NURS FPX 9902 Assessment 3 Literature Synthesis

Name

Capella university

NURS-FPX 9902 Nursing Doctoral Project 2

Prof. Name

Date

Literature Synthesis

This analysis offers a detailed examination of the doctoral learner’s approach to sourcing and synthesizing academic literature. Its central purpose is to support the integration of findings identified throughout the research process. The learner outlines the procedures used to locate scholarly sources, explores the connections between these works, and highlights consistencies and variations in research inquiries, study designs, and results.

Search Strategy

A structured search strategy plays a pivotal role in the success of any doctoral project. Relevant evidence-based literature was gathered to clarify patient care challenges and recommend evidence-informed improvements in care quality. The literature search began once a patient care issue was identified at the designated project site, leading to the formulation of a PICOT question focused on caregivers managing chronic obstructive pulmonary disease (COPD) patients. This PICOT question and the associated quality improvement initiative received approval from both the project site and Capella University’s Institutional Review Board (IRB).

To collect supporting evidence, four primary databases were consulted: Cumulative Index to Nursing and Allied Health Literature (CINAHL), Nursing and Allied Health, PubMed, and the Capella University Library. Initial keyword searches involved terms such as “COPD readmission,” limiting results to peer-reviewed studies published within the preceding five years. From this search, fifteen articles that met the selection criteria were retrieved, printed, and evaluated based on their hierarchy of evidence.

Subsequent database-specific searches incorporated terms like “COPD readmissions” and “teach-back method.” Studies meeting relevance, date, and quality benchmarks were retained for the literature synthesis. In total, approximately 1,500 articles were screened, from which 15 high-quality sources were selected to inform the PICOT question and intervention strategy.

Synthesis of the Literature

COPD Readmissions

COPD is a chronic respiratory condition with a significant impact on global health outcomes and hospital readmission rates. Initiatives such as the National Heart, Lung, and Blood Institute’s (NHLBI) Learn More Breathe Better program have been introduced to help reduce the burden of COPD hospitalizations. Additionally, the Centers for Medicare & Medicaid Services (CMS) established the Hospital Readmissions Reduction Program (HRRP) to address financial and clinical repercussions associated with frequent readmissions (Centers for Medicare and Medicaid Services, n.d.). A range of research, including randomized controlled trials (RCTs), cohort studies, and systematic reviews, has explored approaches like individualized action plans, remote consultations, and predictive analytics to curb COPD-related hospital readmissions.

Self-Care Management

Contributing factors such as tobacco use and environmental exposures are widely recognized in COPD management literature. Addressing socioeconomic determinants and ensuring adherence to COPD care guidelines are essential components of comprehensive care. Educational interventions focusing on smoking cessation, recognizing symptom exacerbation, and proper inhaler technique remain central to reducing acute episodes. Evidence from systematic reviews and RCTs supports personalizing educational efforts based on patient-specific needs while integrating multiple evidence-informed methods to improve health outcomes (Gagné et al., 2019; Jolly et al., 2016).

Teach-Back Method

The teach-back method has emerged as a significant educational strategy for improving COPD patient outcomes by fostering patient understanding and encouraging active disease management. Research underscores the importance of training healthcare providers to deliver effective patient education while assessing a patient’s readiness to absorb and apply health information. Complementary strategies, including e-learning modules, national action plans, and provider education programs, enhance the implementation of the teach-back method. Consistent findings show this approach improves patient health literacy, promotes better self-care practices, and reduces hospital readmissions (Oh et al., 2021; Rang et al., 2022).

Conclusion

A comprehensive review of the literature reveals strong support for the teach-back method as a key strategy for improving outcomes in patients with COPD. Quality improvement projects that include this educational technique report enhancements in patient comprehension, self-management abilities, health literacy, and overall quality of life. By integrating a multifaceted approach to patient education—incorporating diverse teaching strategies and delivery platforms—healthcare providers can better support individuals living with COPD and effectively reduce hospital readmissions.

References

Aida, A., Svensson, T., Svensson, A., Chung, U.-I., & Yamauchi, T. (2020). Ehealth delivery of educational content using selected visual methods to improve health literacy on lifestyle-related diseases: Literature review. JMIR mHealth and uHealth, 8(12), e18316. https://doi.org/10.2196/18316

Allegrante, J. P., Wells, M. T., & Peterson, J. C. (2019). Interventions to support behavioral self-management of chronic diseases. Annual Review of Public Health, 40(1), 127–146. https://doi.org/10.1146/annurev-publhealth-040218-044008

Buhr, R. G., Jackson, N. J., Kominski, G. F., Dubinett, S. M., Mangione, C. M., & Ong, M. K. (2020). Rates for chronic obstructive pulmonary disease under the hospital readmissions reduction program: An interrupted time series analysis. Journal of General Internal Medicine, 35(12), 3581–3590. https://doi.org/10.1007/s11606-020-05958-0

NURS FPX 9902 Assessment 3 Literature Synthesis

Centers for Medicare and Medicaid Services. (n.d.). Hospital readmissions reduction program (HRRP). https://www.cms.gov/Medicare/Medicare-Fee-for-Service-Payment/AcuteInpatientPPS/Readmissions-Reduction-Program

Gagné, M., Lauzier, S., Babineau-Therrien, J., Hamel, C., Penney, S.-E., Bourbeau, J., Moisan, J., & Boulet, L.-P. (2019). COPD-specific self-management support provided by trained educators in everyday practice is associated with improved quality of life, health-directed behaviors, and skill and technique acquisition: A convergent embedded mixed-methods study. The Patient – Patient-Centered Outcomes Research, 13(1), 103–119. https://doi.org/10.1007/s40271-019-00386-7

Hawthorne, G., Richardson, M., Greening, N. J., Esliger, D., Briggs-Price, S., Chaplin, E. J., Clinch, L., Steiner, M. C., Singh, S. J., & Orme, M. W. (2022). A proof of concept for continuous, non-invasive, free-living vital signs monitoring to predict readmission following an acute exacerbation of COPD: A prospective cohort study. Respiratory Research, 23(1). https://doi.org/10.1186/s12931-022-02018-5

Hegelund, A., Andersen, I., Andersen, M. N., & Bodtger, U. (2019). The impact of a personalised action plan delivered at discharge to patients with COPD on readmissions: A pilot study. Scandinavian Journal of Caring Sciences, 34(4), 909–918. https://doi.org/10.1111/scs.12798

Hosseinzadeh, H., & Shnaigat, M. (2019). Effectiveness of chronic obstructive pulmonary disease self-management interventions in primary care settings: A systematic review. Australian Journal of Primary Health, 25(3), 195. https://doi.org/10.1071/py18181

Jolly, K., Majothi, S., Sitch, A., Heneghan, N., Moore, D., Riley, R., Bates, E., Turner, A., Bayliss, S., Price, M., Singh, S., Adab, P., Fitzmaurice, D., & Jordan, R. (2016). Self-management of health care behaviors for COPD: A systematic review and meta-analysis. International Journal of Chronic Obstructive Pulmonary Disease, 305. https://doi.org/10.2147/copd.s90812

National Heart, Lung, and Blood Institute. (n.d.-a). Learn more breathe better. Retrieved from https://www.nhlbi.nih.gov/BreatheBetter

National Heart, Lung, and Blood Institute. (n.d.-b). COPD videos. Retrieved from https://www.nhlbi.nih.gov/health-topics/education-and-awareness/copd-learn-morebreathe-better/copd-videos

National Heart, Lung, and Blood Institute. (n.d.-c). COPD national action plan. Retrieved from https://www.nhlbi.nih.gov/resources/copd-national-action-plan

Oh, E., Lee, H., Yang, Y., Lee, S., & Kim, Y. (2021). Development of a discharge education program using the teach-back method for heart failure patients. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00622-2

NURS FPX 9902 Assessment 3 Literature Synthesis

Pahus, L., Burgel, P. R., Roche, N., Paillasseur, J. L., Chanez, P., & Initiatives BPCO scientific committee. (2019). Randomized controlled trials of pharmacological treatments to prevent COPD exacerbations: Applicability to real-life patients. BMC Pulmonary Medicine, 19(1). https://doi.org/10.1186/s12890-019-0882-y

Pintz, C., Posey, L., Farmer, P., & Zhou, Q. (2021). Interprofessional care of people with multiple chronic conditions: An open-access resource for nursing educators. Nurse Education in Practice, 51, 102990. https://doi.org/10.1016/j.nepr.2021.102990

Rang, J., Peng, L., Wen, L., Zhou, Z., Xia, Y., Xie, C., Xie, T., & Tan, J. (2022). The effect of teach-back combined with king interactive standard mode on the life of COPD patients. Contrast Media & Molecular Imaging, 2022, 1–8. https://doi.org/10.1155/2022/4638745

Schnieders, E., Röhr, F., Mbewe, M., Shanzi, A., Berner-Rodoreda, A., Barteit, S., Louis, V. R., Andreadis, P., Syakantu, G., & Neuhann, F. (2022). Real-life evaluation of an interactive versus noninteractive e-learning module on chronic obstructive pulmonary disease for medical licentiate students in Zambia: Web-based, mixed methods randomized controlled trial. JMIR Medical Education, 8(1), e34751. https://doi.org/10.2196/34751