Sharing the Results: A Dissemination Plan, Abstract and Poster for a Latent Tuberculosis Treatment Completion Project
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Master of Science in Nursing Program, Aspen University
N599: Nursing Capstone
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Sharing the Results: A Dissemination Plan, Abstract and Poster for a Latent Tuberculosis Treatment Completion Project
A quality improvement project that changes practice in one clinic does little for other clinics unless the people in a position to use its findings actually hear them. The capstone project found that when a county clinic switched its patients to weekly rifapentine and isoniazid, with nurses confirming doses through phone video, the share finishing preventive tuberculosis therapy climbed from 57.9% to 78.6%. This paper identifies the audiences for those findings, sets out what each needs and how it will be reached, and provides three finished products: a structured abstract, the text of a conference poster and a one-page brief for the health department's leaders. Reporting follows the SQUIRE 2.0 guidelines for quality improvement work, which ask authors to describe the local context, the intervention and its limitations clearly enough for others to judge whether it would work for them (Ogrinc et al., 2016).
Audiences and Channels
Four audiences need the results, and each needs something different. The clinic's own staff and the health department's leaders need a short account of what changed, what it costs and what they are being asked to approve, delivered at a staff meeting and in a one-page brief. Tuberculosis nurses and program managers in other counties need enough detail to decide whether to adopt the approach, which calls for a poster at the state tuberculosis program's annual meeting and a presentation on its regular call with county clinics. The wider public health nursing community needs a citable account, which calls for an abstract submitted to a national public health nursing conference and, if accepted, a short report for a practice journal. Finally, patients, community partners and interpreters who helped shape the project deserve to hear what it achieved, in plain language and in the languages they speak.
Timing follows the decisions each audience faces. The brief goes to the health department's leaders before the budget cycle, since the video software needs a line in next year's budget. The state presentation is scheduled for the next quarterly call, and the conference abstract is timed to the national meeting's submission deadline.
Structured Abstract
Background: Only 57.9% of patients starting preventive therapy for latent tuberculosis at one county clinic finished it, leaving many unprotected. Local review identified daily dosing and monthly clinic visits as the main barriers. Aim: To raise completion with a 12-dose weekly rifapentine and isoniazid course, doses confirmed by nurses reviewing patient-recorded video. Methods: A six-month pre-post quality improvement project compared all adults starting treatment during implementation with the preceding twelve months. Completion of the weekly regimen was defined as 11 doses within 16 weeks. Nurses reviewed each weekly video and replied within one business day. Results: Of 84 patients, 49 chose video observation, 21 the weekly regimen without video and 14 daily rifampin. Overall completion rose to 78.6% (66 of 84), a statistically significant change (p = .001), with six consecutive months above the baseline median on a run chart. Completion was 87.8% with video observation. Adverse events were few and mild. Median nurse time was five minutes per video. Conclusions: A nurse-led weekly regimen with video observation was associated with higher completion at modest nursing cost. Because patients chose their option, subgroup differences partly reflect who chose each; a longer multisite evaluation is planned.
Poster Text
The poster is designed to be read in under two minutes by a nurse walking past, so it leads with the result and uses a single chart. The title panel reads: Finishing Latent Tuberculosis Treatment by Phone: A Nurse-Led Weekly Regimen With Video Observation. The problem panel states that 42% of patients at the clinic did not finish treatment and that most dropped out after missing a monthly visit. The intervention panel shows three steps in plain words: one weekly dose instead of a daily pill, a short video of each dose recorded on the patient's phone, and a nurse's reply within one business day.
The central results panel shows the run chart of monthly completion, with the baseline median marked and the six implementation months above it, a one-line caption noting that a run of six or more months above the baseline median indicates a true shift, not chance (Benneyan et al., 2003), beside the headline figures of 57.9% before and 78.6% after. The lessons panel lists three points for clinics considering the approach: offer interpreter-supported teaching on the application at the first visit, phone patients around weeks two and three, when flu-like reactions are most likely, and plan for patients without smartphones. A final panel names the limitations and invites questions, with a contact address for the clinic's nurse manager.
Brief for Health Department Leaders
The one-page brief is written for decision makers who will not read the full capstone. Its opening sentence states the result and the request: completion of latent tuberculosis treatment rose from 58% to 79% after the clinic adopted a nurse-led weekly regimen with video observation, and continuing the approach requires an annual budget line for the video platform and loaner phones. The brief then gives three supporting points in one line each, the cost of the platform compared with the nursing time saved, the number of active cases a higher completion rate could be expected to prevent over time, and the national guidance that ranks the weekly combination as preferred (Sterling et al., 2020). It closes with the decision required and a date.
Sharing Results With Patients and Partners
The project depended on patients who were willing to try something new and on interpreters who helped explain it. A one-page summary in plain language, translated into the clinic's most common languages, will be posted in the waiting room and shared with the refugee resettlement agencies and community health workers who refer patients. It will say what the clinic changed, how many more people finished treatment and what patients said helped them most, without any information that could identify an individual. Interpreters will be invited to the staff meeting where results are presented, since their suggestions shaped how the application was taught.
Ethical Considerations in Reporting
All products report aggregate data only, and no chart, quote or example allows a patient to be identified, a particular risk in a small clinic serving close-knit communities. Because the capstone uses composite data for teaching, any real dissemination would first confirm with the health department's review process that the project's quality improvement determination permits external presentation. Reports will state plainly that the design was pre-post and that patients chose their option, so that other clinics do not expect the video subgroup's results to transfer unchanged.
Conclusion
Dissemination completes the capstone by turning a local improvement into knowledge others can use. Matching each audience to a channel and a decision, and preparing a structured abstract, a poster built around one chart and a brief for leaders, gives the findings the best chance of shaping practice beyond one clinic. Sharing results with patients, interpreters and community partners in their own languages recognizes the people whose participation made the improvement possible.
References
Benneyan, J. C., Lloyd, R. C., & Plsek, P. E. (2003). Statistical process control as a tool for research and healthcare improvement. Quality and Safety in Health Care, 12(6), 458-464. https://doi.org/10.1136/qhc.12.6.458
Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2016). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised publication guidelines from a detailed consensus process. BMJ Quality & Safety, 25(12), 986-992. https://doi.org/10.1136/bmjqs-2015-004411
Sterling, T. R., Njie, G., Zenner, D., Cohn, D. L., Reves, R., Ahmed, A., Menzies, D., Horsburgh, C. R., Crane, C. M., Burgos, M., LoBue, P., Winston, C. A., & Belknap, R. (2020). Guidelines for the treatment of latent tuberculosis infection: Recommendations from the National Tuberculosis Controllers Association and CDC, 2020. MMWR Recommendations and Reports, 69(1), 1-11. https://doi.org/10.15585/mmwr.rr6901a1
How this N 599 Module 7 example is structured
Aspen does not publish N599 module prompts, so check your classroom and capstone guide for the exact instructions. This example names the audiences and channels with timing, then delivers a structured abstract, poster text, a leadership brief and a plan for sharing results with patients and partners, and covers ethics in reporting.
N599 Module 7 questions, answered
What does N599 Module 7 usually ask for?
Aspen's capstone leads to implications for professional practice, so a plan for sharing the project's findings, often with an abstract or poster, is a typical requirement. Check your capstone guide for the required products.
What goes in a structured abstract for a quality improvement project?
Background, aim, methods, results with numbers and the main conclusion, including the key limitation, usually within 250 to 300 words depending on the venue.
How much text should a capstone poster have?
As little as possible: a clear title, short panels for the problem, intervention, results and lessons, and one strong chart. A reader should grasp the main finding in under two minutes.
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