Think About The Evidence, Concepts, And Theories ✓ Solved

Think About The Evidence Concepts Andor Theories Evidence

Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your nurse executive specialization. Analyze a problem, issue, or situation that you have observed during your practicum experience. Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature. Including personal communications from leaders in health care administration is acceptable; however, this does not replace the requirement for three peer-reviewed sources of evidence.

Determine the degree to which the problem, situation, or issue was addressed in a manner consistent with the theory, concepts, and principles detailed in the evidence. Given the various evidence-based approaches that can be used in addressing the observed problem, situation, or issue, think about a plan for approaching the matter differently.

Paper For Above Instructions

Throughout my practicum experience as a nurse executive specialist, I observed a significant problem related to patient discharge processes within a hospital setting. The inefficiencies in the discharge process not only affected patient satisfaction but also led to increased readmission rates, which is increasingly recognized as a quality indicator in health care. Research suggests that an effective discharge process is vital for ensuring continuity of care and preventing readmissions (Weiss et al., 2014).

To analyze this issue, I referred to three peer-reviewed sources, including studies that discussed the theoretical frameworks for patient discharge planning. One key concept pertinent to this analysis is the Transition Theory, which emphasizes the importance of facilitating patient transitions from various healthcare settings (Schumacher & Meleis, 1994). The Transition Theory outlines that nurses play a crucial role in preparing patients for the changes they will face after discharge, which should ideally reduce the likelihood of complications or readmissions.

In observing the discharge process at my practicum site, I noted that the discharge planning did not align fully with the principles outlined in the Transition Theory. For instance, while discharge education was provided, the timing was often inadequate, with some patients receiving instructions just before leaving the hospital. According to Kessels et al. (2016), effective discharge education should start upon admission and be reiterated throughout the hospital stay, enabling better patient comprehension and adherence to post-discharge instructions.

Moreover, I found discrepancies between the way the discharge process was reported in the literature and what was actually practiced. For example, the literature emphasizes the use of multidisciplinary teams in discharge planning (Coulter & Ellins, 2007). In contrast, at my practicum site, the responsibility for discharge planning was primarily assigned to nursing staff without adequate involvement from physicians, pharmacists, or social workers. This lack of a team approach may have contributed to the inadequacies observed in the patient discharge process.

Furthermore, I engaged in personal communications with leaders in healthcare administration during this practicum. They noted that while the hospital had protocols in place for discharge planning, these were often not strictly followed due to time constraints and staffing shortages. This observation aligns with findings by Hesselink et al. (2012), which suggest that organizational culture and resource availability greatly influence the effectiveness of discharge processes.

Reflecting on these observations, it is evident that the issue was not addressed consistently with the evidence-based principles and theories. Despite the existence of guidelines advocating for comprehensive discharge planning frameworks, the execution fell short. Not only was the application of the Transition Theory inconsistent, but there was also a lack of a multidisciplinary approach, which is vital in addressing complex patient needs (Ben Natan et al., 2016).

To address this issue differently, I propose a comprehensive plan that incorporates the following steps: First, education on the importance of early discharge planning should be facilitated for all healthcare team members. Understanding the role of each discipline in the discharge process is crucial for ensuring that patients receive coherent and comprehensive care. Second, establishing a standardized protocol for discharge planning that includes multidisciplinary rounds may help ensure that all relevant health professionals contribute to the patient's discharge plan (McHugh et al., 2013).

Additionally, incorporating patient feedback into the discharge planning process can enhance the tailoring of care to meet individual needs. This could involve regular surveys and follow-up communication with patients after discharge to identify areas for improvement (Hesselink et al., 2012). Finally, utilizing technology to facilitate communication among team members, such as shared digital health records, may support better coordination and adherence to prescribed care plans (Coulter & Ellins, 2007).

In conclusion, a thorough analysis of the discharge process within my practicum context showcased substantial gaps in alignment with evidence-based principles such as the Transition Theory. By utilizing a multidisciplinary approach and emphasizing patient-centered care, the discharge process can be restructured to better meet the needs of patients, ultimately reducing readmission rates and enhancing patient satisfaction.

References

• Ben Natan, M., Mahajna, M., & Mahajna, B. (2016). Factors affecting discharge planning: A review of the literature. International Nursing Review, 63(3), 367-374.
• Coulter, A., & Ellins, J. (2007). Effectiveness of strategies for informing, educating, and involving patients. Health Expectations, 10(4), 420-430.
• Hesselink, G., Schoonhoven, L., Barach, P., et al. (2012). Improving patient discharge and reducing hospital readmissions by using intervention mapping. BMC Health Services Research, 12(1), 1-10.
• Kessels, L., et al. (2016). Ensuring effective discharge planning: A systematic review. Journal of Advanced Nursing, 72(6), 1287-1299.
• McHugh, M. D., et al. (2013). The Effects of Nurse Staffing on Readmissions of Surgical Patients. Nursing Research, 62(6), 373-379.
• Schumacher, K. L., & Meleis, A. I. (1994). Transitions: A central concept in nursing. Image: The Journal of Nursing Scholarship, 26(2), 119-124.
• Weiss, M. E., Costa, L. L., Yakusheva, O. M., & Costa, D. Z. (2014). Transition of care in the acute and post-acute setting. Journal of Nursing Management, 22(8), 1092-1102.