Clinical Application Project Title
Student Name
Hospital and Unit
Resurrection University, NUR 4642: Role Transition
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Gestational Diabetes Mellitus: Interventions for Hispanic/Latina Pregnant Women
Luis A. Gutierrez
PSMEMC OB Unit
Resurrection University, NUR 4642: Role Transition
Problem/topic
Gestational Diabetes Mellitus (GDM) impacts 2%-10% of all pregnancies in the United States every year (Center for Disease Control and Prevention, 2017).
Per care team, PSMEMC has experienced an influx of Hispanic/Latina pregnant women diagnosed with GDM.
Language barrier is the biggest obstacle with patient education. Staff members reported that Spanish speaking resources for GDM and nutritional education are scarce.
Community background
The racial disparities seen in GDM directly impacts St. Mary’s and Elizabeth Medical Center due to the physical location of the hospital. St. Mary’s and Elizabeth Medical Center is located near the Humboldt Park neighborhood.
Literature Review
Problem/topic
Cultural/linguistic barriers. Carolan-Olah et al. (2017) identify that language is one of the barriers understanding the impact that GDM could have on the mother’s health as well as the newborns. In addition, cultural food selection greatly increases the risk for developing GDM for Spanish speaking mothers.
Lack of activity and poor dietary selections. Chasan-Taber (2012) identifies that there is a higher likelihood for gestational diabetes and macrosomia to develop in Latinas who are obese.
Solution
Linguistic adaptation. Schellinger et al. (2017) demonstrate that Hispanic/Latina pregnant women participating in a group care model offered in Spanish showed indicators of effective education and implementation regarding GDM and pregnancy.
Cultural background, socioeconomic status and nutrition. Rhoads-Baeza and Reiz (2012) determine that the relevancy of the dietary recommendations provided to women, incorporating cultural factors, contributed and facilitated the success of interventions addressing Hispanic/Latina pregnant women.
Solution
An educational group program will be implemented at the St. Mary’s and St. Elizabeth’s OB unit.
The educational group program will provide:
Access professionals in Spanish.
Education and information on reducing their risk for GDM.
Space and support for women to learn healthy diet options that are culturally and linguistically relevant.
Implementation
Recruitment
Women at risks for GDM will be referred to group by PSMEMC OB Clinic
Intervention
Group will receive psychoeducation on GDM
Participants will be taught to test and measure glucose levels independently
Utilizing food journals to track meals and generate discussion around their current dietary practices
Nutrition education providing suggestions to each participant based off of food that is culturally relevant to them.
Assessment
Staff member will be able to track and share patient information with their medical physician for continuity of care.
To monitor patient’s health status throughout their pregnancy, surveys and glucose levels will be utilize.
Future Implementations
Acknowledgements
I would like to thank my Preceptor Ami Patel, BSN-RN and secondary preceptor Jennifer Kruc, BSN-RN who endorse this project and felt that it would be beneficial to the unit. I would also like to thank the OB residents who provided feedback on my intervention.
Gestational Diabetes Mellitus (GDM):
Interventions for Hispanic/Latina Pregnant Women
(Clinical Unit Here)
Resurrection University, NUR 4642: Role Transition
While Hispanic/Latina women are the population that is being seen at PSMEMC, they are not the most at risk for GDM. Nationally, Asian/Pacific Islander women are increasing at faster rates (See Table 1). Utilizing this model of incorporating cultural components to dietary interventions could also assist in dropping rates of GDM in that population.
Table 1
Printing:
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Customizing the Content:
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e-Poster Creation & Presentation Guidelines
Poster presentations share research and clinical projects. Your electronic (e-) poster will present key elements of your Clinical Application Project (CAP).
· The CAP e-poster is to be designed on a PowerPoint template, but not printed. You will simply submit the PowerPoint file to the Brightspace submission folder.
· If you are unfamiliar with creating a scientific poster, instructions are outlined at the bottom of this document. It’s easier than you think. Because you are limited by space in the poster format, you must be clear and concise in your writing.
· Refer to the CAP rubric for all necessary requirements.
General guidelines for e-poster:
· The e-poster should look neat, professional, and visually appealing
· Use a simple font (like Arial), no smaller than size 32; larger for section headings and even larger for title/presenter name
· Regarding text:
· Labels or headings should be clear and easy to understand.
· Select contrasting colors; darker letters are effective when used on a light background & vice versa.
· Text should be brief and to the point; use short sentences or phrases to summarize key points; bullet points work well.
· If you are planning to use charts or graphs on your poster:
· Visual data help to express ideas; graphics should be understandable.
· Keep it simple; don’t overwhelm the audience with too many numbers.
· Make sure there is a clear caption so the reader understands the significance.
· Assure consistency in use of format.
· Check and double check spelling.
Reminders:
· Include any form, brochure, or handout you develop as part of the project.
· A reference page in APA format must be submitted with your e-poster. The reference page should include at least the journal articles that were discussed in the literature reviews of the clinical topic and solution.
Poster Instructions
1. Open the poster template in the course shell (or find your own) and save it to your computer.
2. Experiment with different colors, fonts, designs.
3. Keep in mind the “general guidelines” listed above.
4. Add your content, graphics, charts, etc.
5. Save your work frequently as you create.
Description : The Clinical Application Project (CAP) is an opportunity for the BSN student to identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement. The student will examine the research related to their topic and investigate the literature regarding a potential solution for, or intervention to improve, the issue. The student then creates a final project, intervention, or solution to their identified topic. They will present their work in a professional paper and electronic poster which will be presented via video.
Directions : Identify a problem, issue of concern, or area for improvement relevant to your clinical setting. Describe the importance of the area of concern (include facts, statistics etc.). Consult with your RN preceptor and ResU clinical faculty regarding your topic. Your clinical instructor must approve the topic before work is initiated.
Critically analyze the literature related to the area of concern. Identify possible solutions to the selected area of concern, based on the evidence in the literature. Review each for its strengths, weaknesses, and feasibility. Select one solution. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of the final work product (e.g., educational program outline, instructional pamphlets, nursing form, pocket resource, new policy).
The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing design. Further guidelines and instructions for the e-poster are included in the document entitled “e-Poster Creation”.
The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Due to the pandemic, e-poster presentations will not take place on campus. Instead, students are expected to present via video and upload to Brightspace. More information to follow.
CAP Instructions and Rubric
|
Grading criteria for PAPER |
Points |
Comments |
|
Introduction · Introduces topic and provides overview of the issue (2 pts.) · Discusses why this issue is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.) · Identifies unit, manager, etc. support for the project (1 pt.) · Identifies how the project will specifically benefit the unit/organization (2 pts.) |
/7 |
|
|
Literature review: topic/issue · Includes two recent articles (less than 5-7 years) from professional nursing or health sciences journals (2 pts.) · For each article: provides brief summary and discusses how the article is pertinent and relevant to the topic/issue (4 pts./each article=8 total) |
/10 |
|
|
Literature review: solution/intervention · Includes two recent (less than 5-7 years) articles from professional nursing or health sciences journals (2 pts.) · For each article: provides brief summary and discusses how the article is pertinent and relevant to the solution or interventions (4 pts./each article=8 total) · Articles support the student’s chosen solution or intervention (2 pts.) |
/12
|
|
|
Implementation/intervention · Clearly describes final project or intervention (2 pts.) · Outlines specific steps to implement final project/solution, including timeline for how the project could be “rolled out” (4 pts.) · Discusses how the project will address/improve the clinical issue (2 pts.) · Discusses future follow-up, evaluation, and/or measurement of the impact of the project (3 pts.) |
/11
|
|
|
Paper mechanics · Incorporates required content in a 4-5-page paper (not including title page and reference page) (2 pts.) · Follows correct APA: · Proper title page (1 pt.) · Appropriate text spacing, font size, headings, and in-text citations (2 pts.) · Formatted reference page (2 pts.) · Writes clearly; uses correct grammar, spelling, and punctuation; avoids first person voice (3 pts.) |
/10
|
|
|
Grading criteria for e-POSTER |
Points |
Comments |
|
Topic/issue · Clearly displays the topic or issue (2 pts.) · Includes general information about the topic or issue (2 pts.) * · Communicates specifics about why it is pertinent to the particular unit or organization (2 pts.) * · States institutional support (1 pt.) *If applicable, poster uses appropriate graphic or visual which conveys national or local data, trends, organization or unit statistics, etc. |
/7 |
|
|
Literature review of the topic/issue · Includes literature support of the topic or issue (1 pt.) · Summarizes most important point(s) of each article (4 pts.) · Clearly connects authors with literature points (1 pt.) |
/6 |
|
|
Solution/intervention · Clearly outlines solution and presents as feasible (3 pts.) · Includes literature support of chosen solution (2 pt.) · Clearly connects authors with solution literature (1 pt.) |
/6 |
|
|
Implementation · Identifies and explains final project and attaches a copy of “work product” (in-service handouts, pamphlet, form, pocket card, for example) (4 pts.) · Specifically describes how the final project would be implemented, including timeline for “roll-out” (2 pts.) · Describes how the impact of the project could be measured or evaluated (2) · Addresses the future implications of the project for the unit and/or nursing in general (2 pts.) |
/10 |
|
|
e-Poster mechanics · Professional looking: follows elements of e-poster construction; organized and clear layout that flows well (2 pts.) · Visually appealing: words and graphics are easy to see; appropriate use of color (2 pts.) · Student’s name, Resurrection University and project site are clearly identified (1 pt.) · Reference page is complete, in proper APA format, and submitted with the e-poster (1 pt.) |
/6 |
|
TOTAL /85
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