Intervention Presentation and Capstone Reflection Video

This reflection focuses on the processes and lessons from activities in my capstone project. The prime of the capstone project was presenting it to the target population, senior students at Beverly Hills high school. We had a two-hour interaction where we discussed the proposed intervention: an online adolescent mental health program. The students were very receptive and excited because teens are more engaged in current technology such as smartphones and are excited to interact on social platforms (Odgers & Jensen, 2020). The students suggested the program would be most appropriate when carried out on the weekends on Saturday from ten in the morning to noon, with a 2-hour follow-up session on Wednesdays from seven to nine at night. These follow-up sessions are special classes for those adolescents with special needs, such as diagnosed mental health issues and ongoing background issues such as violence at home.

The online program will integrate students from all over the community. These platforms will help adolescents’ healthy socialization, protecting them from online bullying and other adverse social media effects (Patterson & Edwards, 2018). Adolescents will also speak their emotions freely and get help without exposing their details. The programs will entail mental wellness education to enable adolescents to make healthy decisions to promote their mental health. They will also provide follow-up services for adolescents recovering from mental health problems. Adolescents face significant problems with autonomy, violent backgrounds, and poor decision-making. They will adequately take care of their health with proper guidance, producing productive, happy students and a safer, conducive learning environment.

To develop the capstone project, I looked up current healthcare issues from reputable organizations’ websites, particularly the WHO, CDC, and Healthy People 2020. I also researched current (published within five years) articles on best practices in managing the identified problem (adolescents’ mental health) from reputable databases such as CINAHL, Google Scholar, Medline, and Cochrane library. These databases also provided information on best change management practices, healthcare technology, community resources, leadership strategies, and communication strategies to present the problem to the various stakeholders and the patient population.

The capstone project is entirely based on healthcare technologies, specifically health information systems. The program will rely on healthcare technology for data collection analysis, dissemination, and decision making. The hospital, as mentioned, will fund and provide leadership. At the same time, JED Foundation will run the programs using their professionals, trained and accredited, to provide quality adolescent mental health education and management. The care coordination will entirely use information systems, linking the healthcare institution to the JED foundation, faith-based organizations, and community groups. Adolescents will create anonymous profiles from their smartphones to interact with others and the facilitators. The program will entirely run using healthcare technology, healthcare information systems.

The program’s main shortfall is the unavailability of consultation during off-program hours. New technologies such as artificial intelligence and computer assistants have changed the practice by improving efficiencies. Having artificial intelligence systems to provide 24-hour patient support will help adolescents consult and seek mental health help when they need it without waiting for program hours. Some foundations, such as the JED foundation and Health4us, have programs running 24hours a day to allow adolescents to seek help at any time (SAHM, n.d.). In addition, the hospital can integrate several technologies to improve efficiencies in all fields. They should also expand their online consultation programs to increase their client base and provide healthcare services to more clients who would otherwise not reach the healthcare institution.

The health policy is integral in controlling healthcare institutions, professionals, and quality improvement projects. The health policy delegated many aspects of the project, such as the scope of practice, health technology and patient information protection, social media use, and prioritization of care. From the data collected, adolescents would benefit more from online programs and school-mental health programs in promoting their mental well-being (O’Reiley et al., 2018). The data collected is a formidable tool in advocating for health policy changes and the implementation of policies that increase online adolescent mental health programs.

The evidence-based practices and the interaction with the interest population exceeded my expectations. The evidence-based practices from the literature were far more than expected. The discussed intervention was readily accepted by adolescents and is very promising. Its implementation has exceptional benefits that will significantly reduce the burden of adolescent mental health issues. The students collaborated well, unlike the expected resistance and failure to open up. They were more than ready to share. The intervention will be implemented as best practice because there is evidence of successful implementation (Sweeney et al., 2019). The intervention is not limited to adolescents, and online mental health resources are available for veterans, drug and substance use patients, and other healthcare conditions. The intervention is integral to mental health issues due to the stigma and fear of consultation. The government and healthcare institutions should develop and implement good online programs to manage adolescent mental health issues across the nation.

The capstone project has led to professional growth and development. It has taught me the importance of collaborating with a population when developing interventions to improve their health. The communication and collaborative skills I have learned will help me interact healthily with clients of all ages, cultures, and backgrounds. In addition, I have increased my confidence that help will help in advocacy, interprofessional consultation, and decision-making. I had low confidence when starting the project and had problems initiating conversations, and my confidence has increased. The project has also broadened my perception of quality improvement projects. I have learned to invest and carry out research from studies to determine the best practices rather than just assuming.

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References

O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social psychiatry and psychiatric epidemiology, 53(7), 647-662. https://doi.org/10.1007/s00127-018-1530-1

Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336-348. https://doi.org/10.1111/jcpp.13190

Society for Adolescent Health Medicine (SAHM) (n.d.). Mental Health Resources For Adolescents and Young Adults. Retrieved 9^th January 2022, from https://www.adolescenthealth.org/Resources/Clinical-Care-Resources/Mental-Health/Mental-Health-Resources-For-Adolesc.aspx

Sweeney, G. M., Donovan, C. L., March, S., & Forbes, Y. (2019). Logging into therapy: Adolescent perceptions of online therapies for mental health problems. Internet interventions, 15, 93-99. https://doi.org/10.1016/j.invent.2016.12.001

 

Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection

Top of Form

Bottom of Form

• PRINT
• Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Introduction

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

Instructions

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

PART 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in CORE ELMS.

Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

• • Assess the contribution of your intervention to patient or family satisfaction and quality of life.

• • • Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
    • Explain how your intervention enhances the patient, family, or group experience.
  • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.

• • • Explain how the principles of evidence-based practice informed this aspect of your project.
  • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.

• • • Identify opportunities to improve health care technology use in future practice.
  • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.

• • • Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
  • Explain whether capstone project outcomes matched your initial predictions.

• • • Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
    • Discuss whether your intervention can, or will be, adopted as a best practice.
    • Describe the generalizability of your intervention outside this particular setting.
    • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
  • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.

• • • Address your provision of ethical care and demonstration of professional standards.
    • Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
  • Communicate professionally in a clear, audible, and well-organized video.

Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 2: Make clinical and operational decisions based upon the best available evidence.

• • • Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

• • • Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.

• • • Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.

• • • Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

• • • Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
  • Competency 8: Integrate professional standards and values into practice.

• • • Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
    • Communicate professionally in a clear and well-organized

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Intervention Presentation and Capstone Video Reflection Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Does not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Attempts to assess the contribution of an intervention to patient, family, or group satisfaction and quality of life based on unfounded assumptions.	Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life.	Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group.
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.	Does not describe one’s planning and implementation of a capstone project.	Attempts to describe one’s planning and implementation of a capstone project.	Describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.	Succinctly describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice.
Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.	Does not describe how one used health care technology in a capstone project.	Attempts to describe how one used health care technology in a capstone project.	Assesses the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.	Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use.
Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.	Does not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.	Attempts to describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.	Explains how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.	Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form. Document the completion of nine hours of practicum time.	Does not describe capstone project outcomes and does not document the completion of nine practicum hours in CORE ELMS Volunteer Experience Form.	Attempts to describe capstone project outcomes and/or does not document the completion of nine practicum hours in CORE ELMS Volunteer Experience Form.	Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form. Documents the completion of nine hours of practicum time.	Provides an articulate and perceptive explanation of whether capstone project outcomes matched one’s initial predictions. Exhibits clear insight into the generalizability and best-practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form. Documents the completion of nine hours of practicum time.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Does not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Summarizes one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.	Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.
Communicate professionally in a clear and well-organized video.	Does not communicate in a video.	Communicates in a video. Content delivery is hesitant, unclear, or read from a script.	Communicates professionally in a clear and well-organized video.	Communicates professionally in a clear and well-organized video. Content delivery is focused, smooth, and well-rehearsed. Information sources are credited appropriately.