NR 705 Week 3 Evidence-Based Intervention

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NR 705 Week 3 Evidence-Based Intervention

Student Name

Chamberlain University

NR-705: DNP Project & Practicum II

Prof. Name

Date

Week 3: The DNP Project – Evidence-Based Intervention

PICOT Question

In adult patients diagnosed with Type 2 Diabetes (P), does the introduction of a structured diabetes self-management education (DSME) program (I), compared with traditional clinic visits (C), lead to improved glycemic control as measured by HbA1c levels (O) within a three-month timeframe (T)?

Evidence-Based Intervention and Rationale

The selected evidence-based intervention for this project is the implementation of a structured Diabetes Self-Management Education (DSME) program for adults with Type 2 Diabetes. Research has consistently demonstrated that DSME significantly improves patient self-care behaviors, medication adherence, and lifestyle modifications, which together contribute to reduced HbA1c levels and improved glycemic control (Chrvala et al., 2016).

Unlike traditional clinic visits that often focus on immediate symptom management, DSME adopts a patient-centered and educational approach that emphasizes long-term health management. It involves continuous learning, goal setting, and problem-solving strategies that empower patients to take active roles in managing their diabetes. This empowerment promotes motivation, autonomy, and sustained health improvements.

Consideration of Project Site Needs

The decision to implement DSME was guided by the identified challenges at the project site, where many patients struggle with uncontrolled diabetes due to limited health literacy, treatment nonadherence, and irregular follow-up care. DSME directly targets these issues by providing structured educational sessions and practical self-management tools.

Moreover, the project site serves a diverse population, with many patients facing socioeconomic barriers that hinder their access to consistent healthcare. DSME offers flexibility by incorporating both group and digital formats, ensuring that education and support remain accessible and inclusive. This dual approach helps mitigate disparities in care delivery and promotes equitable health outcomes.

Resource Availability and Cost Implications

A careful assessment of available resources indicated that the DSME program could be effectively implemented using the existing clinical workforce, including diabetes educators and nurses skilled in chronic illness management. Minimal additional investment is required for staff training and the development of culturally sensitive educational materials.

The program structure emphasizes group-based sessions and virtual check-ins, which reduce overall costs compared to frequent one-on-one visits. These strategies promote scalability and efficient use of clinic staff while maintaining high levels of patient engagement and participation.

Stakeholder Buy-In

Engaging key stakeholders was essential for the program’s success. Meetings were conducted with clinic administrators, healthcare providers, and nursing teams to review the evidence supporting DSME’s benefits. As a result, the program received strong institutional support due to its alignment with the clinic’s strategic objectives of improving patient outcomes, reducing preventable hospitalizations, and enhancing cost-effectiveness.

Additionally, patients were actively involved during the planning phase. Many expressed excitement about receiving structured education in a group format, reflecting strong patient interest and motivation. Their input ensured that the program remained patient-centered and culturally responsive.

Implementation Plans

The DSME program will be implemented in a phased manner to ensure organized execution and continuous evaluation.

Phase	Activities	Timeline
Phase 1	Staff training and preparation of culturally sensitive educational materials	Weeks 1–2
Phase 2	Patient recruitment and initiation of DSME group education sessions	Weeks 3–6
Phase 3	Ongoing monitoring of HbA1c levels, collection of patient feedback, and data evaluation	Weeks 7–12

This stepwise rollout allows for close monitoring and early identification of potential challenges, ensuring the program’s sustainability and effectiveness.

Successes, Challenges, and Barriers

Successes

Strong engagement and collaboration among clinic stakeholders.
High patient enthusiasm and willingness to participate.
Availability of qualified diabetes educators already on staff.

Challenges and Barriers

Limited physical space for group education sessions.
Scheduling conflicts due to patients’ work and family responsibilities.
The need for multilingual and culturally appropriate educational materials to serve a diverse population.

Planned Solutions

To overcome these barriers, the project team is implementing several adaptive strategies. These include offering virtual DSME sessions for patients unable to attend in person, introducing flexible scheduling options such as evening and weekend classes, and developing educational materials in multiple languages. These efforts will help ensure the program remains accessible, inclusive, and effective for all participants.

References

Chrvala, C. A., Sherr, D., & Lipman, R. D. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: A systematic review of the effect on glycemic control. Patient Education and Counseling, 99(6), 926–943. https://doi.org/10.1016/j.pec.2015.11.003