Intervention Presentation and Capstone Video Reflection

Intervention Presentation and Capstone Video Reflection

Intervention Presentation and Capstone Video Reflection 150 150 Peter

Intervention Presentation and Capstone Video Reflection

Present your approved intervention to the patient, family, or group and record a 10-15 minute video speech reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

Sample Paper

Intervention Presentation and Capstone Video Reflection

Following the discussion of the opioid epidemic among African-Americans, it was necessary to develop an intervention that could assist clinicians serving the cultural group promote clinical outcomes. Therefore, I developed an educational presentation describing the epidemic’s origin, prevalence, contributing factors, and the arising clinical needs (including addiction, overdose, tolerance, opioid use in high-risk settings, and withdrawal syndrome)

The intervention delivery occurred on two separate occasions. The first was on Feb. 10. 2022 during a departmental forum targeting emergency caregivers at my workplace. The other session took place online on Feb. 11. 2022, with various community health workers, current and former opioid users, and their families as the audience. Each session lasted about one and a half hours. I collected feedback from both groups, evaluating the interventions’ impact on health practices. I also assessed the project’s relevance, practicability, and overall success.

The Intervention’s Contribution to Patient/Family Satisfaction and Quality of Life

The educational presentation enhanced the audience’s knowledge of opioid use disorder. For instance, they became more knowledgeable on what to do if they encounter an individual who has overdosed. Additionally, the intervention allowed the community health workers and family members of opioid users to understand the dynamics of withdrawal: including symptoms, body function, and remedies. Hence, the educational session was integral to improving the health safety of patients. It also enabled community members to become more involved in rehabilitating their loved ones. For instance, one attendee, a middle-aged woman, stated that her 21-year-old son had been trying to quit using heroin, but the withdrawal symptoms were always too much. The family does not have the money to afford to take him to a professional rehabilitation center. Thus, he has often relapsed after a day or two of quitting. She said that she could now collaborate with community health workers in her neighborhood to utilize the Opiate Withdrawal Scale and relevant local health resources to help her son overcome her addiction. She believed that if her son stopped using heroin, he could continue his studies and have a decent life. Therefore, the intervention also promoted the attendees’ quality of life.

Evidence and Peer-Reviewed Literature in Planning and Implementing the Project

Accurate and reliable information was the foundation for the project’s success. First, it allowed me to present relatable information to the audience. The literature review showed how the opioid epidemic played into the existing cultural-based health disparities in American communities. Hence, I used this information to tailor the presentation to address these gaps, including limited accessibility to health resources, non-prescription opioid use, and arising complications and comorbidities. Thus, the evidence allowed me to identify the appropriate audience (a combination of health workers and affected community members) and suggest solutions to their unique challenges in addressing the epidemic.

Peer-reviewed literature was also essential to the intervention’s planning. For instance, the four-change strategy provided a framework to guide nurses in implementing clinical interventions for OUD patients (The Society for Human Resource Management, 2021). The project utilizes this strategy to plan the intervention. The problem and expectation definition provided a foundation for the intervention’s change, i.e., OUD-related health literacy. After implementing the intervention, the strategy also provided a framework for sustaining the knowledge and health interventions through regular consultation and community-caregiver collaborations.

Overall, the principles of evidence-based practice were fundamental to the project. In particular, expansive research and research evaluation were pivotal in determining the relevant information packages for the project’s implementation and data presentation. The inclination to evidence-based practice also helped eliminate unreliable sources offering misleading information. Thus, the final educational product was accurate and relevant, enhancing the audience’s knowledge of OUD and appropriate clinical interventions.

Healthcare Technology

The project leveraged a fair amount of technology to improve outcomes. For instance, mobilizing the use of centralized information systems, such as iPrescribe (Siwicki, 2018) allows healthcare workers to check client drug use history before prescribing medicines. Thus, it enhances the clinicians’ efficacy in reducing exposure and access to opioids to vulnerable individuals. Furthermore, the project encourages the use of electronic clinical support, especially for recovering addicts and overdose events. In both cases, the technology enhances access to healthcare, overcoming one of the major inequities that African-Americans face in addressing the opioid epidemic.

However, the project’s utilization of technology is limited. This subpar utilization of technology stems from the idea that the opioid crisis requires more traditional clinical interventions, such as improved clinical competency of caregivers, enhanced awareness within the community, and the general mitigation of disparities. Hence, the program focuses on addressing these rudimentary challenges.

Nevertheless, there is a huge gap for technological utilization in the future. Technology-assisted behavioral therapies could aid recovering users avoid relapses. Phone-based therapy sessions could allow users to access therapists remotely, who would offer moral support to the patients. Other mobile-based technologies could also assist in tracking patients’ physiological functions, thereby predicting opioid use precursors and, in adverse cases, determining an overdose. Lastly, mobile technology can aid in location-tracking known users, thereby reducing social-based exposure (Quaglio & Boone, 2019). However, the adaptation of various technologies remains subject to legal and ethical approval.

Health Policies

The federal drug take-back policy was a major inspiration in developing and implementing the project. According to the National Academies of Science, Engineering, and Medicine (2017), the policy aims at reducing the public’s exposure to opioids. Thus, similarly, the capstone project aimed to increase caregivers’ awareness of opioids’ risks, reducing the number of opioid prescriptions they make. Thus, the policy inspired the inclusion of alternative pain management strategies in the educational program. Healthcare workers and the afflicted community learned about other ways of relieving pain, eliminating the need to take opioids. Particularly, the non-pharmacological interventions provide additional benefits that contribute to holistic health improvement.

Meanwhile, the project could inspire policy development, especially at the community level. The educational program could be a trial run for extensive community engagement in addressing the opioid epidemic. The existing policies focus on limiting drug exposure and punishing manufacturers and dealers of opioids. However, a community engagement policy would allow healthcare workers and legislators to collaborate with the public to improve the current users’ health. Additionally, it should protect the users from legal liability, encouraging them to seek medical help without the fear of retaliation by dealers. Hence, the project lays the foundation for integrative and collaborative health and legal policies.

A BSN-prepared nurse’s role in these new policies would include data collection, advocacy, and policy testing. Nurses provide primary care contact to opioid users, and hence, the information they gather from them is pivotal to policy development. They could report to policymakers the factors limiting the users’ access to healthcare resources, the withdrawal-related challenges, and the systematic shortcomings in preventing deaths. Baccalaureate nurses are also knowledgeable enough to test pilot policies. They can conduct evidence-based studies, reporting the findings objectively, thereby facilitating the adoption of effective OUD-mitigating policies.


The project, through literature review, explored the cultural-based issues involved in the opioid epidemic. Furthermore, it examined how these issues played out in the current society. The project also successfully raised awareness among caregivers and the general public of cost-effective, safe, and high-quality clinical interventions to address the opioid epidemic. Finally, the project’s success in exploring relevant health policies was adequate. It surveyed various local and governmental policies and how they had impacted the communities. Unfortunately, the project did not integrate healthcare technology to a significant extent. However, the available technological exposition provides a solid foundation for future technological integration.

It is evident that opioid use disorder is a major information gap for many healthcare providers, current users, families, and the general public. Hence, healthcare stakeholders at different levels can adopt the educational program to enhance awareness. It could be broader and cover specific areas (such as alternative pain management and withdrawal symptoms) more comprehensively. Hence, the intervention is also generalizable to multiple settings, depending on the particular needs. One can alter it to focus on some aspects or modify it for an exclusive clinical audience.

Personal and Professional Growth

The capstone project has facilitated significant professional growth. For instance, it has enhanced my research and evidence-based practice skills. I am now more proficient in using literature to develop customized healthcare solutions, which is an essential aspect of modern nursing. The project has also improved my communication skills since I have interacted with various individuals with different health literacy levels. Thus, the project has prepared me to serve a culturally and clinically diverse population. I have learned also acquired a lot of new information on the opioid epidemic. When I chose to explore the subject, I was unaware of the healthcare system challenges patients and caregivers were facing. Hence, the project has inspired me to become proactive in effecting change through individual interventions, collaborations, research, and policy development.

Throughout the project, I had to demonstrate various professional and ethical standards. For instance, I had to be honest with my findings, even when they were underwhelming. I also upheld the research-related ethical principles, such as informed consent and patient confidentiality. Thus, the capstone project has enhanced my clinical, professional, and social competencies, enhancing my preparedness to be an effective Baccalaureate nurse.



National Academies of Science, Engineering, and Medicine. (2017). Pain Management and the Opioid Epidemic: Balancing Societal and Individual Benefits and Risks of Prescription Opioid Use. National Academies Press.

Quaglio, G. & Boone, R. (2018, Apr. 19). What if we could fight drug addiction with digital technology?

Siwicki, B. (2018, Jul. 11). Mobile tech helps surgery practice write fewer opioid prescriptions check with PDMP.

The Society for Human Resource Management. (2021). Managing Organizational Change.