Assignment: Advocating for the Nursing Role in Program Design and Implementation
Advocating for the Nursing Role in Program Design and Implementation
Thorough planning and designing of healthcare programs are essential for success. Program design entails determining the program’s scope, including the population it will serve and the health issue of focus. It also includes defining the roles of different individuals in implementation, outlining short- and long-term goals and targeted outcomes, making an evaluation plan, and identifying suitable evaluation measures. This assignment aims to present an interview transcript about a healthcare program in my current practice.
ORDER NOW FOR AN ORIGINAL PAPER!!! Assignment: Advocating for the Nursing Role in Program Design and Implementation
Interviewer: Tell us about a healthcare program in your practice.
Me: Our organization established an ADHD program five years ago, which seeks to help children with ADHD and their parents/guardians to manage the condition. The program focuses on teaching parents the skills required to address and prevent behavioral and emotional problems in their children. The program was informed by the growing need to improve the management of children diagnosed with ADHD to improve their mental and overall health outcomes and lower the risk of the disorder
progressing to adolescence and adulthood (Bahraini et al., 2022). Besides, it was observed that many parents/guardians with ADHD children were not well-versed in managing their children at home due to inadequate parental training.
The program, based on Assignment: Advocating for the Nursing Role in Program Design and Implementation, offers a range of services, including:
- Parenting interventions such as individual and group-based therapy to empower caregivers to manage their children’s attention and behavior successfully.
- Adolescent education support for adolescents 11 to 18 years to help them be successful in school by improving time management, organization, and academic performance.
- Family therapy with caregivers and children where they receive personalized training to manage ADHD and behavior issues.
- Group therapy for children and adolescents to enable them to develop skills and practice them with their peers.
- Education on frustration management for children 8 to 11 years for effective coping with disappointment and negative emotions.
Interviewer: What are the costs and projected outcomes of this program?
Me: The ADHD program was established at the cost of $ 450,000, which was inclusive of screening tools, training healthcare providers, and health education materials. The program’s average yearly operational cost is $ 150,000. The projected outcomes are improved health outcomes for ADHD patients, reduced ADHD comorbidities, and improved management of ADHD symptoms at home (Kleve et al., 2022).
Interviewer: Who is your target population?
Me: The target population is children and adolescents with ADHD and their caregivers.
Interviewer: What is the role of the nurse in providing input for the design of this healthcare program?
Me: Nurses were involved in the design of the ADHD program. They acted as consultants on the services that should be incorporated into the program to meet the desired outcomes. This is because they are well-versed in the challenges ADHD patients and their caregivers encounter and the services that can be offered to address them (Gerber, 2018). Besides, nurses provided input on how the services should be programmed for the different age groups, children and adolescents, and the interventions that should be provided in individual and group therapy.
Interviewer: What is your role as an advocate for your target population for this healthcare program?
Me: My role as an advocate for children and adolescents with ADHD includes evaluating the quality of the services to ensure they adequately meet their health needs. I educate individuals about ADHD to lower the stigma associated with the condition and encourage parents with ADHD children to enroll in the program (Gerber, 2018). Besides, I create awareness about cultural sensitivity to the healthcare providers to ensure services provided align with patients’ cultures.
Interviewer: Do you have input into design decisions? How else do you impact design?
Me: I contribute to the program’s design decisions owing to my knowledge and experience in mental health. I propose evidence-based interventions that can be implemented in the program, including various therapy approaches counselors can employ when handling ADHD patients (Baweja et al., 2021). Besides, I offer input on how the services should be implemented to meet the individual patient’s and family’s needs and encourage patients to continue attending the therapy sessions.
Interviewer: How does this role vary between the design and implementation of healthcare programs?
Me: My role in ADHD program design and implementation, as conceived by Assignment: Advocating for the Nursing Role in Program Design and Implementation, is relatively different. In program design, I propose solutions that can optimize the program and help attain the program’s goals. The proposed solutions are usually analyzed for viability and often modified before implementation. However, my role in implementation is to put the interventions into action as per the program’s policy and ensure quality and patient safety are considered. Besides, I evaluate the impact of the interventions during implementation, which guides the solutions I propose to improve the program. For example, I proposed including behavioral parenting training in the program’s design. However, I evaluated how the counselors delivered the training in the implementation phase and recommended solutions to improve it.
Interviewer: Who are the members of a healthcare team that you believe is most needed to implement a program? Can you explain why?
Me: The ADHD program healthcare team comprises child psychiatrists, PMHNPs, registered nurses, counseling therapists, and social workers. I believe that no team member is more important than the other, and each professional equally contributes to the success of the ADHD program. Each member brings their unique knowledge and expertise in the design and implementation of the program. All team members contribute to continually optimizing the program and implementing the interventions to improve the health outcomes of our target population (Kleve et al., 2022). For instance, the psychiatrist and PMHNP have specialized knowledge in assessing, diagnosing, and providing ADHD treatment. In contrast, counselors have specialized skills in providing psychosocial interventions, and social workers are skilled in providing social support.
Bahraini, S., Maisoneuve, A. R., Liu, Y., Samson, A., Ying, Q., Li, F., Yang, L., & Robaey, P. (2022). Implementing a Canadian shared-care ADHD program in Beijing: Barriers and facilitators to consider prior to start-up. BMC Psychiatry, 22(1), 321. https://doi.org/10.1186/s12888-022-03955-7
Baweja, R., Soutullo, C. A., & Waxmonsky, J. G. (2021). Review of barriers and interventions to promote treatment engagement for pediatric attention deficit hyperactivity disorder care. World journal of psychiatry, 11(12), 1206–1227. https://doi.org/10.5498/wjp.v11.i12.1206
Gerber, L. (2018). Understanding the nurse’s role as a patient advocate. Nursing2020, 48(4), 55-58. https://doi.org/10.1097/01.NURSE.0000531007.02224.65
Kleve, L., Vårdal, L., & Elgen, I. B. (2022). The Nurse Role in the Management of ADHD in Children and Adolescent: A Literature Review. Frontiers in psychiatry, 13, 676528. https://www.frontiersin.org/articles/10.3389/fpsyt.2022.676528/full