Updated: Jun 10th, 2024

Nursing Education: Learning Objectives, Risk Management, and Cost-Benefit Analysis Proposal

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Table of Contents

Creating Learning Objectives
Risk Management
Cost-Benefit Analysis
References

Creating Learning Objectives

Table 1: Learning objectives

No.	Objective	Evaluation Method
1.	Ensure that dialysis patients understand how and when to use phosphorus binder to manage their levels.	Teach-back method
2.	Dialysis patients should learn and appreciate the importance of physical activities within two months.	Short-written questions (questionnaire)
3.	Ensure that the educational material is understandable and informs lifelong evidence-based kidney disease management practices.	Use of a short test

Learning objectives guide developers of education materials to synthesize the intended content and ensure that it resonates with the medical needs of the identified beneficiaries. The first one is ensuring that dialysis patients understand how and when to use phosphorus binders (see Table 1). The rationale behind this SMART learning aim is that more individuals with kidney disease encounter numerous challenges, such as increasing levels of phosphorus in the body. Binders play a useful role in overcoming this issue and helping more patients to record positive health outcomes (Thurlow et al., 2021). The inclusion of such an objective will empower and make it easier for more patients to lead high-quality lives.

The second one is ensuring that dialysis patients engage in and appreciate the importance of physical activities. The rationale behind this aim is that exercises allow the body to develop additional healing powers, reduce complications, and improve its response to medications. A proper understanding of such an objective will help more patients manage their conditions more efficiently. The third one is ensuring that material triggers or empowers the individuals to engage in various evidence-based kidney disease management practices (Nair & Cavanaugh, 2020). The reasoning or rationale for choosing this objective is that every patient intends to record positive health experiences. Such an achievement is possible when the individuals engage in a wide range of activities, including taking medications, going for dialysis, managing stress, and lifestyle changes.

To evaluate such objectives, two unique approaches are practical and applicable. The first one is to adopt the use of a teach-back method. This strategy allows individuals to present summarized versions of their views and knowledge gained from the continued adoption of the learning material. The involved interprofessional team will identify the recorded achievements, gaps, and appropriateness of the tool (Prüfe et al., 2022). The second one would entail the use of open-ended questionnaires to understand the overall comprehension of the material and whether it triggers a paradigm shift in the management of kidney disease. For the third objective, a short test would help learn more about the objective and whether desirable outcomes have been recorded. The emerging insights will guide the professionals to offer additional guidelines to make the material more understandable, applicable, and effective.

Risk Management

“Top 10” Risk Register

Project: Educating Healthcare Providers on Phosphorus Management in Hemodialysis Patients

Organization: [Insert Name]

Student Name: [Insert Name]

Table 2: Risk register

Description	Rank	Trigger	Mitigation	Contingency	Status
Noncompliance from healthcare workers	1.	Reduced level of engagement and willingness to use the material	Targeted learning, personalized instructions, and continued review of the educational process	2-3 sessions for every identified healthcare provider team	Ongoing process
Inability to understand the presented content	2.	Professionals’ failure to engage in lifelong learning and absence of focus groups	Promotion of continuous learning and provision of personalized guidelines	2 sessions for patients in the selected region	Ongoing process
Reduced support from other professionals in the wider healthcare sector	3.	Absence of proper guidelines for the involvement of team members and clinicians’ unwillingness to be part of the process	Guide members of interprofessional teams to be involved in the continuous management of kidney disease while empowering patients to be part of the process	1 session is adequate for each team focusing on the management of kidney disease	Ongoing process
Lack of personalized content	4.	The developed learning material for the target population is generalized, thereby making it impossible for some professionals to be involved	Consider the importance of personalizing some of the content in such a way that it is understandable to all educators and professionals with diverse backgrounds	A continuous process is needed to customize the material depending on patients’ needs	Ongoing process
Reduced knowledge on hemodialysis	5.	Some healthcare workers might lack adequate regarding the nature of kidney disease and the best ways to implement and promote hemodialysis (Brimah, 2020).	Introduce additional learning sessions focusing on hemodialysis	2 sessions to educate each team of healthcare workers	Ongoing process
Shortage of health professionals	6.	The absence of enough number of professionals could affect the learning process and subsequently undermine the quality of services available to the identified patients	Encouraging nurse aids and other professionals, such as physicians and dieticians, to be part of the process	This activity will be pursued throughout the project’s lifespan	Ongoing process
Lack of enough practicum hours	7.	Due to the complexity of medical practices, the absence of enough professionals, and increasing number of diseases, most of the healthcare workers might lack adequate time for this educational process (Nair & Cavanaugh, 2020).	Creating adequate time for practicum hours and sensitizing professionals to engage in continuous learning	This activity will be pursued throughout the project’s lifespan	Ongoing process
Financial challenges	8.	The project could face financial and resource constraints, thereby affecting the intended outcomes	Liaise with different leaders and institutions to support the effort since it works synergistically towards supporting the treatment of kidney disease	Two weeks will be enough for this initiative	Two weeks (initial stages)
Time constraints	9.	Individuals might lack time to engage with the learning material and apply it accordingly to patients in need of hemodialysis	Create adequate time for each interprofessional team	3-5 sessions for each of the developed team	Ongoing process
Technological challenges	10.	This possibility and impact of risk is quite low since the learning material requires little technological use or input	Guide healthcare professionals to adopt and embrace the use of emerging technologies in the management of kidney disease (Ananthapavan et al., 2021).	2 sessions per team	Ongoing process

Cost-Benefit Analysis

Project Budget

Environmental

Item Name	Quantity	Price (USD)	Total Costs/Year (USD)
Rental office	1(100 sq. feet)	$1.5 per sq. feet x 100 = $150	$1,800 (150×12)
Classroom (to rent): capable of accommodating 10 people	1 (25 sq. feet per person x 10)	$1.5 per sq. feet x 25 x 10 = $375	$4,500 (375×12)
Parking and toilets	Will use hospital’s resources	N/A	N/A
TOTAL			$6,300

Utilities

Item Name	Quantity	Price (USD)	Total Costs/Year (USD)
Electricity	N/A	$2×120 sq. feet per month = $240	$2,880
Internet	N/A	$80 per month	$960
Office lines/telephone	N/A	Approx: $100 per month	$ 1,200
Online resources	2 (Sources for journal articles – Evidence-based practices)	$ 200 onetime membership fee for each	$400
TOTAL			$5,440

Equipment

Item Name	Quantity	Price (USD)	Total Costs/Year (USD)
Computer desk, office chairs, and table (complete set)	1	$600	$600
Desktop/computer	2	$1,400	$2,800
Digital projector (Epson Pro EX7260 – 720p 3LCD)	1	$900	$900
Projector screen	1	$500	$500
Smart TV (with inbuilt DVD player)	1	$500	$500
Printer	1	$400	$400
Office supplies	N/A	Approx: $5,000	$5,000
Maintenance services	N/A	Approx: $3,000	$3,000
TOTAL			$13,700

Personnel

Item Name	Quantity	Price (USD)	Total Costs/Year (USD)
Nurse educator	1	$45 per hour	$93,610
Human resources tasks (hiring, advertising, recruitment, and training a qualified nurse)	1	&40,000 per nurse	$40,000
Benefits for health professionals (leave, compensation, insurance, pension, lifelong education support, and taxes)	1	$40	Approx: $83,000
IT consultant (services)	4 hours	$140 x 4	$560
TOTAL			$217,170

Events

Item Name	Quantity	Price (USD)	Total Costs/Year (USD)
Staff meetings and training sessions	1 hour x 4 times for 12 months	2 physicians: ($80 per hour x 2) = $160 2 Clinicians ($45 per hour x 2) = $90 2 PT ($40 per hour x 2) = $80 1 receptionist ($5 per hour) = $5 Subtotal = $335	$335 x 3 = $1,005
Miscellaneous costs	N/1	Approx: $2,000	$2,000
TOTAL			$3,005

Total Cost (Accumulative) = $6,300+5,440+13,700+217,170+3,005

=$245,615

Cost Benefit Analysis

The identified evidence-based ideas and guidelines to support this project include:

The total number of patients to be served or supported in 12 months = 100(Approx 1800 hours: 18 hours).
Health professionals work around 1920 hours per year (48 weeks x 40 hours/week).
12 sessions of medical guidance and disease management support lasting 90 minutes = 18 hours/patient.
Kidney disease management and treatment per patient will cost around $8,000 – $12,000
Continuous sessions for dialysis aimed at improving patient outcomes are effective (Umeukeje et al., 2018).
Kidney transplant is costly at over $400,000 per patient (Abdi et al., 2022). Disease management and management of phosphorous levels can help mitigate this cost.

Income Acquired

Item Name	Details	Price (USD)	Total Annual Price (USD)
Patient management health services	1 per patient	$2,000 X 100 patients	$200,000
Hemodialysis sessions	12 sessions	$150x100x12	$180,000
TOTAL			$380,000

Total Income: 380,000

Benefits/Year = $380,000-245,615 = $134,385

Summary of Results

The completed cost/benefit analysis reveals that there is a need to pursue this project and allow more patients to receive timely support and empowerment. The investigation is founded on the notion that kidney disease is one of the chronic conditions with huge economic, social, and psychological costs on patients and their respective family members. By promoting the suggested education intervention, it is evident that more patients will record positive health outcomes. They will be in a position to pursue their goals while leading high-quality lives. The elimination of additional complications associated with kidney disease will result in reduced need for kidney transplants (Thurlow et al., 2021). The continued implementation of the education intervention will guide more dialysis patients to maintain their phosphorus levels, take medications in a timely manner, and engage in physical exercises. In the long-term, the number of people in demand of dialysis will reduce significantly.

With improved health outcomes and positive reports from most of the patients, the targeted medical facilities will be in a position to focus on other diseases. This development means that the hospitals will be associated with higher reimbursement rates from CMS (Ananthapavan et al., 2021). With the overall costs of supporting the project being around 245,615 US dollars, it is agreeable that the idea is plausible. The anticipated income for the facility is around 380,000 US dollars. Additionally, this could be contrasted with $400,000 US dollars an individual would require to undergo a kidney transplant. The intervention will allow kidney disease management costs to go below the current rate of around $12,000 per patient. In the next few years, the incurred costs under this intervention program will decrease since more patients will experience improved health outcomes.

References

Abdi, F., Alinia, C., Afshari, A. T., & Yusefzadeh, H. (2022). Cost-benefit analysis of kidney transplant in patients with chronic kidney disease: A case study in Iran. Cost Effectiveness and Resource Allocation, 20(1), 37-45. Web.

Ananthapavan, J., Moodie, M., Milat, A., Veerman, L., Whittaker, E., & Carter, R. (2021). Health Research Policy Systems. A cost-benefit analysis framework for preventive health interventions to aid decision-making in Australian governments, 19(1), 147-169. Web.

Brimah, J. J. (2020). Benefit-cost analysis. Salem Press Encyclopedia.

Nair, D., & Cavanaugh, K. L. (2020). Measuring patient activation as part of kidney disease policy: Are we there yet?Journal of American Society of Nephrology, 31(7), 1435-1443. Web.

Prüfe, J., Pape, L., & Kreuzer, M. (2022). Barriers to the successful health care transition of patients with kidney disease: A mixed-methods study on the perspectives of adult nephrologists. Children, 9(6), 803-812. Web.

Thurlow, J. S., Joshi, M., Yan, G., Norris, K. C., Agodoa, L. Y., Yuan, C. M., & Nee, R. (2021). Global epidemiology of end-stage kidney disease and disparities in kidney replacement therapy. American Journal of Nephrology, 52(2), 98-107. Web.

Umeukeje, E. M., Mixon, A. S., & Cavanaugh, K. L. (2018). Phosphate-control adherence in hemodialysis patients: Current perspectives. Patient Preference and Adherence, 4(12), 1175-1191. Web.

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