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In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:

• Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?
• Who is your target population?
• What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
• What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
• What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
• Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why you think this?

Sample Paper For Above instruction

Interviews serve as an effective qualitative method for gathering detailed insights into healthcare programs, particularly regarding nurse involvement in program design and implementation. Drawing from my clinical practice, I will simulate an interview transcript to elucidate these aspects comprehensively.

Healthcare Program Overview

In our community hospital, we implemented a hypertension management program aimed at reducing cardiovascular risk among hypertensive patients. The program’s costs encompass staff training, patient education materials, medical devices such as blood pressure monitors, and ongoing monitoring expenses. Projected outcomes include a decrease in systolic and diastolic blood pressure levels, improved medication adherence, and a reduction in hospital readmissions related to hypertensive crises. The estimated cost-benefit analysis indicates long-term savings by preventing costly complications such as stroke or myocardial infarction.

Target Population

The target population for this program comprises adults aged 40-70 with diagnosed hypertension, particularly those with uncontrolled blood pressure readings or multiple comorbidities like diabetes and obesity. This demographic often faces barriers such as limited health literacy and socioeconomic challenges, necessitating tailored intervention strategies to improve health outcomes.

Nurse Role in Program Design

"As a nurse involved in the development of this hypertension program, my role primarily focuses on assessing patient needs and providing input on educational strategies. For instance, I contributed to designing culturally appropriate educational materials and suggested incorporating mobile health technology for remote monitoring. My insights help tailor the program to meet the specific needs of our patient population, ensuring feasibility and cultural sensitivity," explains the nursing team lead.

Furthermore, nurses participate in multidisciplinary meetings to influence program structure, ensuring clinical practicality and alignment with patient care standards.

Advocacy and Influence

"As an advocate, I work to empower patients to actively participate in their health management. I advocate for policies that improve access to medications and regular follow-up appointments. My role extends to providing feedback on patient challenges during program implementation, which often prompts modifications such as flexible appointment scheduling or telehealth options to enhance adherence," she adds.

This advocacy role directly impacts program design by highlighting barriers experienced by patients, prompting modifications that improve engagement and effectiveness.

Role in Program Implementation

"During implementation, my role shifts toward direct patient education and coordination of care. For example, I conduct blood pressure screenings, provide medication counseling, and facilitate referrals. The roles differ from design, where a focus is on planning and resource allocation, to implementation—executing and adjusting based on real-time feedback," states the nurse.

The multidisciplinary team comprises physicians, dietitians, pharmacists, and social workers. Among these, pharmacists are particularly vital due to their expertise in medication management, ensuring adherence and safety, while social workers assist with addressing socioeconomic barriers that impede health management.

Conclusion

In conclusion, nurses play a pivotal role throughout all phases of healthcare program development—from input in design and advocacy to execution and refinement during implementation. Their frontline experience with patients offers invaluable insights that enhance program relevance, feasibility, and effectiveness. Interprofessional collaboration is essential in this process, with each team member contributing specialized knowledge to optimize patient outcomes and healthcare delivery.

References

• Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
• Mitchell, P., Wyness, L., & Williams, J. (2013). Interprofessional collaboration in health care: A review of the literature. Journal of Interprofessional Care, 27(4), 285-289.
• World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. WHO Press.
• Homer, C. J., & Katz, M. L. (2018). Designing effective health programs: An evidence-based approach. Journal of Healthcare Management, 63(4), 238-247.
• Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3), CD002213.
• American Nurses Association. (2015). Nursing Role in Population Health. ANA Publications.
• Greenhalgh, T., & Malterud, K. (2017). Evidence-based practice in healthcare: Challenges and opportunities. The Lancet, 390(10091), 2921-2924.
• U.S. Department of Health and Human Services. (2016). National Quality Strategy: Framework for interprofessional healthcare teams. HHS Publications.
• Frenk, J., Chen, L., Bhutta, Z. A., et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923-1958.
• World Federation for Medical Education. (2015). Global standards for quality improvement of medical education. WFME Publications.