Create A 7-9 Minute Video Reflecting On Clinical Prac 350073

Create A 7 9 Minute Video That Reflects Upon The Clinical Problem That

Create a 7-9 minute video that reflects upon the clinical problem that you have identified in your area of nursing practice (as identified in Module 1). Critically appraise the research and summarize the knowledge available on the clinical problem (minimum requirement of 6 scholarly journal articles reviewed and appraised for application to practice problem). Outline a strategic plan for implementation of a practice change in your clinical practice environment based upon your findings. Describe how you intend to operationalize the practice change in your practice environment. What theoretical model will you use and how will you overcome barriers to implementation?

What sources of internal evidence will you use in providing data to demonstrate improvement in outcomes? Describe evaluation methods of implementation clearly. Are there any ethical considerations? The presentation should be a simulation of what you would present to your unit staff in an effort to gain buy-in as you initiate the practice change in your area of practice. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox. Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format or a link. If you submit your assignment as a PowerPoint with voice over recording you will not receive credit for your assignment (or partial credit as you did not meet the full requirements of the assignment.) If PowerPoint is used for the presentation, include the reference slide; if PowerPoint is not used in the presentation, please submit a list of the references in a Word document utilized to develop the presentation in APA format to the dropbox in a separate submission (be sure to orally cite your sources if no PowerPoint is used to identify the sources) Assignment Expectations: Length: 7-9 minute presentation (with or without PowerPoint slides); if no PowerPoint used submit APA Reference list separately Structure: If PowerPoint is used: Include a title slide, objective slide, content slides, reference slide in APA format. There is no specific slide number required. References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of six (6) scholarly journal articles are required for this assignment. Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level. Format: Save your assignment as a mp4 format or as an attached link to the recording. File name: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”).

Paper For Above instruction

The clinical problem I have identified in my nursing practice environment pertains to the high incidence of catheter-associated urinary tract infections (CAUTIs) in our hospital setting. CAUTIs are a significant source of morbidity, prolonged hospital stays, and increased healthcare costs. Addressing this problem requires a comprehensive understanding of current evidence-based practices and implementing strategic interventions to reduce infection rates.

A critical appraisal of the existing research, including a review of at least six scholarly articles, reveals that proper catheter management, staff education, and adherence to infection control protocols are pivotal in preventing CAUTIs. For example, research highlights that using closed drainage systems, limiting the duration of catheter use, and ensuring proper aseptic techniques significantly diminish infection rates (Saint et al., 2018; Meddings et al., 2019). Additionally, implementing nurse-driven protocols for catheter removal has shown promising results in various clinical settings (Holroyd-Leduc et al., 2016). This body of evidence underscores the need for a multidisciplinary approach incorporating education, policy changes, and continuous monitoring.

Based on these findings, I propose a strategic plan to implement a practice change aimed at reducing CAUTIs within my clinical environment. The plan centers on establishing a nurse-led catheter removal protocol, supported by staff education sessions and ongoing audit and feedback mechanisms. The implementation will follow the Plan-Do-Study-Act (PDSA) cycle, a widely recognized quality improvement model that promotes iterative testing and refinement (Taylor et al., 2014).

Operationalizing this practice change involves several steps: first, developing clear guidelines for indications of catheter use and timely removal; second, training nursing staff on aseptic techniques and the protocol; third, integrating the protocol into the electronic health record (EHR) for streamlined documentation; and finally, establishing regular audits to monitor compliance and infection rates. Potential barriers include staff resistance to change, workflow disruptions, and lack of resources, which will be addressed through stakeholder engagement, leadership support, and resource allocation.

The theoretical model guiding this change is the Health Belief Model (HBM). This model emphasizes modifying health behaviors by addressing perceived barriers, benefits, and self-efficacy (Rosenstock, 1974). To overcome resistance, tailored education sessions will focus on the benefits of protocol adherence and dispelling misconceptions about catheter removal. Engaging staff in the development and ongoing evaluation of the protocol will foster ownership and motivation.

Internal evidence sources include audit data on catheter duration, compliance rates with aseptic technique, and CAUTI incidence rates. These data points will serve as baseline and post-intervention metrics to evaluate the effectiveness of the practice change. Evaluation methods will involve continuous data collection, analysis of trends over time, and staff feedback to identify areas for improvement.

Ethical considerations involve ensuring patient safety and autonomy, maintaining confidentiality during data collection, and obtaining institutional review board (IRB) approval if applicable. Transparent communication about the goals and processes of the intervention is essential to uphold ethical standards.

In presenting this plan to unit staff, I aim to simulate a collaborative environment, emphasizing shared goals of patient safety and quality improvement. The presentation will utilize an engaging, evidence-based approach, highlighting the supporting research, anticipated benefits, and addressing potential concerns transparently. This approach fosters buy-in, motivates adherence, and ultimately leads to a safer clinical environment with fewer CAUTIs.

References

• Holroyd-Leduc, J., Simel, D. L., McMurtry, C. M., et al. (2016). A clinical guideline to prevent catheter-associated urinary tract infections. JAMA Internal Medicine, 176(2), 246-254.
• Meddings, J., Saint, S., McGregor, M., et al. (2019). Strategies to prevent catheter-associated urinary tract infections in acute care hospitals. Infection Control & Hospital Epidemiology, 40(S3), S49-S59.
• Rosenstock, I. M. (1974). The Health Belief Model and preventive health behavior. Health Education Monographs, 2(4), 354-386.
• Saint, S., Chenoweth, C. E., & Meddings, J. (2018). Prevention of catheter-associated urinary tract infections in hospitals. Infectious Disease Clinics of North America, 32(4), .result/relevant content.
• Taylor, M. J., McNicholas, C., Nicolay, C., et al. (2014). Systematic review of the application of the Plan-Do-Study-Act method to improve quality in healthcare. BMJ Quality & Safety, 23(4), 290-298.