Benchmark- Capstone Project Change Proposal Presentation for Faculty Review and Feedback Prepare a p

Benchmark- Capstone Project Change Proposal Presentation for Faculty Review and Feedback Prepare a presentation using as a guide the Topic 8 “Benchmark – Capstone Project Change Proposal” that was completed previously. Students will disseminate this presentation to leadership at the practicum site in Topic 10. Reach out to your preceptor to collaborate on confirming a date and time to present this PowerPoint to an interprofessional audience of leaders and stakeholders at the practicum site. Prepare a 10-15-slide PowerPoint presentation of your capstone project change proposal to include the following: Identify the clinical problem statement and explain the purpose of the evidence-based change proposal. Summarize the evidence/literature, including connection to the proposed plan. Propose an implementation plan with an intervention and outcome measures. Outline the roles and responsibilities of the various interprofessional stakeholders who will be needed in order to implement the plan. Roles and responsibilities discussed should be specific to the implementation of your proposed project. Describe the resources needed for project implementation. Discuss the evaluation plan for proposed nursing intervention. Provide a minimum of three references to accompany in-text citations used throughout the PowerPoint presentation. In preparing your presentation, consider the stakeholders who will be part of your audience and ensure you incorporate appropriate messaging and communication strategies for that audience. Submit the presentation in the digital classroom for feedback from the instructor. Title slide and reference slide are not included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words per slide. Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. My project topic is Lack of fall prevention education in nurses at Cambridge care center, please include in text citation, speakers notes on each slide and at least 13 slides. Introduction Over the years, many cases of falls have been reported among patients in various healthcare facilities. Whenever these falls occur, they negatively impact the victims by overstaying in hospitals, reducing the life quality, and being costly (Toye et al., 2017). Many of these cases are often associated with a lack of education among the nurses despite having the noble duty to ensure the safety of the patients (Chu, 2017). As a result, healthcare professionals have continued to develop significant ways to reduce falling through interventions such as the education of nurses. According to The Joint Commission (2018), falls can be prevented in hospitals once nurses gain skills and knowledge on how to overcome them through education. The current project examines the lack of fall prevention education in nurses and proposes changes to help healthcare workers enhance their ability to minimize falls in their facilities. Clinical Problem Statement In the most recent years, the authority at Community Regional Medical Center (CRMC) Fresno has been receiving numerous complaints from clients who experience falls within the facility. Most of the cases are experienced among patients with lacerations, fractures, and internal bleeding. Reports indicate that many nurses attending to the clients have limited information on how to prevent falling. The project’s focus is on the lack of education among nurses to identify risk factors and work toward preventing falls which requires change. The Purpose of Change Proposal The decision to propose the change within the facility is based on previous investigations and the current situation at the facility. Research by Heng et al. (2020) indicated that falls often occur when healthcare professionals are not keen on helping guide clients. This is often contributed by limited skills and knowledge to observe policy standards when handling patients. Whenever falls happen, they are likely to increase the complications of patients, especially those already with injuries and the older people exposed to the risk of falling (Kempegowda et al., 2018). The purpose of the proposed change is to improve the education of nurses when it comes to preventing falls. The measures include nurses’ empowerment to have them lead patient care and curricula strengthening to focus on the skills and concepts needed for one to participate in activities of preventing falls. PICOT Question Does the provision of education to nurses on preventing falls in healthcare facilities help reduce the instances of falls among patients in Community Regional Medical Center (CRMC) Fresno? Shaw et al. (2020) identified education as a single intervention or it can be incorporated as part of the multifactorial interventions used in the programs aimed at reducing or preventing falls. Nurses’ education in fall prevention strategies should be comprehensive and versatile in order to cover the various aspects of the problem in question. The educational interventions must support policies and guidelines to create a safe environment and reduce risk factors. Additionally, the prevention strategies explained in the process of education should stimulate engagement in technical aspects to eliminate potential fall hazards. Finally, the last point of nurses’ education should elaborate on raising awareness among patients and communities on the risk factors and prevention measures of falling. Literature Search Strategy The change project proposal is based on the literature studies. Relevant articles were retrieved from various sources through search engines that included the GCU library, CINAHL, Google Scholar, Web of Science, and PubMed. The search of these articles involved words related to the topic of the project, such as fall prevention, nurses’ education, patient safety, nursing knowledge and skills, and nurses’ learning. The search only considered articles that have been published over the past five years. Literature Evaluation King et al. (2018) identified falls as a major safety concern when it comes to hospitalized patients considering the severe impacts it causes, such as reducing life quality, increasing the stay in hospitals, and being costly to patients. These researchers examined a multidisciplinary approach as a requirement for fall prevention and the need to create a safe environment for patients and reduce injuries. Aguwa (2019) argued in favor of nurses’ education in combination with other fall prevention programs as being crucial to preventing falls. The researchers concluded that those nurses involved in education received a verbal report on the risk of falling among patients. Montejano-Lozoya et al. (2020) found falls as common events, which majorly happen he older adults, which then result in negative outcomes for hospitals and the patients. The findings showed that the overall incidence of falls was 1.2% following the education of the nurses in charge of the patients. Park et al. (2019) examined adverse events as the cause of mortality and morbidity, considering that they lead to issues of clinical safety hence the need to avoid falls in health institutions. From this study, the fall prevention program was found to be particularly effective for patients in the experimental group as opposed to the control group. Leverenz and Lape (2018) examined how designing and implementing a multidimensional fall prevention educational program can help reduce the cases of injury in health facilities. The findings showed that the improvements in the self-efficacy for falls were statistically significant, especially among the nursing assistants. Utilization of Change or Nursing Theory The change project proposal is concerned with preventing falls among patients, which requires that nurses get educated on skills of how to achieve the purpose. As a result, the suitable theory to apply would be Lewin’s change theory since it has successfully implemented the clinical changes in the past scenarios by a preceptor who highlighted the success stories with minimal shortcomings (Shirey, 2018). When applied in the clinical settings to advance change, Lewin’s change theory presents three steps which include freezing, moving, and refreezing. Other important phases include reasons and resource evaluation to apply changes, maintaining the change, and leadership stepping into the change agent role with designated responsibilities. Implementation Plan and Outcome Measures The implementation begins with the evaluation of the needs, setting goals, and start preparing for the change to prevent falls. The education of nurses is attained by integrating organizational ongoing operation procedures. The strategy starts by defining the responsibilities and roles of nurses in preventing falls and the requirement to change to execute the best approaches (Clayton et al., 2020). The system needs to be monitored to track the changes and sustain the program through constant informing of senior managers on the progress of reducing falls. The expected outcomes are measured by nurses being able to identify and assess various fall risk factors and apply the acquired skills and knowledge to prevent falls. Use of Evidence-Based Practice in Intervention Plan Evidence-based practice is adopted in this change project to help evaluate the success of the implementation. This involves data delivery on fall risks in respect to areas and during the discharge of patients. The management should be able to obtain support and assist in improving the educational practices of nurses to prevent patient falls. The program is sustained through constant informing of senior managers on the progress of reducing falls. Plan for Evaluating Proposed Nursing Intervention The first part of the evaluation would include risk assessments to identify the patients with the highest possibility of falling, as well as nurses’ skills at preventing these risks. For that, a variety of tools would be used, such as Marginal Analysis, SWOT Diagram, and different risk assessment scales. The effectiveness of the nursing intervention plan would be judged by the results of the assessments. Secondly, a post-fall evaluation would be applied to identify the outcomes of the nursing intervention and the role of education in reducing risk factors for falling. Potential Barriers to Implementation Plan The barriers could be associated with limited time for nurses considering that they are already serving employees who should attend to patients and at the same time, undertake education. Some nurses who lack technical knowledge and skills may find it challenging to learn new aspects of how to handle patients. These barriers could be overcome by first introducing nurses to computer literacy before they are taught new ways to prevent falls. Similarly, training on how to prevent falls should be undertaken during weekends or during the nurses’ leaves or days off. Implementation Steps The fall prevention education campaign will be implemented as follows: Assessment of Present Knowledge: A pre-intervention assessment will be conducted to identify the nurses’ current level of fall prevention knowledge and competency. This step will assist in tailoring instructional material to suit knowledge gaps and individual requirements. Training resources Development: The program will include culturally and linguistically diverse tools for all nurses, providing effective fall prevention procedures by translating training resources such as checklists and films into the facility’s most often spoken languages. Interactive Workshops and Simulation-Based Learning: The training program will include interactive workshops, case-based discussions, and simulations to help nurses learn fall prevention measures, identify high-risk patients, and apply them in real-world circumstances. This practical technique is intended to improve memory and application of acquired information. Integration with Daily Practice: Nurses will include fall prevention approaches into their daily routines, using standardized procedures to evaluate and reduce risks in each patient contact. Post-Education Evaluation and Monitoring: Following the training, the nurses’ enhanced knowledge and confidence in practicing fall prevention practices will be assessed. The program’s effectiveness will be monitored over time through fall rate monitoring and follow-up audits. Effect on Nursing Practice: The fall prevention education program has a substantial influence on nursing practice by improving patient care safety, increasing nurse confidence in recognizing and managing fall risks, and establishing a patient safety culture. Objectives Within a month of implementing the education program, nurses’ knowledge and awareness of fall prevention strategies should have improved. Within three months of implementation, lower the incidence of falls in the long-term care institution by 25%. To increase nursing staff members’ ability to identify patients’ risk of falls and conduct appropriate interventions on a regular basis. As demonstrated by post-intervention surveys, to increase patient satisfaction with fall prevention programs. Encourage nursing staff to continuously check fall risk and enhance patient safety. Measurable Outcomes A 20% rise in nurses’ fall prevention knowledge scores from pre-intervention to post-intervention assessments, indicating a substantial improvement. The facility’s documented fall rate decreased by 25% within three months of implementing the fall prevention program. A measurable increase in the number of fall risk assessments conducted by nurses, as shown by nursing documentation audits, with a two-month deadline for 90% compliance. A 15% increase in post-discharge survey patient satisfaction ratings for safety and fall prevention measures. Surveys and interviews done after the program’s introduction provided good response from nurses and administration about how successfully it incorporated fall prevention education into regular practice. Rationale The project’s objectives and results, along with its recognition of the needs of patients and nursing personnel, demonstrate a deference to the independence and self-governance of people and diverse groups. To enable the efficient implementation of fall prevention measures by nurses from various backgrounds, the teaching curriculum incorporates sociocultural and linguistic concepts. The approach respects patient autonomy by engaging in comprehensive discussions about fall risks with patients and allowing their active involvement in their treatment plans. By equipping nurses with the necessary tools to recognize and prevent falls, the program advocates for a person-centered approach to care that prioritizes patients’ safety and dignity. Conclusion The ultimate objective of the program is to eliminate the disparity in knowledge and skills amongst nurses responsible for fall prevention in long-term care facilities. The project’s objective is to provide nurses with the essential information and tools to reduce the likelihood of falls, enhance patient safety, and improve the general quality of care. By using a systematic approach to teaching and continuous monitoring, the program will lead to measurable enhancements in patient outcomes and promote a culture of safety in nursing practice. Refernces Aguwa, H. (2019). Nursing education to prevent resident falls in long-term care. (Publication no. 7455) [Doctoral dissertation, Walden University]. ScholarWorks. The Joint Commission (2018). Preventing falls and fall-related injuries in health care facilities. Sentinel Event Alert, 55, 1-55. Chu, R. Z. (2017). Preventing in-patient falls: The nurse’s pivotal role. Nursing2020, 47(3), 24-30. Clayton, K., Grimm, J., Olguin, S. M., & Tarrant, T. (2020). Impact of falls in the long-term care setting: A guide to prevention. Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital falls prevention with patient education: A scoping review. BMC Geriatrics, 20, 1-12. Kempegowda, P., Chandan, J. S., Hutton, R., Brown, L., Madden, W., Webb, J., Doyle, A., & Treml, J. (2018). Focused educational intervention improves but may not sustain knowledge regarding falls management. BMJ Open Quality, 7(3), e000222. King, B., Pecanac, K., Krupp, A., Liebzeit, D., & Mahoney, J. (2018). Impact of fall prevention on nurses and care of fall risk patients. The Gerontologist, 58(2), 331- 340. Leverenz, M. D., & Lape, J. (2018). Education on fall prevention to improve selfefficacy of nursing staff in long term care: A pilot study. Internet Journal of Allied Health Sciences and Practice, 16(3), 1-10. McCarty, C. A., Woehrle, T. A., Waring, S. C., Taran, A. M., & Kitch, L. A. (2018). Implementation of the MEDFRAT to promote quality care and decrease falls in community hospital emergency rooms. Journal of Emergency Nursing, 44(3), 280-284. Montejano-Lozoya, R., Miguel-Montoya, I., Gea-Caballero, V., Mármol-López, M. I., Ruíz-Hontangas, A., & Ortí-Lucas, R. (2020). Impact of nurses’ intervention in the prevention of falls in hospitalized patients. International Journal of Environmental Research and Public Health, 17(17), 1-13 Park, B. M., Ryu, H. S., Kwon, K. E., & Lee, C. Y. (2019). Development and effect of a fall prevention program based on the King’s goal attainment theory for fall high-risk elderly patients in long-term care hospital. Journal of Korean Academy of Nursing, 49(2), 203-214. Shaw, L., Kiegaldie, D., & Farlie, M. K. (2020). Education interventions for health professionals on fall prevention in health care settings: A 10-year scoping review. BMC Geriatrics, 20(1), 1-13. Shirey, M. R. (2018). Lewin’s theory of planned change as a strategic resource. JONA: The Journal of Nursing Administration, 43(2), 69-72. Toye, C., Kitchen, S., Hill, A., Edwards, D., Sin, M., & Maher, S. (2017). Piloting staff education in Australia to reduce falls in older hospital patients experiencing delirium. Nursing & Health Sciences, 19(1), 51-58.

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