Leading, Innovating and Improving Nursing Practice
To promote awareness of healthy eating to People With Learning Disabilities (PWLD) using cooking class
(Please note, its okay to use PWLD instead of writing it full)
This innovation idea is proposed as PWLD are more likely to be severely overweight/obese or underweight than people in general population due to inability to understand and read healthy food messages thus dietary patterns that lack essential nutrients.
Assessment Brief- A 3000-word essay
For this assignment you are required to explore how a service in your field of nursing could be led/managed/ improved or change in order to improve patient safety or/and outcomes. You will need to identify a particular service and have clear reasons for this service needing change/improvement. The first step in any change is to assess the current state of the service, then set out a plan to manage the change. Explore how that plan will be implemented, and critically the change/improvement
You will need to decide on your chosen strategy for change which will be based on theories related to change management / leadership / management, project management, evidence- based practice, research, current health care policies, clinical guidelines, reports, findings and recommendations. You will need to set your work against the background of the NHS, NHS policies and evidence-based practice
Module Learning Outcomes.
1.Demonstrate a critical awareness of current issues in healthcare practice and leadership.
2.Critically analyse and evaluate principles and theories of improvement methodologies and identify how these can be utilised to plan implementing change and service improvement
3.Critically evaluate the role of the nurse in leading, managing, and changing practice through innovation in order to improve patient / service user care
Assignment Guidelines â€“ Essay Structure
1. Introduction (250 words).
Start by giving a short description of what the assignment entails and the key themes to be discussed. This section needs to explain in your own words what is required in the assignment brief given above. Your introduction also needs to outline how the essay is structured and articulate why your topic is of significance/importance in relation to patient safety or/and outcomes. You can use references to support your work. The introduction generally needs to answer these 3 questions:
a. What? The introduction needs to clearly explain what the essay is about. This section needs to explain in your own words what is required in the assignment brief given above.
b. How? The second part of the introduction needs to outline how the essay is structured.
c. Why? An introduction needs to articulate why the topic under consideration is of significance. You can use references here.
2. Context and Background (500 words)
1. Appraise current healthcare challenges in England or in the UK. You will need to clearly identify a gap in service in your field of nursing practice. (Session 1, LO1).
2. You will need to discuss the NHS and or other organisational policies, internal and external drivers for change, for example, reports, clinical guidelines, recommendations supporting change, innovation and improvement in your field of practice (Session 1, LO1).
3. Briefly discuss the change, innovation /improvement in service that is being
proposed. You need to clearly articulate the rationale for your service improvement using literature / research to support this. Identify how patients or/and service users will benefit from the proposed change (Session 2 and 3, LO2,3).
3. Discussion (2000 words)
1. Critically explore and appraise the leadership (Session 3, LO3) and change management strategies (Session 2, LO2) that will be used to implement the change (LO 1, 2). In discussing your strategy you need to evaluate the role of nurse leaders in leading, managing, and changing practice through innovation in order to improve patient / service user care in a variety of settings in your field of practice
2. Critically discuss your proposed delivery plan (Session 5) of change improvement / innovation to improve patient safety/outcomes in your field of practice (Session 5, LO 1,2, 3). You need to clearly evaluate the involvement of all stakeholders in then developing the plans for delivering change and innovation that focus on better outcomes for patients/clients.
3. Systematically appraise collaborative approaches to identifying risks and challenges, problem solving and decision-making in planning and implementing your proposed change in challenging, complex and dynamic health and social care systems such as the NHS (Session 4, 6) (LO 1, 2 3). You need to clearly identify potential barriers and how these will be managed using evidence -based approaches.
4. Discuss how you will evaluate and measure the success of your delivery/implementation plan and what further action plan might be required (Session 2, 3) (LO2, 3).
5. Critically reflect on how your learning has prepared you to be able to lead manage and improve patient services (Session 3, (LO3). You need to reflect on how your learning has prepared you to be able to lead, manage, and improve services in order to improve patient / service user outcomes and or safety in your field of practice
Conclusion (250 words)
1. Summary: Write a short concluding statement, which summarises the key
learning points that have emerged from the discussion.
2. Recommendations. Make recommendations on what needs to be done in light
of your findings and conclusions.
Appropriate referencing is an important element of academic writing. Ensure that you have used the most up to date UWL referencing guide available from the library. Please be aware that the referencing guide is regularly updated.
Please complete a SMART action plan to include in the appendices relating to the Leading and Innovating skills you have identified for development. (Session 3, (LO3).
Remember that appendices need to be fully referenced and need to be cited in the main body of your work. Appendices are not marked, but supplement the information discussed in the main body of the essay.
To Promote Awareness of Healthy Eating to People with Learning Disabilities (PWLD) using Cooking Class
People with learning disabilities (PWLD) form a big population around the globe. Studies show that 20% of children worldwide have attention issues, an indication that most people around the world have learning disabilities (Peterson, 2021). Learning disabilities include neurological conditions affecting the brain’s ability to receive and process information. This shows that the PWLD have cognitive inabilities that can help them learn new things. About 2.16% of the UK adults are believed to have a learning disability, indicating that the PWLD population should be highly considered in the healthcare system as a needy population that requires various interventions to improve their quality of health and life (Mencap Organization, 2022). One of the key issues affecting the PWLD is healthy eating, with most of them being obese or underweight. Cooking classes for the PWLD is one of the strategies for improving the quality of eating and general health of the PWLD. This essay will discuss the effectiveness of using cooking classes to improve eating behaviours among the PWLD and consequently improve their health outcome.
The essay is structured into four main sections. The first section is the introduction, thus providing an overview of the topic and the essay in general. The second section is the background section which explains the context of the health problem and how the world views it. The section will discuss organizational policies and drivers for change within the United Kingdom and review their reports and recommendations concerning the identified issue of PWLD. The discussion section critically evaluates the proposed innovation of using cooking classes in reducing the high prevalence of eating issues among the PWLD. This section will provide an analysis of the intervention before the conclusion part. Discussing and evaluating evidence on the effectiveness of class-based cooking will significantly reduce the prevalence of obesity, malnutrition and underweight conditions.
Context and Background
Over the last decades, the health sector has been making radical changes in improving the general population’s attitude towards the PWLD and providing a better environment to ensure their health. Successive governments have continuously championed the consideration of the PWLD in ensuring that they maintain equal treatment within the healthcare sector. Despite these efforts, numerous gaps are identifiable concerning the quality of health for the PWLD. The PWLD are highly prone to overweight and obesity, conditions that may lead to numerous health conditions, including heart-related complications, high blood pressure, osteoporosis, and diabetes, among other complications. The PWLD comprises the highest population in the UK for people with obesity compared to those without learning disabilities. According to Public Health England (2020), 37% of the obese population are PWLD compared to 30.1% without learning disabilities. This indicates that a big population of the PWLD are obese, indicating low-level interventions towards the health problem affecting the population.
The attention towards the PWLD in improving health and controlling disease chronicity is limited compared to the general population. The number of PWLD receiving immunizations and screening services for health improvement is minimal in the United Kingdom and thus contributing to the increased prevalence of chronic disease among the PWLD compared to the unaffected population. According to Mencap Organization (2021), only 52% of the PWLD undergo cancer screening compared to 68% without learning disorders. The organization adds that flu immunization among the PWLD is less than among people without learning disabilities. This indicates an inequality in the distribution of healthcare services, thus the PWLD being exposed to adverse health conditions and high levels of chronicity. The gaps in the healthcare sector on access to healthcare services by the PWLD are created by other factors within the healthcare sector. One of the major issues is the poor identification of PWLD. A big section of the healthcare staff does not have enough education that facilitates early identification of the PWLD. Increasing the level of identification for the PWLD improves the focus on the population and, likewise, the quality of care for the population. Only a small section of the healthcare providers pay attention to the diagnostic guidelines for identifying the PWLD. Thus most of the population remains unidentified and not included in the health and care delivery programs.
The National Health Service (NHS) is one of the governmental agencies with authority to develop national policies to effectively improve the health of the PWLD as a risk population in the United Kingdom. In its annual report, the NHS provided guidelines and recommendations that would improve the identification and quality of health for the PWLD. One of the NHS decisions was to identify the patients with conditions associated with learning disabilities and include them in the national learning disability register for vaccinations and health checks (England NHS, 2019). This outcome-oriented exercise is enabled through education to the nursing and other healthcare staff in correctly diagnosing the learning disability and registering them for health checks and management. The NHS report also provides the guidelines that can help nurses in diagnosing learning disabilities and thus improving the PWLD inclusiveness in healthcare. The Winterbourne report recommends establishment of workforce academies for the specific population in establishing a countrywide workforce that would enable high quality healthcare and interventions for the PWLD (NHS, 2014). According to the report, there are insufficiencies in healthcare experts dealing with the PWLD and thus special education for nurses improves the access to the quality care by the PWLD. The Francis report on healthcare safety establishes lack of nursing expertise as a key contributor to patient safety issues (NHS, 2013). There are no direct policies addressing the eating and dieting issues affecting the PWLD that leads to overweight or underweight. The use of cooking classes as a strategy for the PWLD will significantly influence healthy eating habits. Numerous researchers support the strategy to be an effective method in educating and engraving dieting knowledge among the PWLD. Park & Im (2021), through a randomized controlled trial study on the effectiveness of cooking classes for the PWLD in improving their eating behaviours, established that there was a great improvement in the intervention compared to the control group. Cotter et al. (2018) also established that cooking classes as a community intervention program for the PWLD were effective in reducing the prevalence of obesity and other dieting-related health conditions. This shows that cooking classes can be an effective strategy for improving the cooking and healthy eating behaviours among the PWLD.
The multi-organizational proposal is purposed to change the way healthcare providers reduce poor eating habits among the obese PWLD, including educational campaigns. The change involves the use of cooking classes that may improve the health conditions of the PWLD. Several studies have established that cooking classes and videos enhance the learning of the PWLD in countering obesity. Research by Goldschmidt & Song (2017) sought to establish the effectiveness of cooking classes for people with learning disabilities in controlling obesity. The results indicated a great improvement in eating behaviours and consequently reduced the prevalence of obesity among the specified population. Wallen et al. (2013) conducted a review on the interventions used within the schools in reducing the high rates of cardiovascular complications among young people with learning disabilities. According to the researchers, cooking classes, among other interventions, equally contributed to reduced obesity and cardiovascular diseases. The use of recorded videos in educating the PWLD on cooking and dieting is effective. According to Harper and Ooms (2021), observing videos and TV cooking programs improves the cooking skills and quality of eating among people with a learning disability.
The proposal involves various stakeholders who can contribute to the success of the change process. The stakeholders include the patients, healthcare system administrators, nurses and other healthcare providers, schools, and governmental support agencies—the nurses from a central role in facilitating the effectiveness of the change. The healthcare providers, including the nurses, will play a vital role in diagnosing the PWLD and registering them for the intervention process. As per the NHS guideline, healthcare providers should help the health department identify the PWLD and register them into the database for continued care and improved interventions such as screening and vaccinations (England NHS, 2019). This shows that the nurses, among other healthcare providers, have a key role in identifying the PWLD. The healthcare providers will also play a key role in educating the PWLD through cooking classes. The adult PWLD will be visiting healthcare facilities for cooking classes facilitated by a nurse, a nutritionist, or another trained healthcare provider. This role will benefit the change for improved obesity rates among the PWLD.
The healthcare system administrators (nurse leaders) are key stakeholders in the change program. They have a role of mobilizing the healthcare workers to implement the proposal and provide the required resources and facilities to facilitate effective diagnosis and implementation of the intervention proposal. Healthcare providers should work under the directions of the administrators. The healthcare administrators should provide a quality environment through quality leadership styles in enabling the changes. The administrators should create awareness and show the importance of the change in the hospitals to reduce obesity among the PWLD. The government agencies such as the NHS should actively be involved in the structuring and implementation the proposed change. The NHS has the role of policy formulation and creating awareness through publicizing the proposed policy. Schools also have the role of implementing the proposed change through the educational program of cooking classes.
The change process is based on the Lewin’s 3 Stage Model of Change that involves activation of a dormant process (unfreezing), the change process which is determined by leadership and sharing, and the freezing stage which involves complete inclusion of the change within the organizational or systemic processes (Appendix B). Currently, no much is concentrated on decreasing obesity rates among the PWLD and thus the proposal seeks to unfreeze the dormancy on the issue for a change process.
The proposed change focuses only on the PWLD, both children and adults, in improving the quality of their dieting through cooking classes. The first step is to engage the stakeholders in establishing their needs and contributions towards the proposal (Appendix A). According to Stanley (2009), a collaborative definition of the need for change by engaging the key stakeholders improves the scope and adaptability of the changes. This will include engaging the patients to understand their perceptions of the cooking classes and thus provide patient-centred intervention. The healthcare providers and other stakeholders will also be engaged in the needs definition stage and determine the proposal’s viability.