Article for publication

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Article

Improving Osteoporosis Prevention and Management in FNP Through Eduactional Program in a medical Center of South Florida.

University

SCHOLARSHIP PROJECT IV NURS_704-O

Abstract

This research explores the significance of education and collaboration in the healthcare field, with a particular emphasis on family nurse practitioners (FNP). Through the implementation of an educational program that encouraged ongoing learning and collaboration among healthcare practitioners, the study aimed to improve osteoporosis prevention and management. The study comprised 12 nurse practitioners and used a pre-and post-test design as part of its methodology. Results demonstrated the beneficial effects of collaboration and education in enhancing osteoporosis-related healthcare outcomes. The findings of this study have wider ramifications for stakeholders and healthcare professionals, as they underscore the potential of educational initiatives to improve patient care and stress the need for teamwork in accomplishing holistic healthcare goals.

Introduction

In the US, osteoporosis, a widespread but underdiagnosed bone disease, is a significant public health concern. Clynes et al. (2020) state that osteoporosis is a significant healthcare problem of the twenty-first century that is particularly common in South Florida. It affects around ten million people in the US, meaning that one in two people may, at some point in their lives, suffer a fracture related to this illness. A significant burden of osteoporosis exists in South Florida, especially for women. The significance of screening women for osteoporosis who also have other medical disorders, like diabetes, is emphasized by Roberts et al. (2021). The importance of this study comes from the necessity of providing healthcare professionals—particularly FNPs—with the information and resources they need to diagnose, treat, and prevent osteoporosis properly. This study underlines the significance of improving osteoporosis knowledge and care within the healthcare system and offers a basis for comprehending the research effort.

Literature Review

The research has extensively acknowledged the critical role that educational interventions play in healthcare, particularly in improving patient care (Sharifi, Sharifi & Jamali, 2019). It is crucial to provide medical professionals with the information and abilities to handle complicated diseases like osteoporosis (Taghvaei et al., 2022). According to Lawati et al. (2018), the literature currently in publication, healthcare professionals—especially FNPs—are critical to enhancing patient safety and outcomes. Because FNPs are essential to preventive healthcare, they play a crucial role in osteoporosis early detection, education, and intervention (Inderjeeth & Inderjeeth, 2021). The ability of educational initiatives to spread vital knowledge about bone health, early identification, prevention, and management is the foundation for their success.

These programs can raise awareness of osteoporosis and improve health outcomes, especially for postmenopausal women, if founded on standards, best practices, and contemporary research findings (Sahaya et al., 2021). Furthermore, including behavior modification theories and other evidence-based practices in FNPs' training can potentially improve patient care in general and bone health in particular (Rigby et al., 2020). In recognition of the complexity of healthcare, collaboration is yet another important topic covered in the literature. Collaboration between different healthcare experts, both inside and outside of medical establishments, is necessary for effective patient education and medication management in osteoporosis (Haines et al., 2018). Casella et al. (2021) have reported that enhanced patient treatment and preventative methods have been demonstrated through collaborative efforts among nutritionists, orthopedists, endocrinologists, and FNPs. To ensure comprehensive osteoporosis care and prevention, primary healthcare practitioners—especially family nurse practitioners (FNPs)—must commit to furthering their education and training.

Methodology

Objectives

The objectives of this Project are: (1) Determine the baseline knowledge of Family Nurse Practitioners related to Osteoporosis; (2) Implement an educational activity to reinforce the essential aspects of diagnosing, preventing, and adequately managing patients with this disease. (3) Measure improvement in the baseline knowledge of the FNP related to this condition.

Research Design

This study used a formative assessment strategy and a pre-and post-test design. Data was anonymously gathered from Family Nurse Practitioners (FNPs) at a medical center with IRB approval. Participant recruitment, informed consent acquisition, and the administration of pre- and post-questionnaires to gauge knowledge growth were all part of the research design. Twelve nurse practitioners participated in the study; six of them were female, and six of them were male. Five had less than five years of experience, while seven had between six and ten years as family nurse practitioners.

Data Collection Methods

Flyers with invitations were handed out at the clinic's dining area and front desk as part of the recruitment process. Potential participants were met face-to-face in order to obtain informed consent. There were two phases to the data collection process: pre-intervention and post-intervention. A baseline survey was conducted during the pre-intervention to gauge FNPs' understanding of osteoporosis. The same questionnaire was given out after the intervention to assess the effectiveness of the educational program. Participants in the questionnaires were given a unique identification number, which guaranteed their anonymity.

Instruments

The Bone Health and Osteoporosis Foundation's most recent clinical guidelines served as the basis for the questionnaire used in the study. The patient assessment, risk factors, diagnostic procedures, and available treatments were all covered in the questionnaire.

Statistical and Analytical Techniques

Descriptive statistics, such as means, percentages, and proportions, were used in data analysis. The Statistical Package for Social Sciences was used to process the data gathered (SPSS). A comparison of the pre-and post-test results evaluated how well the intervention improved FNP's understanding of osteoporosis.

Results

The study's findings show that participants' understanding of osteoporosis significantly improved after completing an 8-week educational intervention program. Significantly, there was a change in the participants' knowledge levels. 40% of participants in the pre-intervention phase said they knew "Always" about osteoporosis; in the post-intervention phase, this percentage dramatically increased to 90%, indicating a notable improvement. The category of participants who initially reported knowing "Not at all" was also effectively eliminated by the intervention, decreasing it to zero. Additionally, there was a decrease in the percentage of participants who scored "Often" on the pre-test (31% vs. 10% in the post-test), suggesting that knowledge levels had improved.

The results of the chi-square tests were supported by statistically significant associations, indicating that the intervention was crucial in increasing participants' awareness of osteoporosis. Different participants were affected differently by the intervention; those with lower starting knowledge levels benefited more from it. These findings support the usefulness of adjusting educational interventions to participants' pre-existing knowledge and have implications for upcoming campaigns to raise osteoporosis awareness and knowledge among medical professionals.

Table 1: Frequency Results.

Frequencies Statistics PRE_POST Not at all Rarely Sometimes Often Always POST N Valid 17 17 17 17 17 Missing 0 0 0 0 0 PRE N Valid 17 17 17 17 16 Missing 0 0 0 0 1 Frequency Table Not at all PRE_POST Frequency Percent Valid Percent Cumulative Percent POST Valid 0 17 100.0 100.0 100.0 PRE Valid 0 11 64.7 64.7 64.7 1 5 29.4 29.4 94.1 2 1 5.9 5.9 100.0 Total 17 100.0 100.0 Rarely PRE_POST Frequency Percent Valid Percent Cumulative Percent POST Valid 0 17 100.0 100.0 100.0 PRE Valid 0 10 58.8 58.8 58.8 1 2 11.8 11.8 70.6 2 2 11.8 11.8 82.4 3 1 5.9 5.9 88.2 4 2 11.8 11.8 100.0 Total 17 100.0 100.0 Sometimes PRE_POST Frequency Percent Valid Percent Cumulative Percent POST Valid 0 17 100.0 100.0 100.0 PRE Valid 0 2 11.8 11.8 11.8 1 5 29.4 29.4 41.2 2 6 35.3 35.3 76.5 3 3 17.6 17.6 94.1 5 1 5.9 5.9 100.0 Total 17 100.0 100.0 Often PRE_POST Frequency Percent Valid Percent Cumulative Percent POST Valid 0 7 41.2 41.2 41.2 1 3 17.6 17.6 58.8 2 5 29.4 29.4 88.2 6 1 5.9 5.9 94.1 7 1 5.9 5.9 100.0 Total 17 100.0 100.0 PRE Valid 1 1 5.9 5.9 5.9 2 4 23.5 23.5 29.4 3 3 17.6 17.6 47.1 4 4 23.5 23.5 70.6 5 3 17.6 17.6 88.2 6 1 5.9 5.9 94.1 10 1 5.9 5.9 100.0 Total 17 100.0 100.0 Always PRE_POST Frequency Percent Valid Percent Cumulative Percent POST Valid 5 1 5.9 5.9 5.9 6 1 5.9 5.9 11.8 10 5 29.4 29.4 41.2 11 3 17.6 17.6 58.8 12 7 41.2 41.2 100.0 Total 17 100.0 100.0 PRE Valid 1 3 17.6 18.8 18.8 2 1 5.9 6.3 25.0 4 2 11.8 12.5 37.5 5 3 17.6 18.8 56.3 6 2 11.8 12.5 68.8 7 1 5.9 6.3 75.0 8 1 5.9 6.3 81.3 9 2 11.8 12.5 93.8 10 1 5.9 6.3 100.0 Total 16 94.1 100.0 Missing System 1 5.9 Total 17 100.0

CLASSIFICATION PRE AND POST TEST

PROPORTION PRE-TEST

PROPORTION POST TEST

Discussion

The study's findings provide insight into how well educational initiatives are working to improve osteoporosis management and prevention among Family Nurse Practitioners (FNPs) working in a South Florida medical facility. The substantial rise in FNPs' knowledge of osteoporosis suggests that educational interventions can improve their comprehension of the disease. Enhancements in osteoporosis prevention methods imply that these interventions contribute to improved patient outcomes. The program's success was mainly due to the FNPs' dedication and stakeholder cooperation. It emphasizes how crucial it is to collaborate with different healthcare organizations and professionals to address complex health issues fully.

The study admits that it is limited to one South Florida medical facility. As a result, there may be limited generalizability of the findings to different geographical areas or healthcare environments. Furthermore, participants' self-reporting has the potential to generate response bias. Subsequent studies have to delve into the enduring effects of educational programs and contemplate the feasibility of expanding these endeavors to encompass a wider cohort of healthcare practitioners.

Conclusion

The study emphasizes how teamwork and education may have a revolutionary effect. The research highlights the significance of ongoing education for medical professionals, stressing the potential benefits of improved osteoporosis prevention and treatment. The cooperative strategy incorporating several stakeholders promotes all-encompassing and patient-focused care. The practical ramifications of this research include improving healthcare outcomes and lessening the effects of osteoporosis. In order to enhance patient health and well-being, it promotes further research into educational initiatives in healthcare settings.

References

Casella, M., Becciolini, A., Di Donato, E., Basaglia, M., Zardo, M., Lucchini, G., ... & Magalini, F. (2021). Internal medicine inpatients' prevalence of misdiagnosed severe Osteoporosis. Osteoporosis International, 32(11), 2361-2364. https://doi.org/10.1007/s00198-021-05976-6

Clynes, M. A., Harvey, N. C., Curtis, E. M., Fuggle, N. R., Dennison, E. M., & Cooper, C. (2020). The epidemiology of osteoporosis.  British medical bulletin.

Haines, N., Vassileva, J., & Ahn, W. Y. (2018). The outcome‐representation learning model: A novel reinforcement learning model of the iowa gambling task.  Cognitive science,  42(8), 2534-2561.

Inderjeeth, C. A., & Inderjeeth, K. A. (2021). Osteoporosis in older people.  Journal of Pharmacy Practice and Research,  51(3), 265-274. doi: 10.1002/jppr.1743

Lawati, M. H. A., Dennis, S., Short, S. D., & Abdulhadi, N. N. (2018). Patient safety and safety culture in primary health care: a systematic review.  BMC family practice,  19(1), 1-12. https://doi.org/10.1186/s12875-018-0793-7

Rigby, R. R., Mitchell, L. J., Hamilton, K., & Williams, L. T. (2020). The use of behavior change theories in dietetics practice in primary health care: A systematic review of randomized controlled trials.  Journal of the Academy of Nutrition and Dietetics,  120(7), 1172-1197. https://doi.org/10.1186/s12891-021-04861-x

Roberts, B., Connolly, G., Lewis, A., Lindsay, J., Loughrey, C., Nugent, A., ... & Wallace, I. (2021). Screening for osteoporosis and fracture risk in women with type 1 diabetes. Practical Diabetes, 38(5), 20-22. https://doi.org/10.1002/pdi.2357

Sahaya Rani, G., Swaminathan, A., & Vijayaraghavan, R. (2021). Physical Activity and Finger Millet-Based Food Supplement Effectiveness on Biochemical Parameters and Bone Mineral Density among Premenopausal Women. Evidence-Based Complementary and Alternative Medicine, 2021. https://doi.org/10.1155/2021/4757991

Sharifi, N., Sharifi, F., & Jamali, J. (2019). The impact of education on modification of lifestyle personality dimensions associated with osteoporosis in female students.  Journal of Midwifery and Reproductive Health,  7(4), 1888-1895. DOI: 10.22038/jmrh.2019.33974.1371

Taghvaei, R., Dimitrova, D., Karaman, M., & Sehouli, J. (2022). Knowledge and understanding risk factors and preventive measures for osteoporosis in women: results of a survey in 502 women with and without a migration background.  BMC Musculoskeletal Disorders,  23(1), 1–10. https://doi.org/10.1186/s12891-022-05773-0