Dear writer, please make an education plan addressing following questions. I am attaching the manuscript content to help you with creating the points.
DNP project Education Plan
Purpose- The purpose of this assignment is to demonstrate competency in defining an education plan for your DNP project. The focus of this assignment is your education plan that will be shared with your learners. Submit the complete education module that you will present to your learners. If you are teaching both the participants and the staff, submit both education modules for this assignment. This is not a summary of your project plan.
Instruction
For this assignment you will develop a presentation to present to your learners. The presentation must be 5-6 bullet points for each questions or sections with short phrases (5-6 words). Explain the bullet points in detail below with references. If two groups are being educated for the project, (for example, if your learners are staff and the participants), make two separate education presentations addressing both group.
- Educate providers(nurse practitioners) and staff about offering MBSR as a treatment option for patients with mild to moderate depression.
- Educating participants people with mild to moderate depression- Teach MBSR activities and practice it daily.
- Education Plan
a. Introduction
i. Create a title page for your educational plan(s).
ii. State the primary aim of this educational offering.
iii. Briefly describe the learners and the learner outcomes for this education.
iv. If two different groups are provided education (i.e., staff and participants) the learners and the learner outcomes of each group are described.
b. Evidence-Based Intervention
i. Describe the evidence-based intervention. The description must be in-depth so that the learners know what the intervention is. If implementing a bundle or more than one component in the intervention, all components are described. Include the Evidence-based intervention description and pages within the educational content to be presented to the stakeholders
c. Content
i. Create the specific content that will be taught.
ii. Explanation of the bullet point content
iii. If presenting education to staff, that education content is included.
iv. If presenting education to participants, that education content is included.
d. Evaluation
i. Describe how the educational content supports the learner outcomes.
- References
a. Provide reference slide.
b. References are in the current APA format. - Scholarly Writing Criteria
a. Use the current APA style and format.
b. There are no errors in spelling or grammar.
c. Limit to 5 or 6 words per bullet point on each section.
Project outlines
Evidence based intervention- According to the Centers for Disease Control and Prevention (n.d), depression is a leading cause of mental health disability in the United States, often poses a significant health burden, and is a common cause of psychiatric outpatient visits. Recommended treatment for depression includes psychotherapy and pharmacotherapy (Haller et al., 2021). The identified practice gap is that mindfulness-based interventions (MBI), such as mindfulness-based stress reduction (MBSR), are not routinely recommended as a first-line or adjunct treatment at my clinical site. At my practicum site, depressive patients tend to stop increased doses of pharmacotherapy due to the side effects and are not able to access standard psychotherapy, such as Cognitive Behavioral Therapy (CBT) due to the financial burden that tends to keep them in the continuous depressive stage. The proposed DNP project intervention aims to decrease depression symptoms in mild to moderate depressive patients in an outpatient mental health setting by implementing an eight-week mindfulness-based stress reduction intervention administered through weekly lessons and self-directed daily sessions (Hoge et al., 2023). Mindfulness-Based Stress Reduction is a feasible and emerging non-pharmacologic treatment for depression, anxiety, and stress mitigation (Chi et al., 2018; Hoge et al., 2022). The intervention helps patients cultivate self-awareness, openness, and acceptance and assists individuals in making better decisions and enhancing their capacity for coping (Chi et al., 2018). The Mindfulness-Based Stress Reduction program helps individuals reduce their stress, distress, and somatic complaints of depression and anxiety and improves psychological well-being (Norouzi et al., 2020). With the explosion of self-help applications and telehealth interventions, Mindfulness Based Stress Reduction is available as self-administered or guided meditation and reflection exercises, providing a flexible and accessible treatment method (Chi et al., 2018; Hoge et al., 2022).
PICOT- In adult patients with mild to moderate depression at an outpatient mental health clinic, does implementing Mindfulness Based Stress Reduction (MBSR) compared to current practice improve depression symptoms in 8-10 weeks?
Population, inclusion and exclusion criteria- The patients will be included in the DNP project based on age and diagnosis. The project focuses on adults 18-65 years old experiencing mild to moderate depression. A Patient Health Questionnaire (PHQ-9) score of 5-14 is the threshold for inclusion. A consent form showing the project details will be offered, including how it will benefit them and any risks involved. Those meeting the inclusion criteria must give informed consent to the project and its requirements. Those with severe depression will be excluded from the study since they likely undergo more rigorous treatment methods. Exclusion criteria for the proposed project include patients’ population with chronic depression (>2 years), mania, psychosis, and participants with physical, cognitive, and intellectual disabilities. It is expected that the project will have about 20-25 participants.
Intervention Plan- I, along with trained mindfulness instructors, will implement the Mindfulness Based Stress Reduction intervention to participating 18-65-year-old patients diagnosed with mild to moderate depression. The group sessions will occur twice weekly (45-minute sessions) with one 8-hour weekend class during the 6th week of the implementation period. The lessons on mindfulness meditation and Mindfulness Based Stress Reduction activities will be conducted at the clinic location and the participants can access the sessions through a combination of in-person sessions and Zoom web-conferencing platform sessions. The recommended daily self-directed activities can be completed by participants at their own homes or other location of choice. Week 1: Project Implementation begins with Participant recruitment and staff training. I will begin reaching out to potential participants to explain the Mindfulness Based Stress Reduction program, benefits, structure of the program, explain the time commitment, and obtain informed consent. Appointments will be scheduled for the in-person and virtual sessions. Staff training will occur which will include details of the project, timeline, and outline of training sessions. Weeks 2-9: The Intervention Implementation Begins. In the first in-person meeting, I will introduce the instructors, provide program materials to participants for mindfulness stress reduction activities are breathing exercises, meditation sessions, sleep support, mindful walking, and journaling. A baseline assessment of depression symptoms will be collected using the participant completed PHQ-9 surveys to assess pre-intervention data. I and a Psychiatric Mental Health Nurse Practitioner will be available to work in participant group sessions for 45-minute sessions twice weekly. These sessions, which focus on mindfulness principles and practices, will be conducted through in-person sessions at the clinic, but participants can also access the sessions through web conferencing via Zoom. Participants will be instructed on the daily 45-minute self-directed Mindfulness Based Stress Reduction activities and in logging their daily activities. During this intervention period for eight weeks, formative evaluations will take place. I will solicit and provide feedback through discussions with clinic leadership in meetings, biweekly huddles, and 1:1 weekly meetings with participants to discuss any challenges and experiences and get guidance. As the project manager, I will review the participant self-reported usage of the mindfulness activities and journal entries for week-to-week assessments. Besides the patients’ self-report, I will rely on in-person and Zoom meeting observations and participant attendance records for compliance assessments. Week 6: Participants will attend a virtual 8 hour mindfulness workshop conducted by a me and the Psychiatric Mental Health Nurse Practitioner. Topics will include yoga, mindful walking, and meditation to enhance their practice. Week 10: Conclusion. I will wrap up the project, administer post-intervention PHQ-9 screenings, and thank participants for being part of my DNP practice change project. I will conduct one-on-one discussions with participants to discuss post-intervention maintenance of mindfulness, and celebrate achievements. I plan to utilize this time to thank every participant for being part of the practice change project and for their support. Week 11: Analysis of data will begin. The aggregate project results will be disseminated.
Data collection plan- Pre and post-test depression assessments will be completed using Patient Health Questionnaire-9, a validated tool with high sensitivity, specificity, and reliability. Levis et al. (2019) found the tool has a sensitivity of 0.88 (95% CI 0.83-0.92) and a specificity of 0.85 (95% CI 0.82-0.88) in a meta-analysis of 29 studies with 6725 participants. I will collect the de-identified PHQ-9 scores, enter the scores into an Excel spreadsheet, and save to a password-protected computer.
Data Analysis- The outcome identified in the PICOT question is depression symptoms assessed through patient-reported signs and symptoms and scored using the PHQ-9. Descriptive statistics: median and range for baseline and post-test PHQ-9 scores will be calculated. Compliance with Mindfulness-Based Stress Reduction activities will be reported in the form of frequencies for the three levels. The chi-square test will be used for baseline and post-test comparisons.
Data collection process- Participant pre and post-implementation PHQ-9 scores obtained through completed survey
Translation Science Model: Knowledge-to-Action and Project Management
Theoretical Framework
The project will apply the knowledge-to-action model (KTA) developed by the National Center for Chronic Disease Prevention and Health Promotion Work Group on Translation to close the knowledge-practice gap and is also defined as translating clinical evidence, knowledge, or science to improve health outcomes (Tem Ham-Baloyi, 2022). The KTA framework has two main components: knowledge creation and action cycle. It was designed to be nonlinear, applicable in all settings, for all conditions or diseases and interventions being implemented, and to support the involvement of all stakeholders (Steinskog et al., 2021).
Knowledge Creation. This phase is divided into three aspects. The first is knowledge inquiry, which involves generating knowledge through research. The research phase involves exploring discovery, efficacy, effectiveness, and implementation studies. Discovery studies are the original epidemiological, behavioral, or biomedical findings stimulating the development of an intervention. The project idea arose after analyzing service gaps at the practicum site, noting that depression is a common cause of outpatient visits and that available treatment options are either long and costly (in the case of psychotherapy) or expensive and fraught with adverse effects (in the case of antidepressants). At the same time, MBSR has not been incorporated into the care pathways as an alternative treatment for mild to moderate depression. In this project, the research focuses on all studies exploring MBSR as an alternative treatment for mild to moderate depression, including its implementation, efficacy, and effectiveness. After inquiry, the next step involves knowledge synthesis and developing a knowledge product before deciding to translate it into practice. There must be proven efficacy of the MBSR intervention and supporting structures for effective implementation to move to the action stage. The gap in current practice is the limited use of MBSR as a routine recommendation for mild to moderate depression despite the evidence of its effectiveness.
Action Cycle. The action cycle starts with problem identification, which involves identifying a problem in practice and determining what should be in place to close that gap. The organization implements evidence-based treatment for mental disorders in current practice, but there is limited recommendation of MBSR as an alternative. The barriers are limited evidence-based understanding, time constraints, access to qualified MBSR instructors, and the patient’s preferences. The next step in the action cycle is adapting knowledge to the local context, considering the specific needs and constraints of the mental health clinic. Adapting the MBSR intervention to the specific needs of the outpatient population at the clinic, ensuring it aligns with the clinic’s resources and patient needs. Here, the project will adapt the best knowledge from the previous phase. The next step is assessing the situation to determine the barriers and facilitators of knowledge translation. Interviews, surveys, and review of records with the professionals at the clinic can be used to explore other barriers and drivers to implementation.
This step is followed by selecting, tailoring, and implementing the evidence-based intervention. MBSR is selected as the best intervention after assessing barriers and drivers for adaptation at the clinic. Some considerations include the sustainability of the intervention and the engagement of stakeholders. The intervention is to be tailored to the specific population, considering any prior treatments and the receptiveness of patients to an alternative treatment for depression. Implementation follows proper consideration of the most effective delivery strategy. The MBSR intervention will be directly administered to the patients. This is followed by monitoring knowledge use, collecting data, and evaluating its impact. Any changes are made at this point, and the cycle continues. The project will then be evaluated, and if it meets the goals, planning for sustainability follows.
Data management
I will collect the de-identified PHQ-9 scores, enter the scores into an Excel spreadsheet, and save to a password-protected computer. All data will be in aggregate form to keep participant identity confidential. Use a coding system or unique identifiers will keep participants anonymous in the data sheet. Data will be stored in a secure and password-protected system and with limited access.
I will store project outcome data in a secure, password-protected computer and store backups in separate physical location in a secure, password-protected computer to mitigate the risk of data loss. I will save the project data for seven years and then delete the data.
I will disseminate the aggregate project results to participants by sharing key findings and aggregate project results in a simple audience language. I will communicate the aggregate project results with the practicum site in a detailed report and discuss any recommendations for improvement. I will disseminate the aggregate project results to Chamberlain College of Nursing faculty and peers through a poster presentation and manuscript. I am considering presenting the project at a conference either as a podium presentation or poster session to contribute to the professional community. I will communicate the importance of confidentiality and privacy during the presentation and maintain ethical standards. It is vital to maintain adherence to data protection measures especially when presenting findings in public. All results will be presented in aggregate format with no patient identifiers.
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