NURS FPX 4035 Assessment 4 Improvement Plan Tool Kit

This article in NURS FPX 4035 Assessment 4 describes a systematic review and meta-analysis of randomized controlled trials that were carried out in order to determine the educational interventions that can be given to patients who have both diabetes and obesity, as well as the outcomes that these interventions can produce. It describes the advantages of therapeutic patient education for patients as well as for the healthcare systems. According to this study, patient outcomes are significantly impacted by various TPE therapies. Despite the study’s more specific focus on diabetes and obesity, the knowledge gained can help nurses recognize the need to provide thorough patient education. Nurses who want to learn more about the value of patient education should consult this source.

Trivedi, S. P., Corderman, S., Berlinberg, E., Schoenthaler, A., & Horwitz, L. I. (2023). Assessment of patient education delivered at the time of hospital discharge. JAMA internal medicine, 183(5), 417–423.
https://doi.org.library.capella.edu/10.1001/jamainternmed.2023.0070

An experimental study of discharge education in two hospitals is the subject of the targeted article. The researchers looked at the physicians and found that even while there was organizational support for teaching activities, the majority of them did not educate well during discharge. As far as discharge education is concerned, this report shows that there is a significant room for improvement. With regard to patient education, this source may help nurses feel the need to make changes. It accurately illustrates how there is still a sign of quality improvement in patient education using process improvement tools and techniques.

Barriers to Patient Education

Boyde, M., Tuckett, A., & Ty, J. (2021). Teacher-as-actor: Investigating the barriers and facilitators of patient education among hospitalized patients in a cardiology clinical unit. Nursing & health sciences, 23(4), 871–879.
https://doi-org.library.capella.edu/10.1111/nhs.12874

The challenges that physicians may have when providing thorough patient education are covered in this article, along with the contributing elements, in NURS FPX 4035 Assessment 4. Particularly at this acute care inpatient cardiology facility, the cardiac field of study varies. Both nurses and patients may face systemic challenges, some of which are identified. It also describes some of the elements that helped to deliver efficient patient education, both in terms of the environment and the patient. Revising the barriers to patient education in this resource as a nursing tool may be helpful to nurses.

Longhini, J., Ambrosi, E., Tescaro, B., Derugna, N., Ferro, M. L., & Canzan, F. (2025). Patient education during hospitalization from the perspective of nurse managers: A qualitative study. Nursing & health sciences, 27(1), e70052.
https://doi-org.library.capella.edu/10.1111/nhs.70052

The article in consideration is a qualitative descriptive assessment of nursing managers’ opinions about patient education during hospitalized patients’ acute inpatient stays. Despite the overwhelming evidence that patient education improves patient outcomes and is a useful nursing tool, the authors of this research note that education is not frequently given. The challenges that clinicians have in providing high-quality patient education are examined in this article, along with areas for improvement. Nurses should read this resource from NURS FPX 4035 Assessment 4 to gain a better understanding of the organizational problems or obstacles to

efficient patient education. The information presented in this article makes clear the need for the suggested patient education-based quality improvement project.

Policy Changes to Improve Patient Education

Alqallaf A. (2024). The impact of integrated patient education on short-term revisit rates in healthcare settings: A quality improvement project. Cureus, 16(3), e56512. https://doi.org/10.7759/cureus.56512

This article describes how the introduction of EHR enhancements and the training of additional personnel to educate patients led to the accomplishment of a quality improvement project that aimed to improve patient education. According to the results of this study, a bundled approach decreased patient readmissions, suggesting that patient education increased. This article in NURS FPX 4035 Assessment 4 teaches staff members about patient education and assists nurses in understanding the significance of implementing a workflow tailored to patient education in the EHR. It also explains how it has helped employees come up with new methods for implementing these new procedures.

Jiang, Y., Cai, Y., Zhang, X., & Wang, C. (2024). Interprofessional education interventions for healthcare professionals to improve patient safety: A scoping review. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2391631

In order to improve interdisciplinary communication, a scoping review of different interdisciplinary education interventions was carried out and is presented in this article. Studying interdisciplinary educational methods to improve patient safety is the specific goal of the present study. Some inter-disciplinary instructional approaches and their efficacy are reviewed throughout the paper. Using process improvement tools and techniques, nurses can use this source to learn more about why we need more staff training and increased collaboration across

the various interdisciplinary boundaries. Furthermore, as unclear responsibilities have been identified as a barrier to effective patient education, interprofessional cooperation for patient safety may be crucial to the success of patient education.

See, M. T. A., Chee, S., Rajaram, R., Kowitlawakul, Y., & Liaw, S. Y. (2020). Missed nursing care in patient education: A qualitative study of different levels of nurses’ perspectives. Journal of nursing management, 28(8), 1960–1967.
https://doi.org.library.capella.edu/10.1111/jonm.12983

The author of this article examines the challenges that nurses face when teaching patients, as reported by the nurses themselves. Additionally, it demonstrates that among the three nursing care components that are most frequently disregarded is patient education. According to the nurses in the study under discussion, there is no record of the instruction given. Notably, nurses expressed worry that, due to the overwhelming workload, education is frequently not prioritized in the nursing field. As stated in the improvement plan tool kit, nurses should study this article to gain an understanding of the rationale behind the introduction of new EHR workflows and the training of more staff.

Wang, S., Liu, K., Tang, S., Wang, G., Qi, Y., & Chen, Q. (2025). Interventions to improve patient health education competence among nursing personnel: A scoping review. Nurse Education in Practice, 83, 104258. https://doi.org/10.1016/j.nepr.2025.104258

A review scope of research is presented in this article to identify efficient staff training techniques for patient education. It serves as a nursing tool by summarizing previous reviews and highlighting the various staff education programs used and how those affected their reported confidence levels in patient education delivery. With the help of this resource, nurses could

become acquainted with the various training methods that they would probably encounter in the new patient education improvement plan. It offers evidence-based staff-based solutions in patient education and training. Nurses will learn why better staff education is necessary and how it can help them improve their practice in NURS FPX 4035 Assessment 4.

Education Techniques

Lyu, X., Li, J., & Li, S. (2024). Approaches to reach trustworthy patient education: A narrative review. Healthcare (Basel, Switzerland), 12(23), 2322.
https://doi.org.library.capella.edu/10.3390/healthcare12232322

The article offers a number of strategies for achieving success in the extensive patient education program. It describes strategies that can be applied on a social, intrapersonal, and interpersonal level. It also describes the several ways that patient education may be given and how to modify teaching strategies to meet the needs of individual patients. Using process improvement tools and techniques, nurses can utilize this resource to discover educational approaches that they can implement in their practice. It might also serve as a useful reference for staff members in between training sessions.

World Health Organization. (2023). Therapeutic patient education: An introductory guide. World Health Organization. https://iris.who.int/bitstream/handle/10665/372743/9789289060219-eng.pdf?sequence=12

NURS FPX 4035 Assessment 4 uses a World Health Organization brochure that highlights the importance of therapeutic patient education and offers recommendations to health care policymakers on how to empower healthcare professionals in patient education. It also

includes a large number of case studies that illustrate the importance and application of patient education. Additionally, this document provides some practical training standards for staff and therapeutic patient teaching techniques. Nurses can explore this resource to find nursing tools that they can implement in their practice. It also provides enough information for nurses to be proactive and involve themselves in improving patient education.

Atay, Selma,PhD., R.N., Akkaya, Gulnur,PhD., R.N., & Duygulu, Sergul,PhD., R.N. (2020).
Nurses’ perception of using empowering discourse for patient education: A qualitative study. International Journal of Caring Sciences, 13(2), 1089-1095.
https://library.capella.edu/login?url=https://www.proquest.com/scholarly-journals/nurses-perception-using-empowering-discourse/docview/2462488344/se-2

The current article investigates nurses’ opinions regarding the use of an empowering discourse in patient education. It establishes the definition of empowering discourse as well as its objectives and benefits for patients. As directed by the improvement plan toolkit, the nurses share their thoughts on the process of engaging in empowering discourse and the sense of significance it offers to patients and their care through the article. Additionally, a model and techniques for using empowering discourse when instructing a patient are provided. This tool offers nurses the chance to incorporate empowering discourse into their practice. Examining other nurses’ perspectives provides an opportunity to apply this teaching strategy to nursing practice.