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 with Type 2 Diabetes (P), does the implementation of a structured diabetes self-management education program (I), compared to standard clinic visits (C), improve glycemic control measured by HbA1c levels (O) within three months (T)?

The PICOT question focuses on evaluating the impact of a structured diabetes self-management education (DSME) program on glycemic outcomes in adults with Type 2 Diabetes. The emphasis is on whether DSME can produce better results compared to traditional clinic-based care when measuring HbA1c levels over a three-month period.

Evidence-Based Intervention and Rationale

The selected intervention for this project is the implementation of a structured DSME program customized for adults with Type 2 Diabetes. This intervention was chosen due to substantial research confirming its effectiveness in promoting positive self-care behaviors, adherence to treatment regimens, improved dietary practices, and lifestyle modifications. These changes collectively contribute to improved HbA1c outcomes.

Unlike routine follow-up visits, DSME programs offer patients sustained learning opportunities, peer support, and empowerment strategies to foster independence in disease management. Research supports the long-term benefits of DSME, particularly in reducing complications, preventing hospital admissions, and lowering overall healthcare costs (Powers et al., 2020).

Consideration of Project Site Needs

The project site caters to a large population of patients with Type 2 Diabetes who often face challenges such as limited health literacy, poor treatment adherence, and inconsistent follow-up care. Many patients struggle to understand disease management principles, which exacerbates poor glycemic control.

Implementing a structured DSME program addresses these gaps by providing continuous support, culturally tailored resources, and strategies that help patients build confidence in managing their illness. This intervention is highly suitable for the site, as it responds directly to the most significant barriers identified during needs assessment.

Resource Availability and Cost Implications

The feasibility of the DSME program was analyzed in relation to the available resources and potential costs. The program leverages existing healthcare staff, including nurses and certified diabetes educators, minimizing the need for additional hiring.

The primary expenses are associated with staff training and patient education materials. Group-based sessions and digital follow-up options ensure cost-efficiency by reducing the frequency of one-on-one clinical appointments. In addition, incorporating technology-based tools such as telehealth or mobile apps may further enhance scalability and reduce long-term expenses (Beck et al., 2017).

NR 705 Week 3 Evidence-Based Intervention

Stakeholder Buy-In

Securing stakeholder support is crucial to ensure successful implementation and sustainability. Meetings with clinic leaders, providers, and nursing staff emphasized the strong evidence base supporting DSME in improving diabetes outcomes. Stakeholders acknowledged that the intervention aligns with organizational goals to improve patient outcomes and reduce preventable hospitalizations.

Patient perspectives were also considered, and early feedback revealed enthusiasm for structured education and ongoing support. By including patients in decision-making, the program fosters trust and enhances patient engagement.

Implementation Plans

The DSME program will be introduced in a phased manner to ensure systematic adoption and allow early identification of challenges.

Phase	Activities	Timeline
Phase 1	Staff training and development of culturally appropriate education materials	Weeks 1–2
Phase 2	Patient recruitment and commencement of DSME group sessions	Weeks 3–6
Phase 3	Ongoing monitoring of HbA1c levels, collection of patient feedback, and evaluation of outcomes	Weeks 7–12

This structured rollout ensures consistency, encourages staff readiness, and allows time for patients to adapt to the program.

Successes, Challenges, and Barriers

Successes

Active engagement and support from stakeholders, including administrators and clinicians.
Positive patient response and willingness to participate in DSME sessions.
Availability of trained diabetes educators within the project site.

Challenges and Barriers

Limited physical space for conducting group education sessions.
Difficulty ensuring consistent attendance due to patients’ work commitments and scheduling conflicts.
Lack of culturally sensitive resources for diverse patient populations.

Proposed Solutions
To overcome these barriers, flexible scheduling, use of virtual/telehealth group sessions, and the development of multilingual, culturally relevant educational tools are being considered. These adaptations are expected to increase accessibility and promote inclusivity.

References

Beck, J., Greenwood, D. A., Blanton, L., Bollinger, S. T., Butcher, M. K., Condon, J. E., Cypress, M., Faulkner, P., Fischl, A. H., Francis, T., Kolb, L. E., Lavin-Tompkins, J. M., MacLeod, J., Maryniuk, M. D., Mensing, C., Orzeck, E. A., Pope, D. D., Pulizzi, J. L., Reed, A. A., … Wang, J. (2017). 2017 National Standards for Diabetes Self-Management Education and Support. The Diabetes Educator, 43(5), 449–464. https://doi.org/10.1177/0145721717722968

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