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NRS-493 Professional Capstone and Practicum Project Papers

NRS-493 Professional Capstone and Practicum Project Papers

NRS-493 Professional Capstone and Practicum Project Papers

NRS-493 Professional Capstone and Practicum Project Papers

NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I

The first step in developing an evidence-based, practice change proposal is to identify an issue or problem that is significant to nursing practice. In this topic, students will examine a health care clinical problem or an organizational issue and its implications to nursing practice.

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Objectives:

  1. Create a plan for successful completion of the course.
  2. Integrate reflective practice in the form of a reflective journal.
  3. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.

Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence-Based Practice

Read “Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence-Based Practice,” by Stillwell, Fineout-Overholt, Melnyk, and Williamson, from American Journal of Nursing (2010).

URL:
https://journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step_by_Step__Asking_the.28.aspx

Evidence-Based Practice: The Future of Nursing and the Role of Nurse

Read “Evidence-Based Practice: The Future of Nursing and the Role of Nurse,” by Jyothi, from International Journal of Nursing Education (2012). NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I

URL:
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104394666&site=eds-live&scope=site

Evidence-Based Practice: Share the Spirit of Inquiry

Read “Evidence-Based Practice: Share the Spirit of Inquiry,” by Arzouman, from MEDSURG Nursing (2015).

URL:
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsovi&AN=edsovi.00008484.201507000.00001&site=eds-live&scope=site

Guidelines for Undergraduate Field Experiences

Review the Guidelines for Undergraduate Field Experiences, located in the Student Success Center. This material contains important information for your clinical experience and the evaluation process.

Optional: GCU Library Webinars

For additional information, the following is recommended:

Review the webinar information offered by the GCU Library. From the “Webinars and Workshops: Webinar Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection. Webinar participation is optional.

URL:
http://libguides.gcu.edu/webinars

NRS-493 Individual Success Plan

Review the “NRS-493 Individual Success Plan” resource to familiarize yourself with the requirements for the Individual Success Plan (ISP) assignment in this topic.

Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities beyond their employment in a clinical practice setting. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available in an organizational setting, in the community, or nationally.

This submission should include how you were involved and contributions made to interdisciplinary initiatives. In Topic 10, students will submit a summary report of the scholarly activity and their involvement in any interdisciplinary initiatives. Students must use the “Scholarly Activity Summary” resource to guide this assignment.

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Pleas euse the list from the ISP.

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information Practice Setting
Name:
E-mail:
Phone Number:

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.     Individual Success Plan

2.     Reflection Journal Entry

 1.     List of potential topics for the change proposal
Topic 2 1.     Topic Selection Approval Paper

2.     Reflection Journal Entry

 1.     Search the literature for supporting journal articles

2.     Summary of topic category; community or leadership
Topic 3 1.     PICOT Question Paper

2.     Reflection Journal Entry

 1.     List of objectives
Topic 4 1.     Literature Evaluation Table

2.     Reflection Journal Entry

 1.     List of measurable outcomes
Topic 5 1.     Reflection Journal Entry 1.     Summary of the strategic plan

2.     Midterm Evaluation Tool
Topic 6 1.     Literature Review Table

2.     Reflection Journal Entry

 1.     List of resources
Topic 7 1.     Reflection Journal Entry 1.     Summary of the evaluation plan

2.     Remediation-if required
Topic 8 1.     Benchmark Written Capstone Project Change Proposal

2.     Reflection Journal Entry
Topic 9 1.     Reflection Journal Entry 1.     Professional Presentation
Topic 10 1.     Finalized ISP

2.     Scholarly Activity Summary

3.     Benchmark-Reflection Journal Summary

 1.     Summary of presentation

2.     Final Clinical Evaluation Tool

3.     Practice Clinical Evaluation Tool-Agency

4.     Practice Clinical Evaluation Tool-Preceptor

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

Tasks – NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I

Individual Success Plan (ISP)

  

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

Capstone Change Project Topics – NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I

Work with your preceptor to perform a needs assessment of the organization and community for your practicum. Review the needs assessment to identify possible project topics. In preparation for the capstone change project proposal, compile a list of three to five possible topics for your project and submit to the assignment instructor in LoudCloud.

You are not required to submit this assignment to LopesWrite.

Professional Capstone and Practicum Reflective Journal

  

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I

You are not required to submit this assignment to LopesWrite.

Topic 1 DQ 1

  

Identify two GCU Library scholarly databases that will help you find the best research articles to support your capstone project change proposal. Discuss why these two databases are better than Google Scholar or a general Internet search.

NRS-493 Topic 1 Identification of issue Significant to Nursing Practice I Topic 1 DQ 2

  

The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020.  According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which identified barriers may be addressed.

NRS 493 Literature Evaluation Table Example

Student Name:

Change Topic (2-3 sentences):

Criteria Article 1 Article 2 Article 3 Article 4
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of diabetes research, 2019. https://doi.org/10.1155/2019/1073131

 

 Nassar, C. M., Montero, A., & Magee, M. F. (2019). Inpatient diabetes education in the real world: an overview of guidelines and delivery models. Current diabetes reports, 19(10), 1-8. https://doi.org/10.1007/s11892-019-1222-6

 

 Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International journal of environmental research and public health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323

 

 Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programs: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142. https://doi.org/10.1016/S2213-8587(17)30239-5
Article Title and Year Published

 

 Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China, 2019 Inpatient diabetes education in the real world: an overview of guidelines and delivery models, 2019 Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes, 2019 Diabetes structured self-management education programs, 2018
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 Is a simple outpatient diabetes self-management education program effective? Do hospitals face challenges in delivering inpatient diabetes education with the increase in readmission and hospitalizations? How does applying customized diabetes management programs through pattern management affect individual self-care behaviors and self-efficacy in patients with type two diabetes mellitus? What improvements have been seen in self-management diabetes education programs during the last two decades?
Purposes/Aim of Study Assessing the effectiveness of a simple outpatient diabetes self-management education program  

Providing an overview of the current state of inpatient diabetes education using the existing guidelines and education models.

 Investigating the effect of applying customized diabetes education programs on patients’ self-care behaviors and self-efficacy. Assessing the improvement in self-management diabetes education programs.
Design (Type of Quantitative, or Type of Qualitative)

 

 Single-blinded randomized control study Summary overview of the existing diabetes education models. Nonequivalent control group pretest-protest design Narrative review.
Setting/Sample

 

 60 patients in an outpatients department Xiangya Hospital, Central South University Diabetes-Specialty care models and diabetes-non-specialty care models were reviewed Type 2 diabetes patients of age 18-70 who visited the hospital between March 2017 and September 2017 Existing self-management diabetes education programs
Methods: Intervention/Instruments

 

 Two-group experimental design was used.  Diabetes Education models Summary review pretest-posttest design to test the effects of PM-based diabetes education utilizing CGMS results of patients with diabetes Systematic reviews of diabetes self-management education programs done between 2012 and 2017
Analysis

 

 SDSDA, PAID, FBG, postprandrial2 h

blood glucose, and HbA1c tests were all performed to evaluate

the effects of interventions for both groups before and

After three months.

 The existing inpatient diabetes education models were discussed in line with their reported outcomes The effects on self-efficacy and self-care behavior were analyzed using ANOVA. Collected data was analyzed using SPSS version 22 Analysis of the evidence-based reports of the articles reviewed.
Key Findings

 

 For the control group, Scores of the diabetes self-care activities significantly improved in the intervention group after the intervention Inpatient diabetes education should provide survival skills for self-management upon discharge until more outpatient education is provided. Positive changes in self-care behavior were observed. Self-care behaviors improved after diabetes education programs There is an increase in self-empowerment in self–management diabetes education models. There is an integration of psychosocial models in diabetes education.
Recommendations

 

 Diabetes self-management education can improve psychological conditions and glycemic control in T2DM. Both diabetes specialty care models and diabetes non-specialty care models can be used successfully for inpatient diabetes education. Customized diabetes education programs specific to each patient’s characteristics should be developed. Psychosocial issues and communication should be considered in self-management education.
Explanation of How the Article Supports EBP/Capstone Project

 

 The article provides evidence of the impact of education on patients with type 2 diabetes. The article shows that well-structured education is the basis of patient responsibility and increases patient self-management. The article provides an overview of inpatient patient education. It shows the superiority of structured education to other forms of patient education. It also alternatives for patient education. The article introduces the importance of education in increasing self-efficacy and self-management. It supports that patient education is the best intervention to improve self-efficacy and self-management because diabetes care is highly dependent on patients’ interventions. The study shows that structured education programs utilizing nursing terminologies are the best interventions to deliver quality education. The standardized terminologies are vital in covering patients’ differences

 

 

Criteria Article 5 Article 6 Article 7 Article 8
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 Ghisi, G. L. D. M., Seixas, M. B., Pereira, D. S., Cisneros, L. L., Ezequiel, D. G. A., Aultman, C., Sandison, N., Oh, P., & da Silva, L. P. (2021). Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study. BMC public health, 21(1), 1-16. https://doi.org/10.1186/s12889-021-11300-y

 

 

 Xu, G., Liu, B., Sun, Y., Du, Y., Snetselaar, L. G., Hu, F. B., & Bao, W. (2018). Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study. Bmj, 362. https://doi.org/10.1136/bmj.k1497

 

 Rahaman, H. S., Jyotsna, V. P., Sreenivas, V., Krishnan, A., & Tandon, N. (2018). Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Indian Journal of Endocrinology and Metabolism, 22(1), 74. https://dx.doi.org/10.4103/ijem.IJEM_148_17 Galaviz, K. I., Weber, M. B., Straus, A., Haw, J. S., Narayan, K. V., & Ali, M. K. (2018). Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose. Diabetes Care, 41(7), 1526-1534. https://doi.org/10.2337/dc17-2222

 
Article Title and Year Published

 

 Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study, 2021 Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study, 2018 Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose, 2018
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 Can there be a diabetes education program that is specifically applicable to Brazilians living with diabetes? How prevalent is diabetes type 1 and 2 among us adults? How effective is the foot care education module that the team had developed? Can LSM strategies implemented under real-world conditions lower diabetes risk and promote weight loss?
Purposes/Aim of Study Develop a diabetes patient education program applicable to the Brazilian population living with diabetes. Estimating the prevalence of diagnosed total diabetes type 1 and 2 in the U.S. general population and the proportion among U.S. adults. Assessing the effectiveness of a foot care education module the authors had developed. The purpose of this study was to synthesize global evidence on the impact of LSM strategies on diabetes incidence and risk factors in one parsimonious model.
Design (Type of Quantitative, or Type of Qualitative)

 

 Narrative of existing diabetes education programs Nationwide, population-based, cross-sectional survey Randomized controlled study Epidemiological study design
Setting/Sample

 

 Both inpatient and outpatient Brazilians living with diabetes. Diabetes patient educators National health interview survey 2016 and 2017. U.S. adults aged 20 and above 165 Adult patients diagnosed with Diabetes type 1 or 2 attending endocrinology from July 2015 to December 2016 PubMed, Embase, Cochrane Library, and ClinicalTrials.gov were searched for studies published between January 1990 and April 2015.
Methods: Intervention/Instruments

 

 Review of the development process of diabetes patient education programs. Data was collected through NHIS and standardized questionnaires. Block randomization was used to divide the patients into a control group and an intervention group Meta-analysis was used to obtain evidence of the effects
Analysis

 

 Best practices in diabetes education programs in Brazil and South America were analyzed using systematic reviews. Data was statistically analyzed using survey weights. Randomized control trials were used to analyze the effect of healthcare education on foot care knowledge and behavior in diabetes patients. random-effects meta-analysis techniques were applied to obtain a pooled pre/post mean difference for weight and glucose outcomes among intervention participants
Key Findings

 

 Development phases of a diabetes education program were explained. A program applicable to Brazilian patients was developed. The study provided benchmark estimates on the national prevalence of diagnosed type 1 diabetes (0.5%) and type 2 diabetes (8.5%) among U.S. adults. Among U.S. adults with diagnosed diabetes, type 1 and type 2 diabetes accounted for 5.6% and 91.2%, respectively. The module was effective. Persistent change in foot care behavior requires the patient to have reinforcement regularly. The study found that participants receiving an intervention had a 29% lower risk of developing diabetes, lost 1.5 kg more body weight, and reduced FBG by 0.09 mmol/L more than participants not receiving one.
Recommendations

 

  

The program’s effectiveness must be tested in the future as meeting individual needs requires sustained efforts.

 The study recommends further investigations into the disparities in the prevalence The study recommends further improvement on the diabetes patient education module Even though LSM strategies can succeed in diabetes prevention, the study recommends further studies in low-income countries.
Explanation of How the Article Supports EBP/Capstone

 

 The article shows the applicability and importance of education in diabetes care. The article provides evidence of increased self-management and better patient education after diabetes education, hence proving the project’s viability. The article provides data on the real-world prevalence of diabetes. It portrays it as a priority clinical problem. In addition, it recommends specific interventions such as mass awareness and patient education to reduce the diabetes healthcare burden. The article reviews the costs of diabetes. It also reviews its interventions and preventability. The article recommends rigorous public sensitization and patient education to prevent diabetes and its complications The article reviews the global diabetes prevention interventions. Diabetes education features as an essential intervention in the prevention and prognosis of diabetes.