NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

Training Session for Policy Implementation

To enhance the benchmark underperformance, a new policy guideline is presented by American Diabetes Association to address the HbA1c test shortfall (American Diabetes Association, 2022).  A training session for policy guideline implementation is critical in ensuring the successful adoption and integration of new policies. This training aims to provide a comprehensive understanding of the policy and its objectives that all diabetic patients receive HbA1c tests at regular intervals. Moreover, this training will equip the nurse group with the necessary knowledge and skills to implement the policy effectively. A well-designed training session can help to ensure that policy implementation is consistent, efficient, and aligned with the organization’s goals and values (Marc et al., 2018).

Promoting Buy-In and Preparing to Implement a New Policy with Guidelines

Successful implementation of new policies or policy changes depends on collaborative strategies. To address the underperformance of the HbA1c, foot, and eye tests, several evidence-based strategies can be used to work with nurses to encourage their buy-in and get them ready to implement a novel policy and related practice guidelines:

• Multimodal approach: Using various modes of communication, such as presentations, staff meetings, and peer education, to inform nurses and doctors about the new policy and guidelines for increasing the tests for diabetic patients can be effective. This approach can help provide information based on evidence and help nurses understand the importance of the change.
• Nurse empowerment: By allowing nurses to actively participate in peer education, lead the program, and take charge of the process, they feel more accountable and in control. This strategy can help promote buy-in and increase motivation and commitment to work.
• Consultation: Consulting nurses during the development of the training program, peer education facilitation/moderation, and measures to enhance foot, eye, and HbA1c testing can help involve them in the decision-making process and increase their sense of ownership (Van De Graaff et al., 2021).
• Relationship building: Establishing solid interpersonal relationships between clinical leaders and nurses can help promote buy-in. Leaders who listen to nurses’ concerns, help, and care for them can make them feel influential and respected.
• Incentives and recognition: Providing incentives and recognition for nurses implementing the new policy and guidelines can effectively measure early success. This can help encourage commitment and motivate them to continue working towards the goal (Jardien‐Baboo et al., 2020).

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

These research-supported strategies can efficiently encourage nurses’ buy-in and get each other ready to employ a new policy and related practice guidelines. It is important to remember that strong interpersonal relationships and effective communication are required for the strategy to be successful. By utilizing these strategies, Mercy Medical Center can improve performance on the benchmark underperformance of HbA1c testing, foot, and eye exams, leading to better health outcomes for diabetic patients (Spigel et al., 2022).

Efficacy and Early Success of Strategies

 The efficacy of these strategies is supported by research showing that involving nurses in policy development, providing training and support, offering incentives, and monitoring and evaluation are effective ways to promote policy implementation in healthcare. Early success measures can include increased compliance with the policy and practice guidelines, improved patient outcomes, and increased staff satisfaction. These measures can be tracked through regular audits, surveys, and feedback from patients and staff (Brook et al., 2019).

Impact of New Policy and Practice Guidelines

 Implementing the increased test policy and practice guidelines at Mercy Medical Center will significantly impact nurses’ daily routines and responsibilities. Nurses must ensure that all diabetic patients receive HbA1c tests regularly and educate patients on the importance of monitoring blood glucose levels regularly. The training of healthcare professionals on how to use the results of HbA1c tests to adjust treatment plans will also require the time and effort of nurses (Petersen & Carlsson, 2021).

Moreover, the policy will require nurses to document and report the results of HbA1c tests and foot and eye exams to ensure compliance with the practice guidelines. Nurses must also collaborate with other healthcare professionals to develop patient education programs and ensure successful implementation (Petersen & Carlsson, 2021). While implementing the policy may require additional time and effort for nurses, the policy’s long-term effects will benefit patients and healthcare professionals. Regularly monitoring blood glucose levels through HbA1c tests will allow for better management of diabetes, reducing the risk of complications and improving patient outcomes. Additionally, patient education programs will promote patient empowerment and increase patient adherence to treatment plans (Duane et al., 2020; American Diabetes Association, 2022).

To ensure successful implementation, Mercy Medical Center can monitor nurses’ compliance with the practice guidelines and provide ongoing education and support for nurses to ensure they have the knowledge and skills necessary to comply with the policy. Regular assessments of patient outcomes can also provide early indications of the increased testing policy’s effectiveness. They will also allow adjustments required to ensure the best patient outcomes (Vaiyapuri et al., 2023).

Importance of Policy and Practice Guidelines for Nurses

Implementing the new policy and practice guidelines related to the underperformance of HbA1c testing and foot and eye exams at Mercy Medical Center is crucial for improving the quality of care for diabetic patients. As nurses, our role in this is critical since we are the ones who provide direct care to the patients (Pollock et al., 2021). Regular HbA1c testing monitors blood glucose levels and helps adjust treatment plans accordingly. Foot and eye exams are also crucial in identifying and preventing complications that can arise from diabetes. By implementing these policies and guidelines, Mercy Medical Center will ensure that all diabetic patients receive the necessary testing and care, ultimately leading to better outcomes and improved quality of care (Peters, 2022).

NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

As healthcare professionals, our primary goal is to provide the best possible care to our patients, and implementing these policies and guidelines will help us achieve that. Through regular testing and monitoring, we can identify potential complications early and take appropriate measures to prevent them. This will improve patient outcomes and reduce healthcare costs associated with treating complications that could have been prevented (Hessels et al., 2019). Additionally, patient education programs on the importance of HbA1c tests and monitoring blood glucose levels will empower patients to manage their health actively. This will encourage greater adherence to treatment programs, which will result in better outcomes (Jing et al., 2020).

Role of Nurses in Policy Implementation

Nurses play a vital role in implementing new policies and practice guidelines as they are the ones who are directly involved in patient care. In the case of the proposed policy and practice guidelines for regular HbA1c testing and foot and eye exams for diabetic patients, nurses are crucial in ensuring that these procedures are carried out correctly and consistently. They are responsible for educating patients on the importance of these tests and monitoring their progress (Heinen et al., 2019).

An empowering future vision for nurses could be one where they are recognized as key players in improving the quality of care and outcomes for diabetic patients. Nurses can take pride in their role as educators and advocates for their patients, helping them understand the importance of regular testing and adjusting their treatment plans accordingly. By working collaboratively with other healthcare professionals, nurses can ensure that the policy and practice guidelines are effectively implemented, leading to improved patient health outcomes and a sense of professional fulfillment for themselves (Harley et al., 2019; Poorchangizi et al., 2019).

Appropriate Materials for a Training Session

 To create a practical training session for nurses on the new policy and practice guidelines related to benchmark underperformance of HbA1c testing, foot and eye exam, the following instructional content, learning activities, and materials could be included:

• Outline of the principles for policy and practice: A brief introduction to the new policy and practice guidelines should be provided, highlighting the key objectives and outcomes. This will help nurses to understand the purpose of the training and the importance of the policy (Li et al., 2019).
• Interactive lectures: Interactive lectures can provide detailed information about the policy and practice guidelines. Courses can be supplemented with multimedia materials, such as videos and slideshows, to enhance understanding and engagement (Kaneko & Lopes, 2019).
• Case studies and scenarios: Real-life scenarios can help nurses apply policy and practice guidelines to their daily work. This will help them to understand how to identify patients who require HbA1c tests, foot and eye exams, and how to adjust treatment plans based on the test results (Li et al., 2019).
• Hands-on practice: Hands-on practice with medical equipment and technology can help nurses develop the skills to implement policy and practice guidelines. This can include practicing blood glucose monitoring, foot, and eye exams, and using electronic health records for documentation (Kumah et al., 2021).
• Group discussions: Group discussions can encourage participation and collaboration among nurses. This will help them to share their experiences, challenges, and best practices for implementing the policy and practice guidelines (Kumah et al., 2021).
• Role-plays: Role-plays can simulate patient interactions and help nurses develop communication skills when explaining the importance of HbA1c tests and foot and eye exams to patients (Kaneko & Lopes, 2019).
• Post-training evaluation: A post-training evaluation can be conducted to measure the effectiveness of the training and identify areas for improvement (Kaneko & Lopes, 2019).
• NHS FPX 6004 Assessment 3 Training Session for Policy Implementation

The instructional content, learning activities, and materials have been selected based on their effectiveness in supporting education and skill development among nurses. Interactive lectures, case studies, hands-on practice, group discussions, and role-plays will help nurses develop a comprehensive understanding of the policy and practice guidelines and how to apply them in their daily work. The post-training evaluation will help to identify the success of the training and areas where improvement is needed. Overall, this training session aims to empower nurses to implement the new policy and practice guidelines confidently and effectively, improving patient outcomes and quality of care (Kumah et al., 2021).

Conclusion

The proposed policy and practice guidelines related to the benchmark underperformance of HbA1c testing, foot, and eye exams at Mercy Medical Center are crucial to improving the quality of care for diabetic patients. Nurses play a critical role in implementing these guidelines, and it is essential to involve them in the process and provide them with the necessary training and resources. Evidence-based strategies such as nurse empowerment, consultation, and multimodal approaches can effectively promote buy-in and prepare nurses to implement the new policy and associated practice guidelines. The training sessions should include various instructional content, learning activities, and materials that cater to nurses’ diverse learning needs and preferences. The success of the policy and practice guidelines can be measured through various indicators such as improved patient outcomes, increased compliance rates, and staff satisfaction. Effective policy implementation requires a collaborative effort between healthcare leaders and nurses, with a shared vision of improving patient care and outcomes.

References 

American Diabetes Association. (2022). Home | ADA. Diabetes.org. https://diabetes.org/ 

Brook, J., Aitken, L., Webb, R., MacLaren, J., & Salmon, D. (2019). Characteristics of successful interventions to reduce turnover and increase retention of early career nurses: A systematic review. International Journal of Nursing Studies, 91, 47–59. https://doi.org/10.1016/j.ijnurstu.2018.11.003 

Duane, B., Stancliffe, R., Miller, F. A., Sherman, J., & Pasdeki-Clewer, E. (2020). Sustainability in dentistry: A multifaceted approach needed. Journal of Dental Research, 99(9), 998–1003. https://doi.org/10.1177/0022034520919391 

Harley, A., Johnston, A. N. B., Denny, K. J., Keijzers, G., Crilly, J., & Massey, D. (2019). Emergency nurses’ knowledge and understanding of their role in recognizing and responding to patients with sepsis: A qualitative study. International Emergency Nursing, 43(43), 106–112. https://doi.org/10.1016/j.ienj.2019.01.005 

Heinen, M., Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75(11), 2378–2392. https://doi.org/10.1111/jan.14092 

Hessels, A. J., Paliwal, M., Weaver, S. H., Siddiqui, D., & Wurmser, T. A. (2019). Impact of patient safety culture on missed nursing care and adverse patient events. Journal of Nursing Care Quality, 34(4), 287–294. https://doi.org/10.1097/ncq.0000000000000378 

Jardien‐Baboo, S., van Rooyen, D. (R.M.), Ricks, E. J., Jordan, P. J., & ten Ham‐Baloyi, W. (2020). Integrative literature review of evidence‐based patient-centered care guidelines. Journal of Advanced Nursing, 77(5), 2155–2165. https://doi.org/10.1111/jan.14716 

Jing, J. L. J., Pei Yi, T., Bose, R. J. C., McCarthy, J. R., Tharmalingam, N., & Madheswaran, T. (2020). Hand sanitizers: A review on formulation aspects, adverse effects, and regulations. International Journal of Environmental Research and Public Health, 17(9), 3326. https://doi.org/10.3390/ijerph17093326 

Kaneko, R. M. U., & Lopes, M. H. B. de M. (2019). Realistic health care simulation scenario: What is relevant for its design? Revista Da Escola de Enfermagem Da USP, 53. https://www.scielo.br/j/reeusp/a/wcQrCdz4ZcXgQxC9vpHcrKJ/abstract/?lang=en 

Kumah, D. E. A., Bettany-Saltikov, D. J., van Schaik, D. P., & McSherry, D. R. (2021). Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: A document analysis at a university in England. Teaching and Learning in Nursing, 16(3). https://doi.org/10.1016/j.teln.2021.02.006 

Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51–57. https://doi.org/10.1016/j.nedt.2019.08.004 

Marć, M., Bartosiewicz, A., Burzyńska, J., Chmiel, Z., & Januszewicz, P. (2018). A nursing shortage – a prospect of global and local policies. International Nursing Review, 66(1), 9–16. https://doi.org/10.1111/inr.12473 

Peters, M. D. J. (2022). Addressing vaccine hesitancy and resistance for COVID-19 vaccines. International Journal of Nursing Studies, 104241. https://doi.org/10.1016/j.ijnurstu.2022.104241 

Petersén, C., & Carlsson, E. (2021). Life with a stoma—coping with daily life: Experiences from focus group interviews. Journal of Clinical Nursing, 30(15-16). https://doi.org/10.1111/jocn.15769 

Pollock, D., Davies, E. L., Peters, M. D. J., Tricco, A. C., Alexander, L., McInerney, P., Godfrey, C. M., Khalil, H., & Munn, Z. (2021). Undertaking a scoping review: A practical guide for nursing and midwifery students, clinicians, researchers, and academics. Journal of Advanced Nursing, 77(4), 2102–2113. https://doi.org/10.1111/jan.14743 

Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing, 18(1), 1–7. https://doi.org/10.1186/s12912-019-0351-1 

Spigel, L., Plough, A., Paterson, V., West, R., Jurczak, A., Henrich, N., Gullo, S., Corrigan, B., Patterson, P., Short, T., Early, L., Bridges, M., Pesek, E., Pizzitola, M., Davis, D., Kirby, K., Borduz, C., Shah, N., & Weiseth, A. (2022). Implementation strategies within a complex environment: A qualitative study of a shared decision‐making intervention during childbirth. Birth. https://doi.org/10.1111/birt.12611 

Vaiyapuri, S., Kadam, P., Chandrasekharuni, G., Oliveira, I. S., Senthilkumaran, S., Salim, A., Patel, K., de Almeida Gonçalves Sachett, J., & Pucca, M. B. (2023). Multifaceted community health education programs as powerful tools to mitigate snakebite-induced deaths, disabilities, and socioeconomic burden. Toxicon: X, 17, 100147. https://doi.org/10.1016/j.toxcx.2022.100147 

Van De Graaff, M., Hopkins, R. O., Gee, J., Beesley, S. J., Butler, J., Richards, T., Crowley, A., Lappe, D., & Brown, S. M. (2021). Partners in healing. Nursing, 51(11), 64–68. https://doi.org/10.1097/01.nurse.0000795328.29869.94