For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
ASSESSMENT 1 that you brilliantly did.
Preliminary Care Coordination for Mental Health
Mental health is a critical issue affecting a majority of the U.S population. Mental health negatively affects life, including maintaining healthy relationships, employment, physical fitness, and education. Mental health also affects the nation’s economy, especially when an individual is incurring huge costs on mental care and cannot sustain employment. Healthcare reforms throughout the nation have centered on improving care coordination by reinforcing formal care routes and providing financial incentives, education, and community support for mental illness. It is especially important for persons with mental health issues since these are complicated chronic diseases with long-term negative repercussions that frequently require the collaboration of many providers. Therefore, mental health preliminary care coordination focuses on how the goals and community resources are organized to achieve desired outcomes.
Best Practices
Caregivers for people with mental illnesses, such as family and friends, are typically needed on a long-term and rather unexpected basis. These support networks, however, are not always available. Individuals with mental illnesses are often isolated due to disagreements with friends and their inclination to withdraw from others (Thornicroft, Deb & Henderson, 2016). The main aim of introducing proper care is to ensure individuals with mental illness access the care they need. Having a caregiver or support person for someone with a mental illness improves continuity of treatment and provides advocacy and support, particularly during and after an acute illness. Healthcare providers, including nurses, should ensure patients acquire enough assistance and support with various needs. People in recovery may also require assistance in re-entering the community. Individuals recuperating from an acute episode of mental illness require continuing emotional care that validates their sense of self and ability to heal.
Specific Goals
One of the main goals of measures and interventions in mental illness is to ensure individuals access care and promote well-being. Despite the effects of mental illness, only a minority of people with mental health problems receive treatment. An introduction of E-mental health resources may be a viable option for filling this therapy void. The Online symptom-focused programs are usually based on cognitive behavior therapy (CBT) and include interactive elements such as symptom surveys and exercises where service users may practice their abilities. Other technology-based therapies include Discuss on Online psycho education, which enhances attitudes about getting treatment and reduces mental illnesses symptom (Offenbach, 2015). The program aim to educate individual about mental healthcare. Also, although the quality of information websites varies, they can assist meet the vast unmet requirements for information. Video-conference therapy and peer-to-peer support will also help in ensuring every individual can access mental care in the comfort of their location.
Another goal is to minimize cultural misinformation linked to mental illnesses. Cultural misinformation on mental illness has led to stigma and alienation toward individuals suffering from mental illnesses such as bipolar disorders and anxiety. Living with a mental health problem carries a stigma that has been regarded as worse than the sickness itself. People with mental illnesses are often stereotyped as violent and lacking in character (Shahwan et al., 2022). Healthcare providers must emphasize psychiatric therapies and the relevance of medical knowledge of mental health disorders more effectively. Contact-based therapies are important and have shown to be the most effective in lowering stigmatizing views and prejudice. The therapies help minimize cultural misinformation since they entail brief interactions between the community and a leader representing the stigmatized community, which differs significantly from natural interactions. An individual with mental illness is also allowed to interact with those who may hold a stigma against them, minimizing stigma.
Community Resources
There are various ways to increase community resources for a safe and effective continuum of care. In delivering high-quality and high-value health care for mental illness patients, it is important to meet patients’ requirements and preferences. An integrated information system is required to offer patients a smooth transition throughout the process of care. Providers want data that follows a patient over time and between health settings so that they can provide high-quality, cost-effective care. (Thornicroft, Deb & Henderson, 2016). For example, nurse informaticians can help with the creation of patient-centered systems. Additionally, incorporating intensive case management allows medical services to be coordinated by trained individuals to assist patients in living successfully at home and in the community. Patients are most vulnerable when they are transitioning from one level of treatment to another within the continuum of care. Nurse case managers are useful because they can help with care transitions, including discharge planning and end-of-life planning. It is also important to implement services that involve parent training and parent support groups to assist families in caring for their loved ones diagnosed with mental illness (Thornicroft, Deb & Henderson, 2016). Families need support to ensure effective continuum care for individuals with mental illnesses. Overall, healthcare professionals can recognize that for patients to achieve the best possible quality of life, they should introduce care that aims at supporting patients’ emotional needs. They should also identify non-health factors such as education, job opportunities, and family that affect the community’s healthcare choices and management.
References
Eysenbach, G. (2015). “Clinical Practice Models for the Use of E-Mental Health Resources in Primary Health Care by Health Professionals and Peer Workers: A Conceptual Framework.” JMIR Mental Health, 2(1) 1-6.
Shahwan, S. et al. (2022). “Strategies to Reduce Mental Illness Stigma: Perspectives of People with Lived Experience and Caregivers.” International Journal of Environmental Research and Public Health 19 (1632) 1-17.
Thornicroft, G., Deb, T., & Henderson, C. (2016). “Community mental health care worldwide: current status and further developments.” World Psychiatry, 15(3) 276–286.
Introduction
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Preparation
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.
Instructions
Note: You are required to complete Assessment 1 before this assessment.
For this assessment:
Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5-7 pages in length, not including title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriiptions for each criterion to see how your work will be assessed.
Design patient-centered health interventions and timelines for a selected health care problem.
Address three health care issues.
Design an intervention for each health issue.
Identify three community resources for each health intervention.
Consider ethical decisions in designing patient-centered health interventions.
Consider the practical effects of specific decisions.
Include the ethical questions that generate uncertainty about the decisions you have made.
Identify relevant health policy implications for the coordination and continuum of care.
Cite specific health policy provisions.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Clearly explain the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Use the literature on evaluation as guide to compare learning session content with best practices.
Align teaching sessions to the Healthy People 2030 document.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for a selected health care problem.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Competency 3: Create a satisfying patient experience.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Competency 4: Defend decisions based on the code of ethics for nursing.
Consider ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
