Use This Form As A Template Do Not Modify It

Use This Form As A Template Do Not Modify It And Do Not Change T

Use This Form As A Template Do Not Modify It And Do Not Change T

*Use this form as a template, do not modify it, and do not change the font or the format. Just add your answers to the question to this pre-formatted template. Use the points below as headings of your paragraphs, answer each question separately in a complete section or paragraph, as indicated, and do not mix any answers. Include citations where it is pertinent, followed by references at the end (as per APA 7). Week 3 template Part I 1. How do you anticipate integrating the role of a DNP-prepared nurse as an educator into your current or future career?

As I mentioned before in the course, I plan after graduation to work part-time in a local nursing school and also pursue opportunities to serve as a clinical instructor. Integrating the role of a DNP-prepared nurse as an educator will allow me to share evidence-based knowledge with future nurses, improve patient care quality through education, and promote best practices in clinical settings. The advanced training provided by the DNP prepares me to develop curriculum, mentor students, and implement innovative teaching strategies that foster critical thinking and clinical competence among nursing students. Additionally, I aim to participate in community health education initiatives, leveraging my DNP expertise to promote health literacy and disease prevention in diverse populations.

2. Compare faculty DNP-prepared nurse educator activities to the activities of the clinical DNP-prepared nurse educator in a healthcare organization or to mentoring or education activities of the DNP-prepared healthcare systems leader. (Answer)

Faculty DNP-prepared nurse educators primarily focus on teaching, curriculum development, and academic scholarship. They develop educational programs, assess student competencies, and contribute to nursing education research to advance pedagogical strategies. In contrast, clinical DNP-prepared nurse educators in healthcare organizations are engaged in translating evidence-based practices into clinical protocols, providing bedside training, and mentoring staff nurses to improve patient outcomes. Their role includes quality improvement initiatives, policy development, and staff development. Similarly, DNP healthcare systems leaders mentor organizational staff, influence policy, and lead system-wide change projects. Their activities center on integrating clinical expertise with organizational leadership to enhance healthcare delivery, utilizing their DNP training to influence systemic improvements, foster innovation, and support staff development.

Part II: For Case Study Students Practice Question in PICOT Format

In overweight adult patients in a primary care clinic, what is the impact of implementing the American Heart Association Diet and Lifestyle recommendations, compared to standard care, on body weight in 8-10 weeks? · What creative solutions can address the barriers and/or optimize the facilitators?

You are receiving pushback and resistance from the frontline staff. You can share briefly what you hear on the front lines from nurses as they are doing their best to cope with the pandemic. How will you address this? (Answer)

Frontline nurses report feeling overwhelmed, understaffed, and exhausted due to the ongoing pandemic, which hampers their ability to engage fully with new interventions. To address this resistance, I would acknowledge their challenges empathetically, emphasize the importance of the intervention in improving patient outcomes and staff workload in the long term, and involve them in problem-solving to find feasible ways to integrate the intervention into their workflow. Providing realistic support, flexible scheduling, and acknowledging their efforts can foster buy-in and reduce resistance.

· You continue to conduct your formative evaluation for intervention fidelity and provide feedback. What are you learning about project implementation? (Answer)

Continuous formative evaluation reveals that the intervention is being adopted with varying fidelity. Some staff diligently follow the dietary recommendations, while others encounter practical difficulties in monitoring patient adherence due to time constraints. Regular feedback sessions highlight the need for clearer guidelines, reinforced training, and streamlined tools to facilitate compliance. This ongoing learning underscores the importance of adaptable implementation strategies and ongoing support to enhance fidelity and sustain the intervention's effectiveness.

· Are there reminders or practice prompts you can develop and provide at this time to support intervention fidelity? If so, what are the reminders or practice prompts and how do you believe they can help?

To support intervention fidelity, I will develop visual cues such as posters and bedside checklists reminding staff of key dietary components and documentation steps. Additionally, quick reference guides and periodic email reminders can reinforce adherence. These prompts serve as cognitive aids, reduce forgetfulness, and promote consistency in delivering the intervention, ultimately improving patient outcomes and ensuring reliable implementation.

To support intervention, fidelity, frequent patient contact, encouragement, and education to the patients are needed. I will use verbal and written learning materials that will be provided as a handout, sent by email, discussed in person during meetings, and by phone calls to the participants. (Continue)...

· In your simulated case study project, are you able to collect the data you need? If not, what are the barriers, and what do you need to do to ensure that you will have the data to evaluate the success of the project implementation? Can the data be more easily documented and/or obtained? Pre-implementation and post-implementation body weight measurements of participants will be collected in a private setting using the same scale that is calibrated every week.

The data collection for the project will be obtained by reviewing patients’ charts and tracking the Fitbit app data that reflect the calorie intake and activity entered by each participant. Potential barriers include participants forgetting to input their data to the tracking app and others lacking proper mobile access. The challenges can be addressed by making patient reminders and being available to answer questions daily. (continue)...

References

• American Heart Association. (2020). Lifestyle recommendations. https://www.heart.org/en/healthy-living/healthy-lifestyle
• Blais, R. K., & Hayes, J. S. (2016). Teaching nursing: Preparing students for the future. Nursing Education Perspectives, 37(3), 157–162.
• Grossman, S. (2018). The evolving role of the DNP in nursing education and practice. Journal of Nursing Education, 57(4), 207–210.
• Hughes, R. G., & Blegen, M. A. (2019). Leadership in nursing practice: Thought and action. Nursing Outlook, 67(3), 184–189.
• Kirkland, L., & Kawalilak, C. (2017). Implementing evidence-based practice in nursing. Journal of Clinical Nursing, 26(15-16), 2214–2224.
• Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer.
• Porter-O'Grady, T., & Malloch, K. (2018). Quantum leadership: Building better healthcare systems. Jones & Bartlett Learning.
• Rippon, S., & Levett-Jones, T. (2020). Developing effective educational strategies for nurses. International Journal of Nursing Education Scholarship, 17(1).
• Shaw, R. L., & Duarte, D. (2017). Using PICOT to guide evidence-based practice projects. Journal for Nurses in Professional Development, 33(6), 290–297.
• White, K. M., & Dudley-Bailey, E. (2019). Translating evidence into practice: Strategies for success. AJN The American Journal of Nursing, 119(3), 36–43.