NR 716 Week 3 Discussion; The Practice Question - Heart failure

NR716 Analytic Method Week 3: The Practice Question Discussion Purpose The purpose of this discussion is to demonstrate your understanding of the practice question in a practice change project. Instructions Using your selected practice problem, the appraised quantitative research study used in Week 1, and the evidence-based intervention from the Week 1 research study, write a one-sentence practice question. Use the format tool (PICOT), Johns Hopkins Individual Evidence Summary Tool, and the quantitative research study used in Week 1 to determine if your practice question is feasible in a practice setting. Identify the evidence-based intervention from the study. Identify the specific patient population who would benefit from this intervention in a practice setting. Identify the outcomes specific to the evidence-based intervention. Describe all biophysiological measures, any surveys or questionnaires, and the timing the outcomes were measured. As an example, were the outcomes measured every other week? Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page: Link (webpage): DNP Discussion Guidelines Evidenced-based practice can be implemented using the PICOT format of systematically drafting the research question. The evidence-based practice competencies of cultivating inquiry and formulating population, intervention, outcome, and time (PICOT) questions are essential to quality improvement (McClinton, 2022). The model of evidence-based practice change is used because of its systematic approach, by using six steps to make a change in the clinical practice setting. Assess the need for changes. Link the problem, intervention, and outcome. Synthesize the best evidence. Design the practice change. Implement and evaluate change. Integrate and maintain change. The selected practice problem: Heart failure Quantitative article: Mohammadi, F., Jahromi, M.S., Bijani, (2021). Investigating the effect of multimedia education in combination with teach-back method on quality of life and cardiac anxiety in patients with heart failure: a randomized clinical trial. BMC Cardiovasc Disord 21, 535 (2021). https://doi.org/10.1186/s12872-021-02357-z https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&AuthType=ip&db=c8h&AN=153551733&site=ehost-live Evidence-Based Intervention: Multimedia education with patients teach-back method increases knowledge of heart failure, reduces anxiety, increases self-care, and promotes quality of life. Diagnosis of heart failure causes anxiety, which can interfere with his/her ability to learn, retain, and act on information (Harris et al., 2021). Self-care management is critical, and patients must actively participate in their care. Purpose: Identify the best evidence and provide additional education beyond the traditional. Multimedia education made grasping content easier using images, videos, and audio. Outcome: The outcome measure of this evidence-based practice change was to reduce anxiety and frequent hospitalization by providing education through multimedia and allowing the patient to verbally repeat information in their own words to yield increased knowledge of the disease, increase self- care behaviors, and understand diet compliance. Bio physiological measures, surveys, questionnaires, frequency of outcome measurements: intervention group (A & B), (1) control group (C) Mohammadi et al., (2021) Intervention group A (multimedia education only): 4 sessions lasting 45 minutes long. Educational films discuss signs and symptoms of heart failure, methods of prevention of heart complications, drug consumption, diet regimen, and relaxation techniques to control anxiety. Intervention group