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After discussion with your preceptor, name one financial aspect, one quality aspect, and one clinical aspect that need to be taken into account for developing the evidence-based change proposal. Explain how your proposal will directly and indirectly impact each of the aspects.

(Zoh H)

The change topic for this capstone project is a fluid overload in patients with end-stage renal disease. Fluid overload, or hypervolemia, is a common complication of kidney disease. After engaging with my mentor on the implementation of the proposed intervention, three areas, including financial, clinical, and quality, were identified as critical. In the financial aspect, the consideration to make was whether the proposed evidence-based practice would lead to a reduction in the cost of healthcare for the target population (Nelson, 2014). When implemented successfully, the proposed patient education program would lead to better fluid management in patients with end-stage renal disease, thus reducing the demand for and cost of care. The intervention will also minimize the cost of care by reducing 30-day readmission for patients with end-stage renal disease.

In relation to quality considerations, it is important that proposed evidence-based practices lead to improvement in patient health outcomes, including mortality, readmission, complications, and improved quality of life (Saunders et al., 2019). Patient education will help patients with end-stage renal disease to manage their fluid levels effectively, thus reducing the probability of fluid overload and associated symptoms. Patient satisfaction would also be improved, as patients would be assured of positive clinical outcomes. The clinical aspect of the proposed patient education intervention is the availability of staff with the required expertise and knowledge to facilitate the implementation of the evidence-based solution (Saunders et al., 2019). For the proposed patient education program to work, the availability of adequate and comprehensively trained nurses is key. Without the necessary professionals, the patient education program would not achieve the set goals and objectives.

References:

Nelson, A. M. (2014). Best practice in nursing: A concept analysis. International Journal of Nursing Studies, 51(11), 1507-1516.

Saunders, H., Gallagher‐Ford, L., Kvist, T., & Vehviläinen‐Julkunen, K. (2019). Practicing healthcare professionals’ evidence‐based practice competencies: An overview of systematic reviews. Worldviews on Evidence‐Based Nursing, 16(3), 176-185.

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