NURS FPX 9904 Assessment 5
Doctoral Project Presentation
Hey there! My name is (Student). The process of sharing a graduate project was much useful as it entails the following; it provides the reason, it states the goal and it shows the results. It was largely o The teaching program that was instituted for the providers with an aim of increasing the number of people with OSA screened.
The STOP-Bang tool is developed in conjunction with the educational module that helps healthcare workers learn how to use the tool to understand how probable it is for the patient to have OSA. This was very useful in the talk as it provided multiple incidents of how the various tactics were applied so as to ensure that objectives of the project were achieved. In addition, the amounts were used for a purpose of proving that the treatments were effective since they n were tied to the achievement of the goals for the project.
Project Purpose
Hence, the objective of the doctoral project is to enhance the turnover of screening probability diagnosis of OSA through teaching program which is based on providers. The overall purpose of the education given during the provider-based level is to enable professionals to effectively administer the STOP-Bang device.
The education provided to the staff assisted them in conducting the correct OSA screenings this increased the proportion of screening for OSA. A concern that has arisen from the study is whether patients who received a negative screening result using the STOP-Bang can be assumed to be safe from OSA or its complications? Through the implementation of STOP-Bang, the number of people who could be screened for OSA was boosted, making patients safer (Stansbury et al . , 2020).
Eighty-three percent of respondents indicated that they have never received training on the OSA’s process for screening proposers, which is one of the reasons why so few staff were following the process diligently according to the project’s objectives. The principles of provider-based teaching facilitated the improvement of the correct screening does by the healthcare staff and ensured that most of the patients complied with the screening process. There was an increase in OSA screening as the STOP-Bang questionnaire was completed properly (Carr et al. , 2020).
Thus, the significance of the pre and post-data will be used to determine the level of success of the given project. If more staff members follow the correct way of screening for OSA, then it reflects that they will be much successful in the project. Of the staff who was trained, more people came forward to get screen for OSA, hence, increasing the rate of screening for the disease. Despite this limitation, teaching from the provider-based model of OSA screening and using the STOP-Bang made the staff more likely to follow through.
Project Outcomes
To ascertain the degree of success of the project then it was possible to gather descriptive data in the areas such as rate of screening for OSA, and staff compliance with the intervention. Outcomes for the OSA screening presented in the project insisted that the rate of OSA screening increased from 5 to during the five months of 2024. 3% to 8. Of the respondents, 2% had received their education from the provider-based programmes.
NURS FPX 9904 Assessment 5 Doctoral Project Presentation
The presented findings further indicated that the rates of OSA screening protocol was increased from 7. 5% to 14. After the intervention, was 3% and further increase in the number of staff who complied with the rules that were established in the first five months of 2024 proved that a provider-based teaching program worked properly (verbal communication, 10-10-2023). In the same survey, 93. 7 % of the staff highly agreed that education provided as information supported the usage of the STOP-Bang.
As for the outcome of the graduate project, it can be said that they were effective due to the increased rate of OSA screening and the staff compliance. This supports the notion that the results of the project contribute to the knowledge base within the subject area of healthcare. For instance, the key outcome is the screening rate of OSA which focuses on employing the proper screening tools for the individual patients. The goals enable the healthcare workers to apply STOP Bang Screening tools as it is in real-life scenarios (Pignatelli et al. , 2020).
It is crucial to understand the purpose of the project and state it clearly – the primary objective of the work carried out for this project is to improve the OSA screening process for patients. In addition, taking more time to educate the staff about the OSA screening procedure helped in improving healthcare standards and the quality of care given to the patients on admission.
By having easier access to get an OSA test, this demonstrates that teaching based on the faculty of the provider is efficient. While completing my doctorate project, one thing that I understood was that for making the Health care industry’s better, it is imperative on the selection of the right screening tools.
Key Audience Takeaways
Educating the public that a graduate project will really be confined to improving the screening process for OSA patients will be the biggest gain. The increased flow of patients to undergo the right screening steps makes people who are screened more in OSA and patients safer.
The provider-based teaching also had an impact on staff and their commitment towards implementing the screening process which in return contributed to the identification of OSA on early stage and treatment. Other healthcare professionals may also realize how crucial it is to implement the appropriate screening procedure for OSA and the STOP-Bang (Sheta et al. , 2023) approach to address it.
That is why providing teaching about OSA from the side of distinct provider can assist professionals in increasing the rate of screening in OSA and doing the right screening. It enables the staff to manage overlooked OSA and makes patients safer in this context. The graduate project empowers the healthcare workers with knowledge on how to conduct the appropriate OSA screening hence, safeguard patients.
If you need complete information about class 9901, click below to view a related sample:
NURS FPX 9901 Assessment 3
References
Carr, S. N., Reinsvold, R. M., Heering, T. E., & Muckler, V. C. (2020). Integrating the STOP-Bang questionnaire into the preanesthetic assessment at a Military Hospital. Journal of PeriAnesthesia Nursing, 35(4), 368–373.
https://doi.org/10.1016/j.jopan.2020.01.014
Pignatelli, G. F., Neri, G., Khasawneh, L., Vito, A. D., Pacella, A., & Sorrentino, A. (2020). Stop-bang questionnaire: Practical approach to diagnosis of obstructive sleep apnea in roncopathic subjects. Australian Institute of Medical and Clinical Scientists Medical Science, 7(3), 93–105.
https://doi.org/10.3934/medsci.2020009
Sheta, A., Thaher, T., Surani, S. R., Turabieh, H., Braik, M., Too, J., Rub, N. A.-E., Mafarjah, M., Chantar, H., & Subramanian, S. (2023). Diagnosis of obstructive sleep apnea using feature selection, classification methods, and data grouping based age, sex, and race. Diagnostics, 13(14), 2417.
https://doi.org/10.3390/diagnostics13142417
Stansbury, R., Abdelfattah, M., Chan, J., Mittal, A., Alqahtani, F., & Sharma, S. (2020). Hospital screening for obstructive sleep apnea in patients admitted to a rural, tertiary care academic hospital with heart failure. Hospital Practice, 48(5), 266–271.