Before the implementation of the capstone project, I undertook a study to assess hypertension management and prevention in the US. The information gathered indicated that there were high prevalence rates of the condition among members of the American population, which have remained relatively unaltered since 1999 (Fryar et al., 2017). Among the proposed strategies suggested to boost the management and prevention of hypertension was the implementation of an educational program, which was deemed necessary to increase the ability to control or prevent hypertension (Maslakpak, Rezaei & Parizad, 2018). The stated predictions matched the outcomes realized because after participating in the program, unaffected patients showed a higher tendency to make better lifestyle choices, whereas affected ones depicted enhanced disease self-management skills. Evidence-based practice informed the creation and implementation of the selected intervention because it influenced the decision-making process thereof by providing information on the advantages and disadvantages of available options.
Healthcare technology was applied to boost communication among the professionals and participants involved in the educational program by allowing the use of both Skype and phone calls to facilitate information exchange. Additionally, apart from the printed copy of the educational handout that the patients received, one was also forwarded to them on email, increasing the accessibility of the resource. Regardless, to facilitate better management of hypertension through healthcare technology, patients can create and participate in support groups, which boost the morale to take the initiative to prevent or control the disease. Data provided by Mayo Clinic (2020) establishes that online support groups are beneficial to enhancing health outcomes among patients because they create a sense of belonging, increase individual empowerment, boost understanding of the disease and sustain motivation to manage health.
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The provisions of the Nursing Practice Act (NPA) on the development of procedural guidelines for RN tasks influenced the planning and implementation of the project because operational standards of the educational program had to be established before it started (California Code of Regulations, 2019). Additionally, the organizational policy of prioritizing patient health guided the determination of the intervention’s goals. Moreover, the project fostered the alteration of the corporate policy at my workplace, which was adjusted to allow room for more patient-practitioner interaction through monthly open-discussion forums. Furthermore, I observed that thanks to my BSN nurse training, I was able to collect, evaluate and compile data, upon which successful intervention creation and implementation was based.
While undertaking the capstone project, I observed personal growth in my communication and collaboration skills as well as professional betterment in evidence-based practice and facilitating inter-professional collaboration. I realized that I was able to apply the ethical standards of patient care more regularly and effectively, including advocacy for patient safety and responsibility for my practice choices (Epstein & Turner, 2015). I believe that the capstone project played a vital role in refining my professional skills, which I intend to employ to boost patient well-being and health outcomes.
References
California Code of Regulations. (2019). § 1472. Standardized Procedure Functions. Retrieved 31 December 2019, from https://govt.westlaw.com/calregs/Document/I285B26D05F7C11DF976784F95795F04E?viewType=FullText&originationContext=documenttoc&transitionType=CategoryPageItem&contextData=(sc.Default)&bhcp=1
Epstein, B., & Turner, M. (2015). The nursing code of ethics: Its value, its history. OJIN: The Online Journal of Issues in Nursing , 20 (2), 1-10.
Fryar, C. D., Ostchega, Y., Hales, C. M., Zhang, G., & Kruszon-Moran, D. (2017). Hypertension Prevalence and Control Among Adults: the United States, 2015-2016. NCHS data brief , (289), 1-8.
Maslakpak, M. H., Rezaei, B., & Parizad, N. (2018). Does family involvement in patient education improve hypertension management? A single-blind randomized, parallel group, controlled trial. Cogent Medicine , 5 (1), 1537063.
Mayo Clinic. (2020). How to choose the right support group. Retrieved 3 January 2020, from https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/support-groups/art-20044655
