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Description

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100–250 words about the QI plan and key information in your poster.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.

SHOW LESS

The ability to propose and promote quality improvements in care is a vital skill for a master’s-prepared nurse. One aspect of this is understanding strategies for implementing best practice changes in a team, department, or care setting. Another is understanding how best practices can help lead to a continuous quality improvement cycle. Additionally, it is important to grasp how successful change strategies can be leveraged to help in the creation or implementation of clinical best practices. Part of this is considering the audience when proposing quality improvement projects or new best practices. Another part of this is being able to effectively communicate the goals, rationale, and benefits of a project.

For this assessment you will create a presentation poster to communicate a quality improvement project.

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

Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.

Evaluate specific evidence that supports the quality improvement methods proposed.

Competency 2: Develop change strategies for improving the care environment.

Explain how the project is grounded in successful change strategies.

Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.

Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.

Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired healthcare improvement outcomes.

Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

As a master’s-level nurse you will be responsible for promoting equitable quality of care. In the biopsychosocial model of care, there are a number of areas where you can have an impact on improving the quality, safety, and equitablility of care. One example area where equitable quality of care is an issue is with medications, especially considering the cost of various medications to treat the same condition versus the effectiveness and potential side-effects of the medications. A further pharmacological concern for safe and quality care is medication errors. This could include considerations like a patient getting the wrong medication or a dangerous interaction due to other aspects of a patient’s health and treatment situation. An example could be vitamin or herbal supplements the patient has not disclosed as part of the medication reconciliation process.One way to communicate the need for quality improvements, and your plans for achieving specific improvements, is through a presentation poster. This type of communication tool is used both in the work place and at professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

SHOW LESS

The assessment will be built around creating a professional and compelling poster to present a quality improvement project that may have grown out of your change initiative in the second assessment.

Who will be the primary audience of your poster? Who might be the wider, or outreach, audience that will be relevant to consider when creating your poster?

What details or information will be most important and compelling to your audiences?

How might you craft the design of your poster so that it better speaks to your audiences?

What steps might a nurse take to implement best practice changes in a care setting while respecting the multidisciplinary team?

What does each member bring to the care of the client or community?

How might recognizing the contributions of the multidisciplinary team help build buy-in or collaboration?

Why is buy-in important to the success of a quality improvement project?

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The

MSN-FP6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Library Guide

can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.Assessment

House, M., Stephens, K. P., Whiteman, K., Swanson-Biearman, B., & Printz, M. (2016).

Cardiac medicine 30-day readmission reduction strategies: Do improved discharge transitions decrease readmissions?

Medsurg Nursing, 25

(4), 251–254.

Rajasekhar, P. T., Rees, C. J., Nixon, C., East, J. E., & Brown, S. (2016).

Factors influencing change in clinical practice: A qualitative evaluation of the implementation of the quality improvement in colonoscopy study

.

International Journal of Health Care Quality Assurance, 29

(1), 5–15.

Audience and Engagement

Moore, S., & Stichler, J. F. (2015).

Engaging clinical nurses in quality improvement projects

.

The Journal of Continuing Education in Nursing, 46

(10), 470–476.

Biopsychosocial

de Carvalho, C. G., & Magalhães, S. R. (2013).

Who cares for the caregiver: Key factors that affect the health of nursing professionals, a biopsychosocial view

.

Revista de Pesquisa, Cuidado é Fundamental Online, 5

(3), 122–131.

Pathophysiology

Williams, L., Rycroft-Malone, J., & Burton, C. R. (2016).

Implementing best practice in infection prevention and control. A realist evaluation of the role of intermediaries

.

International Journal of Nursing Studies, 60,

156–167.

Pharmacology

Dike, S. N., Johnston, P. A., Ogunmakin, T. D., Pokluda, M. D., Shank, L. A., Yates, J. L., . . . Payne, L. (2014).

Implementing a standardized home chemotherapy spill kit: A nurse-led interprofessional approach to best practice

.

Clinical Journal of Oncology Nursing, 18

(6), 650–653.

Quality Improvement and Best Practices

Ishii, L. E. (2013).

Closing the clinical gap: Translating best practice knowledge to performance with guidelines implementation.

Otolaryngology–Head and Neck Surgery, 148

(6), 898-901.

Taylor, J. (2016).

Continuous improvement in clinical care

.

British Journal of Nursing, 25

(18), S41.

Woodhouse, L. D., Toal, R., Nguyen, T., Keene, D., Gunn, L., Kellum, A., . . . Livingood, W. C. (2013).

A merged model of quality improvement and evaluation: Maximizing return on investment

.

Health Promotion Practice, 14

(6),885–892.

Course File

Guiding Questions: Quality Improvement Presentation Poster [DOC]

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Scenario

For this assessment, you may take one of two approaches:

The first is to build upon the clinical issue that was the focus of your Change Strategy and Implementation assessment, and turn it into a full, organization- or community-wide quality improvement initiative.

The second is to identify a new issue related to a biopsychosocial (BPS) clinical issue, or a clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Resources section for the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting.

As a master’s level nurse, your specific focus is on reviewing the implications of the data relevant to the clinical issue you are trying to address. Once you research this, review the aggregate data, and understand the BPS considerations relevant to the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.Instructions

Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.Abstract Requirements

Your abstract should be 100–250 words.

It should summarize the key information in your poster.

Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.

Poster Requirements

Your poster should include the following sections:

Quality Improvement Methods.

Evidence Supporting QI Methods.

Change Strategy Foundation.

Interprofessional Team Benefits.

Overall Project Benefits.

There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them. You may also want to read the Quality Improvement Presentation Poster scoring guide and the Guiding Questions: Quality Improvement Presentation Poster document to better understand how each grading criterion will be assessed.

Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.

Evaluate specific evidence that supports the quality improvement methods proposed.

Explain how the project is grounded in successful change strategies.

Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.

Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 3 Example [PPTX]

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Additional Requirements

Length of submission:

Abstract: 100–250 words. Your abstract should be succinct and precise.

Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.

Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.

APA formatting: Resources and citations are formatted according to current APA style.

PLEASE FOLLOW ALL INSTRUCTIONS CLOSELY. USE INFORMATION FROM THE PREVIOUS DOCUMENT PROVIDED. ALSO ENSURE TO USE THE REFERENCES AND YOU MAY USE ADDITIONAL REFERENCES. THIS SHOULD GO WITH THE PREVIOUS ASSIGNMENT YOU DID. I HAVE INCLUDED AN EXAMPLE OF A POSTER FOR THIS ASSIGNMENT, AS A GUIDE TO HOW IT SHOULD GO BASICALLY.

PLEASE FOLLOW AND MEET EACH OF THE CRITERIA BELOW:

Proposes quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration. Acknowledges potential difficulties and discusses how those challenges will be met.

Evaluates specific evidence that supports the quality improvement methods proposed. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).

Explains how the project is grounded in successful change strategies. Acknowledges potential difficulties and discusses how those challenges will be met.

Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project. Identifies assumptions upon which the analysis is based.

Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience. The structure of the communication enables the audience to grasp complex concepts and encourages buy-in.

Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors.

Abstract
The underdiagnosis and the undertreatment of comorbidities of chronic obstructive pulmonary disorder (COPD) such as anxiety and depression are key issues in
pulmonary care. Typically, primary care involves addressing physical health issues, such as COPD, which have a significant impact on patients. However, this does
not adequately account for the overall well-being of patients. Anxiety and depression may have negative impact on patients’ quality of life and are likely to impede
their ability to recover (Pooler & Beech, 2014). To address this, it is necessary to provide patients with access to mental health facilities. The change strategy proposed
in this presentation is to provide cognitive behavior therapy (CBT) to patients by mental health professionals. Organizations could also train their nurses in CBT or
hire nurses who are trained in CBT. The Deming Cycle, or the Plan-Do-Check-Act (PDCA) cycle, could be used to evaluate the efficacy of the strategy. The PDCA
cycle would ensure that the change strategy is adequately evaluated in terms of whether it improves patients’ quality of life and their ability to cope both mentally and
physically with COPD, anxiety, and depression.
Quality Improvement Presentation Poster
Learner’s Name
Capella University
Biopsychosocial Concepts for Advanced Nursing Practice I
Quality Improvement Presentation Poster
April, 2019
Interprofessional Team Benefits
Quality Improvement Methods
•
•
•
•
•
•
•
Quality improvement is the betterment of the desired outcomes of any existing process. Typically, this
would require prior understanding of the process and aspects of it that require improvement. The
PDCA cycle is one of the tools used in quality improvement (Pietrzak & Paliszkiewicz, 2015).
Once an area of improvement is identified, it is necessary to provide a plan of action to enhance the
outcomes in that area. Primary care largely focuses on the physical health of patients. In pulmonary
care, physicians and nurses typically focus on the physical symptoms that patients experience.
However, COPD patients are often underdiagnosed and are undertreated for anxiety and depression
(Pooler & Beech, 2014). These issues tend to impede patient recovery and deteriorate quality of life
and health care outcomes.
After an area of improvement is identified, the plan of action would address the issue of insufficient
care by providing COPD patients with adequate access to mental health facilities.
Once the plan of action is set, the next step is implementation. This is the “do” stage of the Deming
Cycle. During this stage, it is necessary to execute the plan on a small scale to record its results and
evaluate its efficacy.
The effects of the change implemented are then evaluated during the “check” stage of the PDCA cycle
(Pietrzak & Paliszkiewicz, 2015). The key question to be asked at this stage is whether the change
does what it purports to do. If it does, would the change positively affect patients’ recovery and
capacity to self-manage their condition?
Based on the evaluation during the “check” stage, the quality improvement method is modified, and
the cycle is repeated if the implemented change does not match the expected outcome. If the change
proves to be effective, the quality improvement method is standardized and documented (Pietrzak &
Paliszkiewicz, 2015).
Limitations of the PDCA Cycle
•
•
•
•
The PDCA cycle itself cannot guarantee quality improvement. The process of achieving a solution is
slow and may not be linear. The cycle focuses on learning and taking informed actions. Adapting the
cycle to different problems may not be simple and may require extensive skills and knowledge (Reed
& Card, 2015).
Insufficient planning may lead to failure in achieving desired results (Reed & Card, 2015).
Strategies of the PDCA cycle also require scenarios that are not necessarily realistic (Pietrzak &
Paliszkiewicz, 2015). When applied to realistic scenarios, these strategies could lead to failure,
thereby creating more problems or adding to existing ones.
To arrive at a solution to a problem, the four-step process has to be repeated several times. An iterative
process could result in slow progress (Kliem, 2015). Therefore, the cycle may be ineffective at
achieving swift results in emergencies (Reed & Card, 2015).
•
•
Overall Project Benefits
•
•
•
•
•
•
In health care, quality improvement comprises continuous, combined efforts by patients,
professionals, researchers, and institutes to improve processes toward better patient care, health care
outcomes, systems of care, and professional development (Carvalho, Jun, & Mitchell, 2017).
The Deming Cycle, or the PDCA cycle, is a useful tool for quality improvement as it focuses on the
creation of a plan followed by its execution and the evaluation of its results. By following this process,
organizations can identify the shortcomings of the assumptions that their change strategies are based
on and rectify those shortcomings. The PDCA cycle also provides a structure for teams to initiate
change from within the system. The framework of the PDCA cycle ensures that the objective of any
change process is within sight at all times and that the improvement that a process achieves is visible
(Donnelly & Kirk, 2015).
The evidence from the studies cited here indicates that an interprofessional approach that caters to
COPD patients’ physical and psychological needs would improve their quality of life and aid their
ability to self-manage and thereby recover from both issues.
Using the Deming Cycle, physicians, nurses, and mental health professionals could evaluate the
outcomes of implementing a CBT program for COPD patients.
After the evaluation, if the quality improvement method suggested is found to result in optimal
outcomes, the process could be standardized. If the outcomes are found to be suboptimal, then the
process could be amended, and the Deming Cycle would begin again to ensure that quality
improvement is an ongoing process.
By ensuring that quality improvement is an ongoing process, patients will receive care that is
continuous and of high quality, and teams will be able to develop better communication and
cooperation among themselves. Further, through a collaborative approach, physicians, nurses, and
mental health professionals could identify gaps in patient safety during the implementation of change
strategies.
Knowledge Gaps and Unknowns
References
•
Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease:
The role of the interprofessional approach. International Journal of Chronic Obstructive
Pulmonary Disease, 10(1). 1225–1232.
Carvalho, F., Jun, G. T., & Mitchell, V. (2017). Participatory design for behaviour change: An integrative
approach to healthcare quality improvement. Paper presented at IASDR 2017 Proceedings, 7th
International Congress of the International Association of Societies of Design Research, Cincinnati,
OH.
Coury, J., Schneider, J. L., Rivelli, J. S., Petrik, A. F., Seibel, E., D’Agostini, B., . . . Coronado, G. D.
(2017). Applying the Plan-Do-Study-Act (PDSA) approach to a large pragmatic study involving
safety net clinics. BMC Health Services Research, 17(411).
Donnelly, P., & Kirk, P. (2015). Use the PDSA model for effective change management. Education for
Primary Care, 26(4), 279–281.
Heslop, K., Newton, J., Baker, C., Burns, G., Carrick-Sen, D., & De Soyza, A. (2013). Effectiveness of
cognitive behavioural therapy (CBT) interventions for anxiety in patients with chronic obstructive
pulmonary disease (COPD) undertaken by respiratory nurses: The COPD CBT CARE study:
(ISRCTN55206395). BMC Pulmonary Medicine, 13(1).
Howard, C., & Dupont, S. (2014). ‘The COPD breathlessness manual’: A randomised controlled trial to
test a cognitive-behavioural manual versus information booklets on health service use, mood and
health status, in patients with chronic obstructive pulmonary disease. npj Primary Care Respiratory
Medicine, 24.
Kliem, R. L. (2015). Managing Lean Projects. Boca Raton, FL: CRC Press.
Pietrzak, M., & Paliszkiewicz, J. (2015). Framework of strategic learning: The PDCA cycle. Management,
10(2), 149–161.
Pooler, A., & Beech, R. (2014). Examining the relationship between anxiety and depression and
exacerbations of COPD which result in hospital admission: A systematic review. International
Journal of Chronic Obstructive Pulmonary Disease, 9(1), 315–330.
Reed, J. E., & Card, A. J. (2015). The problem with Plan-Do-Study-Act cycles. BMJ Quality & Safety,
25(3), 147–52.
•
•
•
If the data received from the check phase is misinterpreted, people may arrive at inaccurate
conclusions, leading to incorrect actions (Reed & Card, 2015).
In research conducted by Coury et al. (2017), it was found that when the PDCA Cycle is applied
before a clinical intervention is fully implemented, the focus of the improvement process is likely to
shift.
In the same research by Coury et al. (2017), it was observed that several clinicians commonly found it
challenging to measure the success of the PDCA cycle using the electronic medical record tools
available.
The cycle also focuses on observing and rectifying errors. It does not predict errors.
Change Strategy Foundation
•
Evidence Supporting QI Methods
The change strategy proposed here would involve teams of physicians, nurses, and mental health
professionals.
These three teams would work together to coordinate the patient’s treatment. This would require
consistent communication and cooperation between the teams.
Through an interprofessional collaboration, the teams would identify gaps in patient safety and
improve coordination in implementing change strategies (Amalakuhan & Adams, 2015).
•
•
Patients who suffer from COPD are often comorbid with anxiety and depression. These conditions are
likely to impede their recovery (Pooler & Beech, 2014). For instance, shortness of breath is a
symptom that is common to both COPD and anxiety and can be distressing for the patient. A COPD
patient who also presents with anxiety might interpret shortness of breath in an exaggerated manner,
associating it with an inability to breathe or imminent death (Heslop et al., 2013).
If a COPD patient’s anxiety or depression is left untreated, it can significantly impact his or her
compliance with COPD treatment. Anxiety and depression can affect a patient’s cognitive functioning
and his or her ability to self-manage the condition (Pooler & Beech, 2014).
According to research conducted by Howard and Dupont (2014), COPD patients who received
treatment for anxiety and depression coped with physical and mental conditions much better than
patients who do not receive treatment.
Potential Challenges
•
•
COPD patients require access to therapists trained in CBT. It might be difficult to conduct one-on-one
sessions for every patient; therefore, organizations could train their nurses in CBT or hire nurses who
are trained in CBT.
Helping COPD patients achieve sustainable improvement in quality of life, functioning, and general
physical condition can be challenging. Group therapy sessions can help patients talk about and cope
with both physical and psychological issues. Providing COPD patients with access to CBT along with
their regular treatments is likely to improve their quality of life and capacity to self-manage their
condition (Pietrzak & Paliszkiewicz, 2015; Pooler & Beech, 2014).
Running head: OBESITY AND HYPERTENSION
Obesity and Hypertension
NAME
INSTRUCTOR
UNIVERSITY
3-28-21
OBESITY AND HYPERTENSION
2
Obesity and Hypertension
Obesity and hypertension are severe health problems with far-reaching health and
economic implications. Research has shown that the number of individuals with obesity has
increased dramatically over the years (Rutledge et al., 2018). Obesity and hypertension have
many different detrimental health effects. In fact, obesity and hypertension are among the
leading causes of increased mortality and morbidity rates worldwide. Obesity and hypertension
in patients are known to have significant impact on both psychological and physical health.
Obese patients are likely to experience the problem of fatigue and shortness of breath with
activity. Obese patients are also at risk of having a massive headache, metabolic imbalance
syndrome, as well as many other health-related complications. According to Kaur (2014),
essential hypertension is frequently associated with several metabolic abnormalities, of which
obesity, glucose intolerance, and dyslipidemia are the most common. There is no doubt that
obesity and hypertension pose an alarming burden on patients and society at large due to the lack
of a proper treatment plan and inadequate access to healthcare services. In this respect, effective
management of obesity and hypertension relies mainly on the availability of an appropriate
treatment plan and an individual’s ability to reach and access healthcare providers in a timely
manner. Therefore, the purpose of this paper is to develop a data table that accurately reflects the
current and desired states of the clinical outcomes and proposes change strategies that will help
to achieve the desired state of one or more clinical outcomes.
Data Table
Current Outcomes
Change Strategies
Expected Outcomes
Patients with obesity and
In order to ensure that obese
Patients who have obesity
hypertension struggle with
patients receive the care they
and hypertension will have
OBESITY AND HYPERTENSION
3
the issue of limited access to
need and adhere to the
adequate access to quality
healthcare services.
developed treatment plan,
healthcare services. They will
They do not have an
specific measures are
also be able to understand
appropriate treatment plan to
necessary:
what their treatment plans
help them manage their
entail and the need to adhere
•
Healthcare
conditions, hence;
to the treatment plan:
professionals should
•
be made available for
and hypertension are
patients with obesity
and hypertension will
more likely to develop
and hypertension.
be able to understand
The health
why they need to
conditions.
professionals handling
engage in physical
Obesity and
patients with obesity
exercises.
hypertension make an
and hypertension
individual more likely
should develop an
participate in their
to have serious
appropriate treatment
treatment plan
metabolic
plan.
actively.
a host of severe health
•
abnormalities.
•
•
Patients with obesity
•
•
What is more,
•
•
Patients with obesity
They will be able to
They will also be able
In particular, patients
healthcare
to differentiate
such as James are at
professionals should
between healthy food
risk for metabolic
be trained on the need
choices and unhealthy
imbalance syndrome.
to develop a suitable
ones.
treatment plan.
OBESITY AND HYPERTENSION
•
•
They are also likely to
4
•
Patients with obesity
•
Additionally, the
suffer from a massive
and hypertension
patients will be able to
headache later.
should be made aware
understand why they
According to Curry et
as to why they should
must monitor their
al. (2018), patients
constantly adhere to
diets and maintain a
with obesity and
the developed
healthy weight.
hypertension are also
treatment plan (Kopp.
likely to have, but not
2019).
limited to, type 2
•
The treatment therapy
diabetes, stroke, and
should be coordinated
coronary heart
with the patient in
disease.
order to improve his
or her engagement in
the treatment plan.
Patients who
understand the
effectiveness of the
suggested treatment
plan through adequate
involvement are more
likely to achieve
greater health
OBESITY AND HYPERTENSION
5
outcome (Lopes,
2011).
•
Patients should be
informed of the kind
of foods they should
take to manage their
conditions effectively
(Kopp, 2019).
Justification of the Specific Change Strategies used to Achieve Desired Outcomes
Obesity and hypertension have continued to burden patients and society due to limited
access to quality healthcare services. Obesity remains a severe health problem because of the
lack of appropriate treatment plans and the fact that most patients are not actively involved in
their treatment plans. The first change strategy is vital because it helps ensure that all patients
have equal access to healthcare services, which will eventually help promote and maintain health
(Kopp, 2019). Making healthcare professionals available is key to reducing and preventing
complications associated with obesity and hypertension. Most importantly, ensuring increased
access to healthcare services improves the patient’s quality of life.
Training healthcare professionals on the need to develop a treatment plan for patients
with obesity and hypertension is essential because it equips them with the skills required to
effectively manage obesity (Leggio et al., 2017). Also, helping patients understand why they
should strictly adhere to the developed treatment plan is essential because it equips patients with
OBESITY AND HYPERTENSION
6
knowledge and skills concerning how best they can manage their conditions and improve their
overall health.
Coordinating the treatment therapy with patients is crucial because it informs them of the
need to be actively involved in their health. The final change strategy, which is about informing
patients of the right food choices, is important because it improves their understanding of a
healthy lifestyle (Leggio et al., 2017).
How The Change Strategies will lead to Quality Improvement with Regard to Safety and
Equitable Care
The change strategies will lead to quality improvement regarding safety and equitable
care by ensuring that obese patients have fair and just opportunities to manage their health
conditions effectively. Particularly, the strategies will lead to quality improvement by removing
obstacles to healthcare. Furthermore, the change strategies will lead to quality improvement by
streamlining healthcare services and ensuring improved service delivery. These changes will also
lead to quality improvement by improving provision.
How Change Strategies will utilize Interprofessional Considerations to ensure
Successful Implementation
All the proposed change strategies are adopted and implemented by stakeholders, which
call for interprofessional considerations to ensure successful implementation. There are different
ways in which the proposed change strategies will utilize interprofessional considerations to
ensure successful implementation. The first change strategy can utilize interpersonal
considerations by making sure that the recruited healthcare professionals have the desired
qualities that will help in creating a conducive working environment where healthcare
professionals are free and able to cooperate and coordinate in ensuring that patients with
OBESITY AND HYPERTENSION
7
hypertension and obesity are provided with quality healthcare services. Also, the change strategy
that calls for development of an appropriate treatment plan for patients with obesity and
hypertension by the healthcare professionals can use interpersonal considerations to ensure
successful implementation by ensuring that the ideas and opinions of healthcare professionals
within the healthcare environment are considered. Considering the ideas and opinions of all
healthcare professionals within the healthcare environment helps in enhancing the adoption and
appreciation of the developed treatment plan. When healthcare professionals appreciate a
developed treatment plan, they are likely to deliver high quality healthcare services because they
will have higher motivation because of the knowledge that the treatment plan reflects on their
ideas.
Additionally, the change strategy that advocates for provision of additional training to
healthcare professionals will utilize interprofessional considerations to ensure successful
implementation by ensuring that healthcare professionals are given the opportunity to learn
together. The opportunity to learn together can help the professionals to interact and build
positive relationships that can enhance their performance through improved coordination and
cooperation. The change strategy that calls for enhancing patient understanding of obesity and
hypertension can utilize interprofessional considerations to ensure successful implementation by
creating a conducive learning environment for the patients where every patient is able to
optimally gain from the process.
Conclusion
In conclusion, a data table has been provided with accurate data reflecting the current and
desired states of clinical outcomes with additional data improving clarity on the topic. Change
strategies were proposed to help achieve these desired outcomes. Specific change strategies were
OBESITY AND HYPERTENSION
justified to achieve desired outcomes. An explanation for how these change strategies will lead
to quality improvement regarding safety and equitable care were mentioned, along with the
utilization of interprofessional considerations to ensure successful implementation.
8
OBESITY AND HYPERTENSION
9
References
Curry, S. J., Krist, A. H., Owens, D. K., Barry, M. J., Caughey, A. B., Davidson, K. W., … & US
Preventive Services Task Force. (2018). Behavioral weight loss interventions to prevent
obesity-related morbidity and mortality in adults: US Preventive Services Task Force
recommendation statement. Jama, 320(11), 1163-1171.
Kaur J. (2014). A comprehensive review on metabolic syndrome. Cardiology research and
practice, 2014, 943162. https://doi.org/10.1155/2014/943162 (Retraction published
Cardiol Res Pract. 2019 Jan 31;2019:4301528
Kopp, W. (2019). How western diet and lifestyle drive the pandemic of obesity and civilization
diseases. Diabetes, metabolic syndrome and obesity: targets and therapy, 12, 2221.
Leggio, M., Lombardi, M., Caldarone, E., Severi, P., D’emidio, S., Armeni, M., … & Mazza, A.
(2017). The relationship between obesity and hypertension: an updated comprehensive
overview on vicious twins. Hypertension Research, 40(12), 947-963.
Lopes, O. (2011). Accuracy of diagnosis of the defining characteristics of ineffective family
therapeutic regimen management. Acta paul enferm, 24(2), 219-24.
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