Capstone change projects require appropriate resources for effective implementation and integration in practice settings. In this case, the change project is about implementing care bundle to prevent and reduce the occurrence of hospital acquire pressure injuries in critical care settings (Ruppel et al., 2022). The initiative is essential in improving patient safety, quality of care, and reducing or mitigating the adverse effects associated with the HAPIs (Hinic, 2021). As such, after collaborating with my preceptor and assessment to evaluate the required resources for strategic plan for the change proposal of pressure ulcer prevention in critical care settings, the following resources will be critical in helping implement the plan for the project.
The first resource is having human resource experts based on the need to train the nurses about the implementation of the care bundle approach. The human resources include nurse educators, nurse leaders, and change champions within the setting to promote the strategic plan and attain its set objectives. Nurses as the main implementers of the intervention will also be required (Lam et al., 2020). These experts and nurses as well as all stakeholders will train and advocate for the adoption of the proposed interventions. They will also create diverse care delivery models through effective presentations to motivate and ensure that the staff embraces the proposed changes.
The second resources are materials required like access to Grand Canyon University’s library databases to access information and conduct the EBP process to determine the most effective research studies. Research articles and journals will be key to generating evidence and justifying the spending of sufficient resources to implement the project. The third resource would be getting information on EBP interventions like care bundle and turning patients based on the severity of their conditions to reduce susceptibility to HAPIs. The use of technologies will also supplement efforts to integrate these aspects in the clinical settings to prevent the occurrence of HAPIs.
Hinic, K. (2021). Evidence-based virtual learning experiences for the clinical nurse leader
capstone. Journal of Nursing Care Quality, 36(4), E59-E62.
DOI: 10.1097/NCQ.0000000000000552.
Lam, C. K., Schubert, C. F., & Herron, E. K. (2020). Evidence‐based practice competence in
nursing students preparing to transition to practice. Worldviews on Evidence‐Based Nursing, 17(6), 418-426. DOI: 10.1111/wvn.12479.
Ruppel, K. J., & Bone, B. A. (2022). Teaching evidence‐based practice: Knowledge to
implementation in a BSN program, part 2. Worldviews on Evidence‐Based Nursing, 19(3), 251-253. DOI: 10.1111/wvn.12556.
Yilmazer, T., & Tuzer, H. (2019). Pressure ulcer prevention care bundle: A Cross-sectional,
Content Validation Study. Wound Management and Prevention, 65(5): 33-9. DOI:10.25270/wmp.2019.5.3339