Week 6 tiff
Week 6 tiff
a year ago 20
Unit6-KTAPart2Template.docx
annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF
Unit6-KTAPart2Template.docx
Knowledge-to-Action: Intervention SWOT Analysis
Student Name
NU 700: Knowledge for Nursing Practice
Nancy Delmont DNP, RN, CNE
Month Date, Year
1
8
Knowledge-to-Action: Intervention SWOT Analysis
It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role for implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address a clinical practice problem in YOUR practice setting
*TIP: (be more specific using the problem, practice setting, and intervention you have identified when creating the purpose statement).
Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem. A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem. This section is only about a problem, not a diagnosis or an intervention.
**TIP: Only provide info from the initially selected article from Unit 4 and edits as suggested by the faculty.
Implementation
Provide a few sentences to explain the intervention you selected from the Unit 5 paper and why it was the best for YOUR practice (don’t forget to state the practice setting) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.
Table 1
SWOT Analysis Chart
|
Strengths · Use bullet points to list 3 Strengths of YOUR practice that would support change were you to implement the selected intervention |
Weaknesses · Use bullet points to list 3 Weaknesses of YOUR practice that would resist change were you to implement the selected intervention |
|
Opportunities · Use bullet points to list 3 Opportunities that a change might result in were you to implement the selected intervention |
Threats · Use bullet points to list 3 Threats that represent an actual or potential barrier were you to implement the selected intervention.
|
*TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice. Provide citations & references as applicable to your organization and/or other sources in the narrative content, particularly opportunities and threats.
Strengths
Provide a narrative discussion of the strengths of YOUR practice (internal) that would support change were you to implement the selected intervention . (Ex: healthcare team)
Weaknesses
Provide a narrative discussion of the weaknesses of YOUR practice (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC)
Opportunities
A narrative discussion of opportunities that a change might result in (external) were you to implement the selected intervention . (Ex: competitive advantage).
Threats
A narrative discussion of Threats that represent an actual or potential barrier (external) were you to implement the selected intervention. (Ex: New Legislation).
**TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to implement the intervention & sustain it.
Conclusion
Bring the reader back to the main topic of this paper which is the practice problem and the professional nurses’ role for implementation of an improvement project. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?
**TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.
***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.
References
Make sure to include functioning doi/url links for retrieval that take the reader to the full article.
**While there is no minimum number of references, scholarly writing for this course is best when supported by no less than 3 current journal articles.
annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF
1
Identifying a Practice Problem in Nursing
Tiffany Williams
Herzing University
NU700
3/28/2025
2
Identifying a Practice Problem in Nursing
Nurses are directly responsible for identifying and addressing practice problems
impacting patient outcomes. As frontline healthcare professionals, they apply clinical expertise,
evidence-based practice, and patient-focused care to eliminate holes in healthcare provision.
Among such red-hot issues is ineffective self-management of diabetes in Cuban Americans,
driven by cultural, linguistic, and socioeconomic factors. Diabetes mellitus and type 2 diabetes,
in this case, disproportionately affect minority populations due to systemic inequalities in
healthcare access, education, and social determinants of health. Yedjou et al. (2024) show that
Hispanic/Latino populations, such as Cuban Americans, have higher rates of incidence for
diabetes complications compared to non-Hispanic whites. Contributing to this are minimal
exposure to culturally sensitive care, linguistic imbalances, and socio-economic constraints.
Practice Problem
Cuevas and Brown's (2018) “Self-Management Decision Making of Cuban Americans
with Type 2 Diabetes” addresses Cuban American diabetes self-care predictors. The study is
based on qualitative design, in which data is gathered from Cuban American adults who have
type 2 diabetes and were interviewed. Outcomes identify several obstacles to effective self-
management that consist of cultural beliefs, language proficiency, and inadequate individualized
education.
Key Challenges Identified
One of the main challenges is cultural influences, as the typical Cuban diets that are
primarily carbohydrate-based necessarily contradict medical dietary recommendations. It is hard
3
for people to modify entrenched eating habits, and thus it is hard to adhere to diabetes treatment
plans.
Another barrier, linguistic variation, makes it more challenging to self-care as limited
English skills limit exposure to educational resources and communication with healthcare
providers. Without explicit and understandable directions, patients are destined to become
bewildered by the medication or dietary counseling instructions.
In addition, suspicion of the health system is another barrier since some Cuban
Americans distrust Western medicine. This distrust normally leads to excessive reliance on home
remedies or unnecessary delay in coming forward to professional medical services, which results
in more complications like neuropathy and retinopathy.
Literature Review
Research conducted among Haitian immigrants, African Americans, and Vietnamese
Americans shows that there are equivalent barriers to health diabetes self-management, focusing
on the importance of culturally competent nursing intervention. Magny-Normilus et al. (2023)
documented Haitian immigrant diabetes self-care and listed socioeconomic barriers, cultural
incongruence, and lack of confidence in health care. All Haitian immigrants lack economic
resources for the acquisition of medicine and materials and promote negative health outcomes.
Cultural beliefs about illness and treatment are likely to conflict with clinical guidelines and lead
to non-adherence. Past marginalization also causes deeply ingrained distrust of the health system,
and patients are not as likely to access medical treatment. Ajuwon and Insel (2022) discussed
diabetes care for African Americans and determined that poor health literacy, mental illness, and
structural disparities were the biggest barriers.
4
African Americans who have not mastered the fundamentals of diabetes care experience
most of them and make incorrect drug doses or have dietary blunders. Secondary complications
resulting from mental illness in the form of depression and anxiety also interfere with self-care
practice, with persons suffering from such psychological disturbances showing lower levels of
adherence to follow prescribed treatment pathways. Structural disadvantage in terms of food
deserts and absence of diabetes specialists deepens inequality. Sheen et al. (2023) also explored
diabetes management among Vietnamese Americans, and in their discussion mentioned language
difficulties, family responsibilities, and dietary struggles. Lack of translated papers restricts
access for many Vietnamese-speaking individuals to even understand their treatment plans fully,
risking mismanagement. Informal translators become members of their family as well, but that
creates the potential for miscommunication and errors in the management of diabetes. In
addition, typical Vietnamese diets that are rich in rice and sodium are challenging to gain
glycemic control.
Synthesis of Evidence
The reviews of the studies overall present systemic diabetes self-management obstacles
within minority populations such as cultural mismatch, language and literacy problems, and
structural inequality. Cultural ideas about food and health and cultural practices frequently
conflict with medical guidance, making adherence more difficult. Low health literacy and
language issues hinder people from comprehensively grasping their diabetes care plans, which
may result in poor disease management. In addition, socioeconomic factors such as poverty,
underinsurance, and food insecurity contribute to differences in diabetes outcomes. These may
be addressed with nurse-led care through the implementation of bilingual diabetes education, i.e.,
so that patients acquire knowledge in their native language but culturally appropriate nutrition
5
accommodations are accommodated. Also, the involvement of community health workers
(CHWs)—unreliable neighbors who can provide culturally sensitive education and support—is
likely to maximize adherence and involvement. Lastly, implementing care models that are
integrated to address not only medical needs but also mental health and social determinants of
health can facilitate more sustainable diabetes management improvement among Cuban
Americans.
Conclusion
The issue of poor diabetes self-care among Cuban Americans is representative of broader
healthcare disparities in minority populations. The study highlights the need for culturally
competent, language-translatable, and structurally sensitive interventions to improve diabetes
outcomes. Nurses must demand policy changes, including increased funding for community-
based diabetes education programs and more sophisticated training in culturally competent care.
Subsequent studies ought to focus on measuring the effectiveness of focused interventions
through the utilization of frameworks such as the Knowledge-to-Action (KTA) Framework to
ensure long-term health equity and enhanced diabetes care.
6
References
Cuevas, H. E., & Brown, S. A. (2018). Self-management decision making of Cuban Americans
with type 2 diabetes. Journal of Transcultural Nursing, 29(3), 222-228.
https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf
DeForest, N., & Majithia, A. R. (2022). Genetics of type 2 diabetes: implications from large-
scale studies. Current diabetes reports, 22(5), 227-235.
https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf
Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D., ...
& Grey, M. (2023). Self-Management and Glycemic Targets in Adult Haitian Immigrants
With Type 2 Diabetes: Research Protocol. Nursing research, 72(3), 211-217.
https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.a
spx?an=00006199-202305000-00007
Nguyen, A. T., Jones, E. J., O’Neal, K. S., Netter, M. K., & Dwyer, K. A. (2022). An academic-
community engagement: a roadmap for developing a culturally relevant diabetes self-
management program among Vietnamese Americans. Collaborations: A Journal of
Community-Based Research and Practice, 5(1).
https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci
Yedjou, C. G., Sims, J. N., Njiki, S., Chitoh, A. M., Joseph, M., Cherkos, A. S., & Tchounwou, P.
B. (2024). Health and Racial Disparities in Diabetes Mellitus Prevalence, Management,
Policies, and Outcomes in the United States. Journal of community medicine & public
health, 8(3), 460. https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/
Unit6-KTAPart2Template.docx
Knowledge-to-Action: Intervention SWOT Analysis
Student Name
NU 700: Knowledge for Nursing Practice
Nancy Delmont DNP, RN, CNE
Month Date, Year
1
8
Knowledge-to-Action: Intervention SWOT Analysis
It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role for implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address a clinical practice problem in YOUR practice setting
*TIP: (be more specific using the problem, practice setting, and intervention you have identified when creating the purpose statement).
Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem. A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem. This section is only about a problem, not a diagnosis or an intervention.
**TIP: Only provide info from the initially selected article from Unit 4 and edits as suggested by the faculty.
Implementation
Provide a few sentences to explain the intervention you selected from the Unit 5 paper and why it was the best for YOUR practice (don’t forget to state the practice setting) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.
Table 1
SWOT Analysis Chart
|
Strengths · Use bullet points to list 3 Strengths of YOUR practice that would support change were you to implement the selected intervention |
Weaknesses · Use bullet points to list 3 Weaknesses of YOUR practice that would resist change were you to implement the selected intervention |
|
Opportunities · Use bullet points to list 3 Opportunities that a change might result in were you to implement the selected intervention |
Threats · Use bullet points to list 3 Threats that represent an actual or potential barrier were you to implement the selected intervention.
|
*TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice. Provide citations & references as applicable to your organization and/or other sources in the narrative content, particularly opportunities and threats.
Strengths
Provide a narrative discussion of the strengths of YOUR practice (internal) that would support change were you to implement the selected intervention . (Ex: healthcare team)
Weaknesses
Provide a narrative discussion of the weaknesses of YOUR practice (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC)
Opportunities
A narrative discussion of opportunities that a change might result in (external) were you to implement the selected intervention . (Ex: competitive advantage).
Threats
A narrative discussion of Threats that represent an actual or potential barrier (external) were you to implement the selected intervention. (Ex: New Legislation).
**TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to implement the intervention & sustain it.
Conclusion
Bring the reader back to the main topic of this paper which is the practice problem and the professional nurses’ role for implementation of an improvement project. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?
**TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.
***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.
References
Make sure to include functioning doi/url links for retrieval that take the reader to the full article.
**While there is no minimum number of references, scholarly writing for this course is best when supported by no less than 3 current journal articles.
annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF
1
Identifying a Practice Problem in Nursing
Tiffany Williams
Herzing University
NU700
3/28/2025
2
Identifying a Practice Problem in Nursing
Nurses are directly responsible for identifying and addressing practice problems
impacting patient outcomes. As frontline healthcare professionals, they apply clinical expertise,
evidence-based practice, and patient-focused care to eliminate holes in healthcare provision.
Among such red-hot issues is ineffective self-management of diabetes in Cuban Americans,
driven by cultural, linguistic, and socioeconomic factors. Diabetes mellitus and type 2 diabetes,
in this case, disproportionately affect minority populations due to systemic inequalities in
healthcare access, education, and social determinants of health. Yedjou et al. (2024) show that
Hispanic/Latino populations, such as Cuban Americans, have higher rates of incidence for
diabetes complications compared to non-Hispanic whites. Contributing to this are minimal
exposure to culturally sensitive care, linguistic imbalances, and socio-economic constraints.
Practice Problem
Cuevas and Brown's (2018) “Self-Management Decision Making of Cuban Americans
with Type 2 Diabetes” addresses Cuban American diabetes self-care predictors. The study is
based on qualitative design, in which data is gathered from Cuban American adults who have
type 2 diabetes and were interviewed. Outcomes identify several obstacles to effective self-
management that consist of cultural beliefs, language proficiency, and inadequate individualized
education.
Key Challenges Identified
One of the main challenges is cultural influences, as the typical Cuban diets that are
primarily carbohydrate-based necessarily contradict medical dietary recommendations. It is hard
3
for people to modify entrenched eating habits, and thus it is hard to adhere to diabetes treatment
plans.
Another barrier, linguistic variation, makes it more challenging to self-care as limited
English skills limit exposure to educational resources and communication with healthcare
providers. Without explicit and understandable directions, patients are destined to become
bewildered by the medication or dietary counseling instructions.
In addition, suspicion of the health system is another barrier since some Cuban
Americans distrust Western medicine. This distrust normally leads to excessive reliance on home
remedies or unnecessary delay in coming forward to professional medical services, which results
in more complications like neuropathy and retinopathy.
Literature Review
Research conducted among Haitian immigrants, African Americans, and Vietnamese
Americans shows that there are equivalent barriers to health diabetes self-management, focusing
on the importance of culturally competent nursing intervention. Magny-Normilus et al. (2023)
documented Haitian immigrant diabetes self-care and listed socioeconomic barriers, cultural
incongruence, and lack of confidence in health care. All Haitian immigrants lack economic
resources for the acquisition of medicine and materials and promote negative health outcomes.
Cultural beliefs about illness and treatment are likely to conflict with clinical guidelines and lead
to non-adherence. Past marginalization also causes deeply ingrained distrust of the health system,
and patients are not as likely to access medical treatment. Ajuwon and Insel (2022) discussed
diabetes care for African Americans and determined that poor health literacy, mental illness, and
structural disparities were the biggest barriers.
4
African Americans who have not mastered the fundamentals of diabetes care experience
most of them and make incorrect drug doses or have dietary blunders. Secondary complications
resulting from mental illness in the form of depression and anxiety also interfere with self-care
practice, with persons suffering from such psychological disturbances showing lower levels of
adherence to follow prescribed treatment pathways. Structural disadvantage in terms of food
deserts and absence of diabetes specialists deepens inequality. Sheen et al. (2023) also explored
diabetes management among Vietnamese Americans, and in their discussion mentioned language
difficulties, family responsibilities, and dietary struggles. Lack of translated papers restricts
access for many Vietnamese-speaking individuals to even understand their treatment plans fully,
risking mismanagement. Informal translators become members of their family as well, but that
creates the potential for miscommunication and errors in the management of diabetes. In
addition, typical Vietnamese diets that are rich in rice and sodium are challenging to gain
glycemic control.
Synthesis of Evidence
The reviews of the studies overall present systemic diabetes self-management obstacles
within minority populations such as cultural mismatch, language and literacy problems, and
structural inequality. Cultural ideas about food and health and cultural practices frequently
conflict with medical guidance, making adherence more difficult. Low health literacy and
language issues hinder people from comprehensively grasping their diabetes care plans, which
may result in poor disease management. In addition, socioeconomic factors such as poverty,
underinsurance, and food insecurity contribute to differences in diabetes outcomes. These may
be addressed with nurse-led care through the implementation of bilingual diabetes education, i.e.,
so that patients acquire knowledge in their native language but culturally appropriate nutrition
5
accommodations are accommodated. Also, the involvement of community health workers
(CHWs)—unreliable neighbors who can provide culturally sensitive education and support—is
likely to maximize adherence and involvement. Lastly, implementing care models that are
integrated to address not only medical needs but also mental health and social determinants of
health can facilitate more sustainable diabetes management improvement among Cuban
Americans.
Conclusion
The issue of poor diabetes self-care among Cuban Americans is representative of broader
healthcare disparities in minority populations. The study highlights the need for culturally
competent, language-translatable, and structurally sensitive interventions to improve diabetes
outcomes. Nurses must demand policy changes, including increased funding for community-
based diabetes education programs and more sophisticated training in culturally competent care.
Subsequent studies ought to focus on measuring the effectiveness of focused interventions
through the utilization of frameworks such as the Knowledge-to-Action (KTA) Framework to
ensure long-term health equity and enhanced diabetes care.
6
References
Cuevas, H. E., & Brown, S. A. (2018). Self-management decision making of Cuban Americans
with type 2 diabetes. Journal of Transcultural Nursing, 29(3), 222-228.
https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf
DeForest, N., & Majithia, A. R. (2022). Genetics of type 2 diabetes: implications from large-
scale studies. Current diabetes reports, 22(5), 227-235.
https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf
Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D., ...
& Grey, M. (2023). Self-Management and Glycemic Targets in Adult Haitian Immigrants
With Type 2 Diabetes: Research Protocol. Nursing research, 72(3), 211-217.
https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.a
spx?an=00006199-202305000-00007
Nguyen, A. T., Jones, E. J., O’Neal, K. S., Netter, M. K., & Dwyer, K. A. (2022). An academic-
community engagement: a roadmap for developing a culturally relevant diabetes self-
management program among Vietnamese Americans. Collaborations: A Journal of
Community-Based Research and Practice, 5(1).
https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci
Yedjou, C. G., Sims, J. N., Njiki, S., Chitoh, A. M., Joseph, M., Cherkos, A. S., & Tchounwou, P.
B. (2024). Health and Racial Disparities in Diabetes Mellitus Prevalence, Management,
Policies, and Outcomes in the United States. Journal of community medicine & public
health, 8(3), 460. https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/
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