of the target population’s cultural needs include the desire for respect and communication using a language they understand. On the other hand, the nurses’ cultural needs include confidence, achievement and morality.

These cultural needs significantly impact the development of the intervention plan. For instance, the nurses’ need to have confidence, a sense of achievement and morality in their work led to the goal of reducing the number of patient falls, which is a measure of nursing care quality. The intervention and timing should also strive to enable them to meet these needs. The selection of the educational intervention was also guided by the target population’s cultural need for respect and decent communication to ensure that they will embrace and accept the intervention. The issue of cultural needs for the target population is based on the assumption that the patients and the nurses share common cultural characteristics and needs.  Assessment 3 Instructions: Intervention Plan Design

Theoretical Foundations, Interdisciplinary Strategies, and Healthcare Technology Relevant to the Intervention Plan 

Every healthcare intervention plan based on nursing theories and interprofessional strategies supported by healthcare technology will most likely succeed. The theoretical nursing models relevant to the developed intervention plan include the self-regulation theory and King’s theory of goal attainment. The former theory stipulates that patients should be active in their care, while the latter holds that a patient grows and develops to attain certain goals (Hawley-Hague et al., 2021). King’s theory of goal attainment is the nursing model that will most impact the intervention plan components. As mentioned earlier, involving patients in fall prevention is vital in enabling them to take the necessary precautions to prevent falls. Additionally, the goal that will be attained is preventing falls, thus reducing the number of patient falls in the target settings. The strength of using this model as the framework is the higher chances of success due to patient involvement. The weakness is that elderly patients may not follow the process of achieving the goal diligently due to age-related limitations (Park, 2021).

The interdisciplinary strategies that will impact the intervention plan design are project management planning strategies that include defining success, finalizing a plan before getting started with a project, and setting achievable goals. As seen in the intervention plan elements above, these project management strategies heavily influenced the plan’s development. Project management and planning strategies may consume time, but they promote the success of the intervention’s implementations and outcome achievement.

Healthcare technology also impacts the intervention plan design. For instance, the materials used in implementing the educational program include augmented and visual reality for patient education. Hawley-Hague et al. (2021) note that video conferencing can be used in patient falls prevention programs to enhance education for the nurses and the patients. Although using these technologies may require more resources, they are likely to produce a better educational experience for the target population. Assessment 3 Instructions: Intervention Plan Design

Intervention Plan Design Components Justification

The intervention plan design components are deemed necessary in reducing the number of patient falls reported at RML specialty hospital. The components of the intervention plan design include the timeframe, the intervention strategy and the goal, and the progress monitoring plan. The ten weeks time frame is adequate to deliver the educational program and evaluate the outcomes. According to LeLaurin and Shorr (2019), educational programs on awareness creation and improving patient fall prevention knowledge are among the most effective strategies. A recent review showed that a ten-week time frame is adequate for an educational program on patient fall prevention, especially for elderly patients (Cattaneo et al.., 2019). However, there are conflicting views on using educational programs to prevent falls among elderly patients. Bet et al. (2019) note that instead of educational programs, which need time and may be ineffective due to elderly patients’ educational limitations related to age, other preventive measures, such as wearable sensors, should be used for fall prevention in these populations.  Assessment 3 Instructions: Intervention Plan Design

Stakeholders, Policy and Regulations’ Impact on the Intervention Plan Design

the relevant stakeholders in implementing the proposed intervention include the institution’s leaders, nurses, physicians, patients, and unit managers. Each of these stakeholders may have different needs regarding the intervention, thus negatively impacting the intervention plan design. The stakeholders’ roles, needs, and priorities will be clarified to avoid confusion and enhance maximum cooperation. The institutional and government policies on educational health promotion programs may also impact the implementation of the intervention by providing directions and specifications for implementation. For instance, policies on patient education stipulate that patients’ health literacy should be first assessed and provided with education that fits their learning needs (Heng et al., 2020). Such policies will impact the timeframe and intervention delivery. The analysis assumes that the policies and regulations are well laid out and understood before implementing the intervention. Another assumption is that all the stakeholders know their roles concerning the educational program and show interest in participating.

Ethical and Legal Implications of the Intervention Plan

Different legal and ethical issues impact the development of an intervention plan design. The ethical issues in the educational program include an authoritarian progression on the patient’s autonomy and implementing education in the patient’s best interests. To avoid these issues, the patients and nurses were consulted on the best ways to deliver the educational program, thus ensuring that it is based on the patients’ and nurses’ best interests and avoiding authoritarian progression. Legal issues such as negligence were considered in developing the educational content for the nurses. For example, since patients may have an increased risk for falls based on the current medications, nurses should assess the risks of patient falls before administering these medications. Failure to do that would be a legal issue of negligence. Therefore, awareness creation on such issues was included in the proposed educational program. A major area of uncertainty in the implementation plan design is the sustainability of the outcomes of educational programs on patient prevention, especially for the patients. Further information would help inform the programs to make the outcomes sustainable. Assessment 3 Instructions: Intervention Plan Design

Conclusion

The implementation plan design entails the goal, intervention, timeframe, and progress monitoring. The considerations in developing the plan include the theoretical foundations, stakeholders and policies, and the legal and ethical implications. The theory of goal attainment was the theoretical framework used to develop the plan. The stakeholders will be involved in every step of the implementation. Institutional policies and health practices should also be considered in planning an intervention design to increase acceptance of the intervention.

References

Bet, P., Castro, P. C., & Ponti, M. A. (2019). Fall detection and fall risk assessment in older person using wearable sensors: A systematic review. International Journal Of Medical Informatics, 130, 103946. https://doi.org/10.1016/j.ijmedinf.2019.08.006

Cattaneo, D., Gervasoni, E., Pupillo, E., Bianchi, E., Aprile, I., Imbimbo, I., Russo, R., Cruciani, A., Turolla, A., Jonsdottir, J., Agostini, M., Beghi, E., & NEUROFALL Group (2019). Educational and Exercise Intervention to Prevent Falls and Improve Participation in Subjects With Neurological Conditions: The NEUROFALL Randomized Controlled Trial. Frontiers in Neurology, 10, 865. https://doi.org/10.3389/fneur.2019.00865

Hawley-Hague, H., Tacconi, C., Mellone, S., Martinez, E., Chiari, L., Helbostad, J., & Todd, C. (2021). One-to-One and Group-Based Teleconferencing for Falls Rehabilitation: Usability, Acceptability, and Feasibility Study. JMIR Rehabilitation and Assistive Technologies, 8(1), e19690. https://doi.org/10.2196/19690

Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital falls prevention with patient education: a scoping review. BMC Geriatrics, 20, 1-12. https://doi.org/10.1186/s12877-020-01515-w

LeLaurin, J. H., & Shorr, R. I. (2019). Preventing Falls in Hospitalized Patients: State of the Science. Clinics in Geriatric Medicine, 35(2), 273–283. https://doi.org/10.1016/j.cger.2019.01.007

Park B. M. (2021). Development and Effect of a Fall Prevention Program Based on King’s Theory of Goal Attainment in Long-Term Care Hospitals: An Experimental Study. Healthcare (Basel, Switzerland), 9(6), 715. https://doi.org/10.3390/healthcare9060715

Walters, K. L., Johnson-Jennings, M., Stroud, S., Rasmus, S., Charles, B., John, S., Allen, J., Kaholokula, J. K., Look, M. A., de Silva, M., Lowe, J., Baldwin, J. A., Lawrence, G., Brooks, J., Noonan, C. W., Belcourt, A., Quintana, E., Semmens, E. O., & Boulafentis, J. (2020). Growing from Our Roots: Strategies for Developing Culturally Grounded Health Promotion Interventions in American Indian, Alaska Native, and Native Hawaiian Communities. Prevention Science: The Official Journal of the Society for Prevention Research, 21(Suppl 1), 54–64. https://doi.org/10.1007/s11121-018-0952-z Assessment 3 Instructions: Intervention Plan Design