Summary of Intervention and Implementation
After the creation of an intervention program to facilitate better management and prevention of hypertension, I communicated with the healthcare practitioners working in my facility and the institution’s management team about its implementation. Separate meetings were held with the management and the staff to explain the potential benefits of the use of the intervention program in managing and preventing hypertension among members of the patient population. Thus, to convince both the staff and management to support the program, I employed transformational leadership skills, which allowed me to encourage and inspire the team to make the necessary changes in the management and prevention of hypertension (Ghasabeh, Soosay & Reaiche, 2015). As the team leader, I drew upon various aspects of corporate culture to encourage collaboration and cooperation and allowed experts in hypertension care to make necessary adjustments to the proposed intervention to maximize its effects on the target population. Among the benefits realized from the application of transformational leadership are those highlighted by Smith (2015), including effective change management, total engagement of both team members and program participants as well as the realization of high collaboration levels.
The program participants included 75 patients receiving hypertension care from the facility and those whose health records showed a high predisposition to the condition. The interprofessional collaborators that were involved were doctors and nurses, who interacted directly with patients as well as two healthcare educators, who facilitated open discussion sessions with the participants on enhancing the management and prevention of hypertension. The management team provided funds that facilitated the implementation of the intervention. As the team leader, I directed the allocation of funds and the coordination of program activities. I assisted the nurses and doctors in participant selection as well as scheduled the open discussion sessions and organized how they would be run. The most crucial findings on the reasons behind poor self-management of hypertension among the participants included lack of knowledge about the disease, low access to community resources, and competing health priorities, factors that Boulware et al. (2019) highlight in their research. Moreover, among the unaffected members of the engaged population, lack of knowledge, and financial capability to sustain a healthy lifestyle stood out as the key barriers to hypertension prevention.
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Evidence-Based Rationale for Professional Product Development
The intervention product developed was a patient education handout that was distributed among program participants, who also attended educative discussion forums held fortnightly for eight weeks. Patient education enhances decision making on individual health concerns. Thus, the handout that was distributed among program participants was meant to serve as a reference point that can be accessed at the convenience of the patients. The discussions were focused on clarifying the content of the handout and addressing other participant concerns and questions on the measures they can take to manage and prevent hypertension. The combination of the brochures and discussion sessions increased the effectiveness of the intervention because it allowed both upward and downward information flow, which boosted collaboration in the solution-finding process for each participant.
The integration of the handouts and discussion sessions facilitated the creation of an education program that allowed patients to access informative resources as well as information on the prevention and management of hypertension directly from care practitioners. The product will enhance patient experience by increasing access to educational resources that boost clients’ abilities to manage their health. Research published by Paterick et al. (2017) establishes that when care practitioners spend more time with their patients, the client’s healthcare outcomes are improved, and educational intervention programs enhance the efficacy of self-care. As such, the intervention mentioned above will boost patient experience by increasing physician accessibility, improving information flow, and improving knowledge on the management and prevention of hypertension.
Therefore, better information flow from care providers to patients, and vice versa, will increase the quality of care received, owing to a better understanding of patient needs among practitioners. The latter will also boost patient safety as will the increased tendency to adopt preventive measures among the unaffected population. Moreover, the cost of care will be diminished by mitigating readmissions through enhanced self-management and reduction of predisposition rates through the adoption of preventive measures. Devries, Rafie & Polston (2017) support the implementation of education-based interventions to boost patient health outcomes because of their ability to increase access to and collaboration with an affected population. The stated rationale is backed by Braun et al. (2015), who express that patient education empowers affected communities and boosts their engagement in the care process, facilitating the realization of better healthcare outcomes.
References
Boulware, L. E., Ephraim, P. L., Hill-Briggs, F., Roter, D. L., Bone, L. R., Wolff, J. L., ... & Gudzune, K. A. (2019). Hypertension Self-management in Socially Disadvantaged African Americans: the Achieving Blood Pressure Control Together (ACT) Randomized Comparative Effectiveness Trial. Journal of general internal medicine , 1-11.
Braun, P. A., Racich, K. W., Ling, S. B., Ellison, M. C., Savoie, K., Reiner, L., & Westfall, J. M. (2015). Impact of an interprofessional oral health education program on health care professional and practice behaviors: a RE-AIM analysis. Pediatric health, medicine, and therapeutics , 6 , 101.
Devries, J., Rafie, S., & Polston, G. (2017). Implementing an overdose education and naloxone distribution program in a health system. Journal of the American Pharmacists Association , 57 (2), S154-S160.
Ghasabeh, M. S., Soosay, C., & Reaiche, C. (2015). The emerging role of transformational leadership. The Journal of Developing Areas , 49 (6), 459-467.
Keçeci, A., Toprak, S., & Kiliç, S. (2019). How Effective Are Patient Education Materials in Educating Patients? Clinical nursing research , 28 (5), 567-582.
Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Proceedings (Baylor University. Medical Center) , 30 (1), 112.
Smith, R. (2015). Advantages and barriers to transformational leadership implementation in a scientific laboratory.
