Problem Identification Template: A Guide

Problem Identification Template the Following Is A Guide To Organize

Define a patient, family, or population health problem, and realistic goals, that are relevant to personal practice. Introduce a general summary of the health problem that you will be exploring. Provide a brief context for the patient, family, or population struggling with this health problem. Propose one or more goals that you deem appropriate and relevant to the health problem. Briefly state why this health problem is relevant to your personal practice.

Analyze evidence from the literature and professional sources to support decisions related to defining and guiding nursing actions related to a health problem. Compare and contrast the authors you will be citing, discussing pros and cons of the evidence you are reading about. Note whether the authors provide supporting evidence from the literature that is consistent with what you see in your nursing practice. Assess the quality of the data presented in the articles you are reading. Discuss how you would know if the data were unreliable. Include what the literature says about barriers to evidence-based practice. Describe research studies that present opposing views regarding this health problem. Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum.

Propose potential strategies to improve patient or population outcomes related to a health problem. Cite any known authors who have recommended leadership strategies for nurses to use when providing care to this patient population. Discuss research on the effectiveness of these strategies in improving patient or population outcomes regarding this health problem. Describe what the literature says about patient-centered care, empowering patients to make health care decisions, involving families in patient care, incorporating patient preferences to improve outcomes, prevent illness, and lower readmissions to hospitals. Discuss ways your role as a nurse leader will help improve patient outcomes as described in the literature.

Reflect on state board nursing practice standards relevant to a project related to a health problem. Discuss how your state’s nurse practice act will guide your actions in terms of this health problem for this patient or population. Identify the most surprising thing that you found while reading your state’s nurse practice act. Describe the effects of local, state, and federal laws on your nursing scope of practice and care for this patient or population. Explain how nursing ethics will inform your intervention in this clinical practicum.

Paper For Above instruction

The health issue selected for this paper is diabetes mellitus type 2 (T2DM), a chronic metabolic disorder characterized by insulin resistance and relative insulin deficiency. This condition poses significant health risks globally, including cardiovascular disease, neuropathy, and renal impairment, which create substantial burdens on patients and healthcare systems (American Diabetes Association [ADA], 2022). The importance of managing T2DM effectively cannot be overstated, as it is a leading cause of morbidity and mortality worldwide, and it demands comprehensive, patient-centered care strategies.

In particular, the focus of this paper is on a middle-aged adult patient population in communities with high prevalence rates of T2DM, often linked with socioeconomic disparities, limited access to healthcare, and health literacy challenges. This demographic faces barriers to effective management, such as medication adherence, lifestyle modifications, and regular monitoring (Bruce & Ammerman, 2018). Contextually, these individuals often lack continuous support and education to manage their condition effectively, leading to poor health outcomes and increased hospitalization rates.

Given this context, the primary goal for intervention is to improve glycemic control through comprehensive education about lifestyle changes, medication adherence, and regular self-monitoring of blood glucose levels. A relevant goal is to empower patients with knowledge, motivation, and resources to adopt healthier behaviors, ultimately reducing complications and enhancing quality of life (Hwang et al., 2019). Additionally, involving family members as support systems to reinforce adherence and understanding is essential, considering the impact of social support on health outcomes (Heisler et al., 2020).

This health problem is particularly relevant to my personal nursing practice because managing chronic diseases like T2DM is a core part of community health nursing and health promotion initiatives I aspire to lead. Understanding how social determinants influence health behaviors enhances my ability to deliver culturally sensitive care and advocate for policies that improve access and resource allocation for underserved populations (Simmons et al., 2021). Moreover, the increasing prevalence of T2DM aligns with the need for nurses to engage in evidence-based interventions and interprofessional collaboration to mitigate disease impact.

In analyzing evidence from the literature, multiple studies support the significance of patient education and lifestyle modifications in T2DM management. For instance, Smith et al. (2019) highlight that structured education programs significantly improve glycemic control and patient adherence. Conversely, Johnson (2020) cautions that the variability in individual response to interventions necessitates personalized care plans. Both authors agree on the importance of ongoing education, although they differ regarding the most effective delivery methods — face-to-face versus digital platforms.

Supporting evidence from these sources generally aligns with clinical observations, suggesting that engaging patients actively in their care fosters better outcomes. The quality of data varies across studies; randomized controlled trials (RCTs) provide high-quality evidence, whereas observational studies may have inherent biases. Indicators of unreliable data include small sample sizes, lack of control groups, and conflicts of interest (Brown & Taylor, 2018). Recognizing barriers to implementing evidence-based practices, such as limited provider time, resource constraints, and patient socioeconomic factors, is critical for translating research into effective care strategies (Norris et al., 2020).

Some literature presents opposing views — for example, the debate over the relative effectiveness of pharmacological interventions versus lifestyle change alone (Lee et al., 2021). While medications remain essential, studies emphasize that behavioral modifications have long-term benefits and fewer side effects. Regarding theoretical frameworks, Orem’s Self-Care Deficit Nursing Theory offers a valuable lens for guiding interventions by promoting patient self-management, which is central to T2DM care (Orem, 2001).

Strategies to improve outcomes include promoting patient-centered care approaches that prioritize individual preferences, cultural sensitivities, and social circumstances. Leadership as advocated by Whitehead (2022) emphasizes the role of nurse practitioners and clinical leaders in advocating for policies, delivering educational programs, and coordinating interdisciplinary efforts. Evidence suggests that motivational interviewing and collaborative goal setting effectively enhance self-efficacy and adherence (Miller & Rollnick, 2013). Engaging families in care plans improves support mechanisms, leading to better health outcomes (Anderson & Funnell, 2019).

Research indicates that empowering patients through shared decision-making and providing tailored information enhances engagement and leads to reductions in hospital readmissions related to hyperglycemia complications (Cohen et al., 2020). As a nurse leader, I envision facilitating team-based care, advocating for policy changes that improve access to diabetes education, and fostering environments where patients feel comfortable expressing concerns and preferences (Lynam et al., 2022).

Understanding the scope of nursing practice within the legal framework of my state is essential. According to the Illinois Nurse Practice Act (Illinois Administrative Code, 2023), nurses are authorized to implement patient education, coordinate care, and collaborate with healthcare providers for chronic disease management. A surprising element was the explicit emphasis on community-based interventions, underscoring the scope of nursing beyond acute care settings. Legal statutes shape my practice by defining permissible actions and ensuring accountability, which is fundamental for ethical and safe care delivery.

Local, state, and federal laws collectively influence scope of practice by establishing standards for licensure, continuing education, and public health initiatives. For instance, federal programs incentivize preventive care and chronic disease management through policies like the Affordable Care Act (ACA, 2010). Ethical principles such as autonomy, beneficence, non-maleficence, and justice guide my interventions, especially in respecting patient preferences and addressing social determinants affecting diabetes management.

References

• American Diabetes Association. (2022). Standards of medical care in diabetes—2022. Diabetes Care, 45(Supplement 1), S1–S274.
• Anderson, R. M., & Funnell, M. M. (2019). Patient empowerment: Myths and misconceptions. Patient Education and Counseling, 102(1), 1-4.
• Bruce, D. G., & Ammerman, A. S. (2018). Social determinants of health and their impact on diabetes management. Diabetes Spectrum, 31(4), 289-295.
• Health Laws and Regulations. Illinois Administrative Code. (2023). Illinois Department of Financial and Professional Regulation.
• Hwang, Y., et al. (2019). Community-based interventions to improve diabetes management. Journal of Community Health Nursing, 36(2), 75-85.
• Illinois Administrative Code. (2023). Nurse Practice Act and related regulations. Illinois Department of Financial and Professional Regulation.
• Johnson, N. (2020). Personalized approaches to diabetes education: Pros and cons. Diabetes Education, 46(4), 347-355.
• Lynam, M., et al. (2022). Nurse leadership and policy advocacy in chronic disease management. Journal of Nursing Leadership, 35(3), 217-225.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
• Norris, S. L., et al. (2020). Barriers to evidence-based practice implementation in nursing. Journal of Nursing Administration, 50(3), 120-125.
• Orem, D. E. (2001). Nursing: Concepts of practice (6th ed.). Mosby.
• Simmons, D., et al. (2021). Addressing social determinants in diabetes care. The Patient, 14(3), 281-290.
• Whitehead, D. (2022). Leadership strategies for nurses in chronic illness care. Nursing Management, 53(6), 28-35.
• Smith, A., et al. (2019). Impact of structured diabetes education programs. Diabetes Care, 42(9), 1680-1686.
• Brown, T., & Taylor, K. (2018). Evaluating research quality in clinical studies. Journal of Clinical Nursing, 27(5-6), 987-996.
• Heisler, M., et al. (2020). The role of social support in diabetes management. Journal of Health Psychology, 25(1), 25-34.
• Lee, S., et al. (2021). Pharmacological versus lifestyle interventions: A controversy in diabetes care. The Lancet Diabetes & Endocrinology, 9(11), 731-739.