NURS 6052 Week 11 Discussion Discussion Patient Preferences and Decision Making Essay

NURS 6052 Week 11 Discussion Discussion Patient Preferences and Decision Making Essay

NURS 6052 Week 11 Discussion Discussion Patient Preferences and Decision Making Essay

Patient Preferences and Decision-Making

The outcomes of health care processes depend on the approaches that health care providers apply and, particularly, engaging patients when developing treatment plans. Engagement, which involves incorporating patient preferences and values, promotes collaboration. It is also crucial to use patient decision aids to enable patients make effective decisions.

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The Situation and the Impact of Incorporating Patient Preferences and Values

The situation I experienced involved a stressed woman who wanted assistance with birth control. She was recently divorced and was unsure of when to conceive next. Given this, it was crucial to help her make the correct decision while ensuring that the birth control option would not stress her further. Some of the patient’s preferences and values considered when choosing the birth control method included her religious and cultural beliefs, affordability, and how long she wanted to prevent pregnancy. Incorporating the preferences and values was instrumental in developing an intervention plan that the patient understood in detail. She also adhered to the plan and consulted where necessary. Including patient preferences and values promotes shared decision-making and personalized care (Gärtner et al., 2019; Seidman et al., 2019). The treatment plan is also tailored to address specific patient needs. Above all, such a collaborative approach ensures that patients take more control of their health and adhere to the treatment plan.

Patient Decision Aid

I selected ‘Birth Control Options: Things to consider’ decision aid from The Ottawa Hospital Research Institute. Last reviewed in 2020, the patient decision aid targets individual considering birth control options and identifies birth control as a health condition (The Ottawa Hospital Research Institute (2020). Categorized as a treatment plan, the patient decision aid has four main components: birth control options such as barrier methods and sterilization, how the options work, effectiveness, and bottom line. Effectiveness considers factors such as compatibility with religious belief and cultural practices, affordability, and ability to prevent sexually transmitted infections (STIs). According to Wieringa et al. (2019), patient decision aids ensure that patients are more involved in decision making and understand the process better. They ensure that the decision to be made is explicit, and shared decision-making dominates the process. Patient decision aids also enable health care providers to personalize care to adhere to the patient’s beliefs and values (Ankolekar et al., 2018). I will use the decision aid inventory in my professional practice to promote shared decision-making and ensure that the treatment plan is patient-centered. Patient decision aids are highly recommended for patients with preference-sensitive conditions (Hostetter & Klein, 2022). In this case, I will use the patient decision aid in situations where there are multiple reasonable treatment options to decide the best for the patient.

Regardless of the situation, engaging patients in the health care process enhances outcomes. Patients’ values, beliefs, and preferences should always guide decision-making. It is the foundation of patient-centered care since the treatment plan is personalized to meet the patient’s specific needs. Patients also adhere to treatment plans that incorporate their values and preferences.

References

Ankolekar, A., Dekker, A., Fijten, R., &Berlanga, A. (2018).The benefits and challenges of using patient decision aids to support shared decision making in health care. JCO Clinical Cancer Informatics, 2, 1-10. https://doi.org/10.1200/CCI.18.00013

Gärtner, F. R., Portielje, J. E., Langendam, M., Hairwassers, D., Agoritsas, T., Gijsen, B., …&Stiggelbout, A. M. (2019). Role of patient preferences in clinical practice guidelines: A multiple methods study using guidelines from oncology as a case. BMJ Open, 9(12), e032483. http://dx.doi.org/10.1136/bmjopen-2019-032483

Hostetter, M., & Klein, S. (2022). Helping patients make better treatment choices with decision aids. The Commonwealth Fund.https://www.commonwealthfund.org/publications/newsletter-article/helping-patients-make-better-treatment-choices-decision-aids

Seidman, J., Masi, D., & Gomez-Rexrode, A. E. (2019).Personalizing value in cancer care: The case for incorporating patient preferences into routine clinical decision making. Journal of Participatory Medicine, 11(3), e13800. https://preprints.jmir.org/preprint/13800

The Ottawa Hospital Research Institute. (2020). Patient decision aids. https://decisionaid.ohri.ca/Azsumm.php?ID=1046

Wieringa, T. H., Rodriguez-Gutierrez, R., Spencer-Bonilla, G., De Wit, M., Ponce, O. J., Sanchez-Herrera, M. F., …&Snoek, F. J. (2019). Decision aids that facilitate elements of shared decision making in chronic illnesses: a systematic review. Systematic Reviews, 8(1), 1-9. https://doi.org/10.1186/s13643-019-1034-4

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Discussion: Discussion: Patient Preferences and Decision Making
Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.
What has your experience been with patient involvement in treatment or healthcare decisions?
In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
To Prepare:
• Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
• Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
o Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.
• NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.
By Day 3 of Week 11
Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.
By Day 6 of Week 11
Respond to at least two of your colleagues on two different days and offer alternative views on the impact of patient preferences on treatment plans or outcomes, or the potential impact of patient decision aids on situations like the one shared.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 11

To participate in this Discussion:
Week 11 Discussion

Congratulations! After you have finished all of the assignments for this Module, you have completed the course. Please submit your Course Evaluation by Day 7.
Name: NURS_6052_Module06_Week11_Discussion_Rubric
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Excellent Good Fair Poor
Main Posting Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors. Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English. Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English. Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English. Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English. Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6052_Module06_Week11_Discussion_Rubric