Steps 1 to 3 of Change Model for Clinical Excellence Order Instructions:
The writer will have to pay attention that most of the steps mention below have been completed in previous weeks. Here below are the order # for the different steps mentioned here below in the order form to help the writer better understand the questions. Step 1 #113812, Step 2 # 113843 Step 3 #113857 , Step 3 #113886, Step 3 #113901. Please take a look at those papers completed during those weeks to be able to understand and then complete this week’s paper.
Clinical Excellence Revisited
During this week’s you will focus on revisiting clinical excellence completed in the past weeks starting from step
Step 1, Asses the need for practice change
Step 2, Locate the best evidence
Step 3, critically analyze the best evidence
Step 3, Synthesize the best evidence.
Step 3, Feasibility, Benefits, and Risk.
Building on work done in the clinical practicum setting and looking toward work with the EBP, address these questions:
1. How does your work done with Steps 1–3 of the Change Model link back to clinical excellence?
2. What key outcome factors or variables will you focus on as you design your practice change?
3. How might you evaluate the impact of your practice change to ensure you are working toward quality and clinical excellence?
Steps 1 to 3 of Change Model for Clinical Excellence Sample Answer
- How does your work done with Steps 1–3 of the Change Model link back to clinical excellence?
By assessing the need for practice, I have learnt identified the erroneous believes of the healthcare providers on patient behavioural change to effectively manage Diabetes Type 2. This hinders clinical excellence in that it fails to address patient care holistically. This change model step is important because it facilitates in the identification of clinical experiences that fail to promote clinical excellence (Inzucchi, et al., 2015).
The second step of analysis of diabetes enables me to understand that diabetes is a chronic disease that needs effective coping interventions. The synthesis of the evidence-based practice identifies patient education as a great platform for ensuring lifestyle modification. Additionally, patient education is important as it addresses all components of healthy living as it addresses patient-specific needs such as nutritional requirements, benefits of medication adherence as well as the pharmacodynamics that could be attributable to drug interaction, especially among pediatric and geriatric patients. These are essential components that promote clinical excellence (Steinsbekk, et al., 2012).
Additionally, this change link model enables one to identify the potential barriers that are associated with the proposed changes. Through this model, I have identified that communication barrier is one of the main issues, which could result in staff resistance. Additionally, this type of change requires a commitment in terms of skills and resources, which are the main challenge in this proposed study (Kayshap et al., 2013).
- What key outcome factors or variables will you focus on as you design your practice change?
Designing this practice is not an easy task because it is subject to confounding values such as the change in patient medication regimen which could influence the biochemical outcome. Additionally, it can be challenging having a non-educated control group. In this context, the study design will focus on comparing special (evidenced-based practice) education with the basic care education among the patient diagnosed with Type 2 Diabetes. Evidence-based practice indicates that there are few long term effects on a patient with the self-management education program. One of such programs is the X-PERT (expert patient education) self-management education program, which is associated with empowering patients with the necessary skills, helping the patients to benefit in terms of the biomedical and psychosocial outcomes (Inzucchi, et al., 2012).
The outcome variables that will be evaluated in this context includes the biomedical outcomes (includes Blood pressure, cholesterol level, HDL, LDL, glycated hemoglobin, weight as well as the waist circumference); the illness perception questionnaire, lifestyle questions, smoking status, emotional distress which is specific to diabetes will be evaluated. This will help determine the overall effect of the patient perceptions, their understanding about diabetes, and their perception on their ability to manage diabetes (personal control) (Steinsbekk, et al., 2012).
- How might you evaluate the impact of your practice change to ensure you are working toward quality and clinical excellence?
It is vital to analyze the impact the proposed practice facilitates sustaining quality clinical excellence. This is because most of the practice conducted patient educations have not been conclusive; as each of the self-management strategies has its own advantages as well as disadvantages. In this context, the evaluation will be made by comparing the results with other studies. This will facilitate in the identification of the active components that contribute towards clinical excellence. Additionally, it will help evaluate the outcome of goal setting when conducting education on self-management in people diagnosed with diabetes (Kayshap et al., 2013).
Steps 1 to 3 of Change Model for Clinical Excellence References
Inzucchi, S. E., Bergenstal, R. M., Buse, J. B., Diamant, M., Ferrannini, E., Nauck, M., … & Matthews, D. R. (2012). Management of hyperglycemia in type 2 diabetes: a patient-centered approach position statement of the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetes Care, 35(6), 1364-1379.
Inzucchi, S. E., Bergenstal, R. M., Buse, J. B., Diamant, M., Ferrannini, E., Nauck, M., … & Matthews, D. R. (2015). Management of hyperglycemia in type 2 diabetes, 2015: a patient-centered approach: update to a position statement of the American Diabetes Association and the European Association for the Study of Diabetes. Diabetes Care, 38(1), 140-149.
Kashyap, S. R., Bhatt, D. L., Wolski, K., Watanabe, R. M., Abdul-Ghani, M., Abood, B., … & Kirwan, J. P. (2013). Metabolic Effects of Bariatric Surgery in Patients With Moderate Obesity and Type 2 Diabetes Analysis of a randomized control trial comparing surgery with intensive medical treatment.Diabetes Care, 36(8), 2175-2182.
Steinsbekk, A., Rygg, L., Lisulo, M., Rise, M. B., & Fretheim, A. (2012). Group-based diabetes self-management education compared to routine treatment for people with type 2 diabetes mellitus. A systematic review with meta-analysis. BMC health services research, 12(1), 213.
