CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

 Grand Canyon University CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

Whether one passes or fails an academic assignment such as the Grand Canyon University CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

The introduction for the Grand Canyon University CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

After the introduction, move into the main part of the CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 Included After Question

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice.

Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references.

Include the following:

1. Describe the intervention or treatment tool and the specific patient population used in the study.
2. Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice.
3. Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion.
4. Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

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.

A Sample Answer For the Assignment: CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

Title:  CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410 

The use of mobile phone-based monitoring management systems are effective for patients to self manage blood glucose levels. In the research analysis, the phone app was called Hicare smart K, Insung information. This app was used as a daily tracker for 3 months. The app itself was interactive and user friendly for all age groups. The mobile phone app method was simpler for both patient and physician to record and read blood glucose levels. It required the patient to do their own blood glucose checks and then manually input the readings into the app where it was linked to the hospital for recording (Yang et al., 2020). 

The population that was of interest in this research were middle and late adulthood age groups. There were 4 individuals that were younger than 40 years old. Next, there were 36 individuals between 40-60 years of age. Also, 57 individuals were either 60 years of age or older. From this group, 45 patients were male and 52 were female. The patients mentioned were part of the control group with no intervention of mobile phone apps. They were all patients who had type 2 diabetes (Yang et al., 2020). 

The population that was the intervention group in this research were also middle and late adulthood age groups. There were 10 individuals that were younger than 40 years old. Also, there were 93 individuals between 40-60 years of age. Next is 47 individuals that were either 60 years of age or older. In this group, 80 patients were males and 70 were female. This group had the mobile phones app and were all type 2 diabetic patients (Yang et al., 2020). 

A mobile phone-based glucose-monitoring and feedback system for the treatment of type 2 diabetes mellitus (T2DM) is a promising new technology that has yet to be fully evaluated. Clinical studies have shown that the use of such a system leads to improved glycemic control, as well as increased patient satisfaction and engagement (Yang et al., 2020). In addition, mobile phone interventions may help to reduce healthcare costs by allowing patients to monitor their own blood sugar levels and provide feedback to their physician. While further research is needed to confirm the long-term benefits of mobile phone-based glucose monitoring, this technology shows great promise for the treatment of T2DM. A mobile phone–based glucose-monitoring and feedback system (MP-GMS) was developed to improve diabetes management in multiple primary care clinic settings. The system was implemented in three waves of clinic randomized trials. Wave 1 clinics (N=6) were randomized to either the MP-GMS or usual care. Wave 2 clinics (N=5) were randomized to the MP-GMS with additional support from a trained clinical research coordinator (CRC), or usual care. Wave 3 clinics (N=4) were randomized to the MP-GMS with or without an accompanying group education program. The electronic medical records of all participants in all three waves were analyzed (Yang et al., 2020).

The study found that patients with a higher baseline HbA1c levels showed a greater significant impact on glycemic control. In other words, those with worse blood sugar control to begin with saw more improvement in blood sugar control when they added liraglutide to their treatment plan. This finding underscores the importance of early intervention and aggressive management of diabetes in order to achieve the best possible outcomes. The HbA1c test is a key tool used by healthcare professionals to help manage diabetes. This test measures the level of glycated hemoglobin in the blood, which gives an indication of how well your diabetes is being controlled over time. There are a number of different target HbA1c levels that may be recommended for people with diabetes, depending on individual circumstances. A higher target may be advised for people with a history of serious hypoglycemic episodes, or those who are pregnant. For most people with diabetes, the aim is to keep their HbA1c levels below 7% (Yang et al., 2020).

A mobile phone-based glucose monitoring and feedback system can be a great asset in primary care clinic settings. By providing real-time data and feedback to patients, this type of system can help them better manage their diabetes. In addition, the ability to share data with providers can help clinics identify patterns and potential areas for improvement. When used in conjunction with traditional medical care, a mobile phone-based glucose monitoring system can be a powerful tool for improving diabetes management. A clinic setting is the ideal environment for a mobile phone-based glucose monitoring and feedback system. In a primary care setting, nurses or other health professionals can provide patients with real-time feedback on their blood sugar levels, as well as educational information about diabetes and its management. A mobile phone-based glucose monitoring and feedback system has the potential to improve glycemic control in patients with diabetes, thereby reducing the risk of long-term complications. In addition, such a system could help to reduce the burden on healthcare professionals, who are often responsible for providing patient education about diabetes self-management (Yang et al., 2020).

Smartphone technology has proven to be beneficial in diabetic management due to the consistency of tracking and communication with primary care physicians for consistent feedback. In this study it was found that younger patients had better outcomes when using smartphone technology to manage their diabetes, (Yang et al., 2020) which could be connected to their generational experience with technology. As technology improves and upcoming generations with diabetes learn smartphone-based monitoring, they will be better skilled with technology prior to diagnosis. This prior understanding of technology will be a benefit to diabetes smartphone management. This technology will speed up the response for providers to intervene with patient needs when not in a clinical setting (Bauer & Bodenheimer, 2017). 

Smartphone technology in this study relates to nursing in that the information submitted is sent directly to the patient’s primary care physician where nursing care also takes place. As time progresses nursing continues to have a larger role in the primary care setting and has proven improved care for patients managing chronic disease such as diabetes, (Bauer & Bodenheimer). In the clinical setting nursing has the opportunity to access patient information from an online portal to assess and intervene in the daily blood glucose management reports.   Nursing has the skills to monitor for signs that the patient needs further education, medications, or a quicker response from the physician (Bauer & Bodenheimer, 2017). . 

The beginning use of any medical phone application starts with education in a clinical setting. Nursing has a large responsibility in teaching patients about their plans of care. Smartphone use in navigating health care has become an efficient way to gather information and communicate, (de Jong et al., 2020). Smartphone use in the medical field has continued to grow with the growth of professional medical applications to improve care, (de Jong et al., 2020). This application can be considerate of cultural and spiritual needs of the patient by utilizing preferred settings or having back-up systems when the patient cannot use technology certain days such as holy days. Assisting the patient in its use and building confidence will address the patient’s psychological needs as diabetes management can cause a lot of anxiety before adding in new technology.

•Building trust in technology requires experiences that prove its effectiveness. Nursing can teach patients how an application works and why it is beneficial. In the meantime, nurses can encourage the patient to use a previously trusted monitoring system while they learn the smartphone application to build confidence in its potential benefit. Nurses should also prepare patients with troubleshooting when the application is not functioning properly or has an upgrade that requires it to be inactive. This can help a patient feel more independent in their diabetes management. Last in building trust the nurse can provide multiple points of research and statistics that support the use of a smartphone application for diabetes management.

•The patient needs supported in their education of smartphone application use. Depending on the age or culture of a patient they may need more or less guidance on how to navigate a new application. The nurse should emphasize the application’s use, features, settings, and how to communicate with the medical team in real time.

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice.

Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references.

Include the following:

1. Describe the intervention or treatment tool and the specific patient population used in the study.
2. Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice.
3. Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion.
4. Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.  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.

Assessment Description

This is a Collaborative Learning Community (CLC) assignment. This assignment is to be completed in a group, which will be assigned by your instructor.

As a group, identify two research or evidence-based articles published within the last 5 years that focus on the identification of a specific intervention or treatment tool addressing pathophysiological processes associated with diabetes affecting the aging/elderly population or children. These articles must be relevant to nursing practice and utilize the PICO(T) question format.

Reminder: PICO(T) stands for population, intervention, comparison, outcome, and timeframe.

Submit references and working hyperlinks to the articles, along with a summary of the PICO(T) question (if relevant), as a Word document for your instructor to approve. Your first article should be your first choice, while the second article is to be used as a backup in the event the first article is not approved. The instructor-approved article will be used in the Topic 5 CLC assignment.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

A Sample Answer 2 For the Assignment: CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

Title:  CLC- EVIDENCE-BASED PRACTICE PROJECT INTERVENTION PRESENTATION ON DIABETES NRS 410

TOPIC 5 DQ 1

Due to the fact that new innovations, technologies, and discoveries are being made in regard to healthcare on a daily basis, reengineering of health care can occur often. Nurse manager and nurse leaders contribute significantly to this process of reengineering as they serve as the liaison between leadership making changes and the beside nurse for which the changes are going to effect. Good nursing leadership shapes an environment in which communication, accountability, decision making, and culture lead to better patient outcomes and safety along with retention of nursing staff to provide that care. Nursing managers have the ability to set the tone for their staff when it comes to change within an organization. A good leader generally has good staff that work together towards a common goal, providing the safest, high-quality, evidence-based care possible. Shared governance, according to Vanderbilt University Medical Center, n.d., para1 as cited by Helbig, 2018, is a “professional practice model, founded on the cornerstone principles of partnership, equity, accountability, and ownership that form a culturally sensitive and empowering framework, enabling sustainable and accountability-based decisions to support an interdisciplinary design for excellent patient care”. Instituting a shared governance within an organization can create an actively involved team of nurse to work together for the greatest good for the patients. When nurses feel they are being heard and their ideas and feelings are being considered, that can make for a more productive work environment and thus increase patient outcomes. Helbig (2018), identifies four principles through which decisions are made when practicing shared governance. They include accountability, equity, partnership, and ownership. Each of these principles are important when any type of change or reengineering to an organization is occurring.

Helbig, J. (2018). Reengineering health care management. Nursing leadership & management: Leading and serving (2nd ed.). In Grand Canyon University (Ed). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v2.1/#/chapter/5

Rubric Criteria

Total130 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Article	0 pointsCurrent article relevant to nursing practice with focus on specific intervention or treatment tool for diabetes management in adults or children is not present.	9.75 pointsCurrent article relevant to nursing practice with focus on specific intervention or treatment tool for diabetes management in adults or children is incomplete or incorrect.	10.27 pointsCurrent article relevant to nursing practice with focus on specific intervention or treatment tool for diabetes management in adults or children is present lacks detail.	11.57 pointsCurrent article relevant to nursing practice with focus on specific intervention or treatment tool for diabetes management in adults or children is detailed.	13 pointsCurrent article relevant to nursing practice with focus on specific intervention or treatment tool for diabetes management in adults or children is thorough and uses the PICOT method.
Intervention or Treatment Tool	0 pointsDescription of the specific population and intervention and treatment tool used in the article is not present.	14.63 pointsDescription of the specific population and intervention and treatment tool used in the article is incomplete or incorrect.	15.41 pointsDescription of the specific population and intervention and treatment tool used in the article is present but lacks detail.	17.36 pointsDescription of the specific population and intervention and treatment tool used in the article is detailed.	19.5 pointsDescription of the specific population and intervention and treatment tool used in the article is thorough.
Summary of Article	0 pointsSummary of the PICOT outcome reviewed by the article, including pathophysiological findings that are current and relevant to diabetes and nursing practice, is not present.	9.75 pointsSummary of the PICOT outcome reviewed by the article, including pathophysiological findings that are current and relevant to diabetes and nursing practice, is incomplete or incorrect.	10.27 pointsSummary of the PICOT outcome reviewed by the article, including pathophysiological findings that are current and relevant to diabetes and nursing practice, is present but lacks detail.	11.57 pointsSummary of the PICOT outcome reviewed by the article, including pathophysiological findings that are current and relevant to diabetes and nursing practice, is detailed.	13 pointsSummary of the PICOT outcome reviewed by the article, including pathophysiological findings that are current and relevant to diabetes and nursing practice, is thorough.
Treatment Tool or Intervention Integration	0 pointsDescription of integration of treatment tool or intervention into nursing practice, including evidentiary support and effect on nursing practice and disease process, is not present.	19.5 pointsDescription of integration of treatment tool or intervention into nursing practice, including evidentiary support and effect on nursing practice and disease process, is incomplete or incorrect.	20.54 pointsDescription of integration of treatment tool or intervention into nursing practice, including evidentiary support and effect on nursing practice and disease process, is present but lacks detail.	23.14 pointsDescription of integration of treatment tool or intervention into nursing practice, including evidentiary support and effect on nursing practice and disease process, is detailed.	26 pointsDescription of integration of treatment tool or intervention into nursing practice, including evidentiary support and effect on nursing practice and disease process, is thorough.
Psychological, Cultural, and Spiritual Aspects	0 pointsExplanation of the importance of psychological, cultural, and spiritual aspects for a patient population and how support can be offered in these areas as part of a plan of care is not present.	14.63 pointsExplanation of the importance of psychological, cultural, and spiritual aspects for a patient population and how support can be offered in these areas as part of a plan of care is incomplete or incorrect.	15.41 pointsExplanation of the importance of psychological, cultural, and spiritual aspects for a patient population and how support can be offered in these areas as part of a plan of care is present but lacks detail or examples.	17.36 pointsExplanation of the importance of psychological, cultural, and spiritual aspects for a patient population and how support can be offered in these areas as part of a plan of care is detailed and provides examples.	19.5 pointsExplanation of the importance of psychological, cultural, and spiritual aspects for a patient population and how support can be offered in these areas as part of a plan of care is thorough and provides examples.
Presentation of Content	0 pointsThe content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear.	9.75 pointsThe content is vague in conveying a point of view and does not create a strong sense of purpose. Presentation includes some persuasive information.	10.27 pointsThe presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.	11.57 pointsThe content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Presentation includes persuasive information from reliable sources.	13 pointsThe content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout	0 pointsThe layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.	4.88 pointsThe layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.	5.14 pointsThe layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.	5.79 pointsThe layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.	6.5 pointsThe layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience AwarenessIncludes sentence construction, word choice, etc.	0 pointsInappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.	4.88 pointsSome distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.	5.14 pointsLanguage is appropriate to the targeted audience for the most part.	5.79 pointsThe writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.	6.5 pointsThe writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of WritingIncludes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 pointsErrors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	4.88 pointsFrequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	5.14 pointsOccasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	5.79 pointsFew mechanical errors are present. Suitable language choice and sentence structure are used.	6.5 pointsNo mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
Format/DocumentationUses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 pointsAppropriate format is not used. No documentation of sources is provided.	4.88 pointsAppropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	5.14 pointsAppropriate format and documentation are used, although there are some obvious errors.	5.79 pointsAppropriate format and documentation are used with only minor errors.	6.5 pointsNo errors in formatting or documentation are present.