NURS FPX 6030 Assessment 4 Implementation Plan Design

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Assessment 4: Implementation Plan Design
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Student Name
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Capella University
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Course Name
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Nov 8, 2023
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Implementation Plan Design
Building upon the findings from the prior assessment, Assessment 4 delves deeper into the
critical dimensions of implementing the intervention plan. This analysis focuses on the
indispensable roles of management and leadership, nursing practices, implications of change,
delivery methodologies, technologies in use, and the interplay of stakeholders, policies, and
regulations to implement a blended learning approach for LPN students to increase NCLEX
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passing rates. The aim is to provide a holistic perspective on the complexities and
considerations for successfully realizing the intervention in the educational realm.
Management and Leadership
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Management and Leadership Strategies
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Leadership and management strategies are pivotal in implementing a blended learning
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approach for LPN students. Embracing the Servant Leadership Approach ensures that the
needs and feedback of team members, including faculty, IT specialists, and students, are
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prioritized (Nurlaili, 2023). This approach is paramount for the intervention's success. Ensuring
inter-professional collaboration, this leadership style fosters trust and mutual respect among
different professionals, ensuring the intervention is finely tuned to cater to every participant,
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thereby solidifying the effectiveness of the blended learning model for LPN students.
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On the management front, the Participatory Management Approach emphasizes the collective
involvement of all stakeholders in decision-making (Akwataghibe et al., 2022). This not only
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brings to the table the unique perspectives of faculty, IT professionals, and students but also
strengthens the blended learning model's comprehensiveness. For inter-professional
collaboration, involving each stakeholder fosters a sense of collective ownership and
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commitment to the intervention's objectives. Regular feedback sessions further enhance this
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collaboration, ensuring the blended learning model remains effective while addressing emergent
challenges in real-time.
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Nursing Practices
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Incorporating evidence-based nursing practices into the nursing curriculum is non-negotiable.

The curriculum remains current and relevant by merging the latest research findings with
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real-world clinical expertise. Ongoing collaboration between educators and practitioners will be
a cornerstone of this approach, addressing real-world nursing challenges, ensuring quality, and
fostering collaboration across all disciplines. Conflicting views about the ratio of online to
face-to-face learning or the specific content to include in the curriculum should be addressed
openly within the task force, ensuring that decisions made serve the larger goal of improving
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NCLEX passing rates without compromising the quality of nursing education (Mallette et al.,
2021).
Implications of Change
By weaving together servant leadership, participatory management, and evidence-based
practices, the LPN education intervention is primed for a transformative impact on the nursing
landscape. At the heart of this transformation lies the uplifted quality of the curriculum. Servant
leadership ensures educators are finely tuned to the pressing needs of LPN students. It ensures
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a curriculum that’s both comprehensive and in touch with real-world challenges. When
synergized with the inclusive nature of participatory management, this approach guarantees that
the curriculum is up-to-date and resonant with the evolving demands of healthcare. As
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evidence-based practices become the backbone of the intervention, LPNs graduate equipped
with the latest and most efficient care techniques (Mallette et al., 2021).
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Beyond the quality of the curriculum, there is a profound ripple effect on the students’ learning
experience. A curriculum molded by servant leadership and participatory management helps
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students showcase their input in learning. Moreover, these strategies' significant impact on a
blended learning approach helps students effectively understand their course, enabling them to
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achieve positive results in NCLEX. It also assists in nurturing future nursing professionals who
would apply evidence-based and effective knowledge in creating an atmosphere where patients
will feel genuinely valued. This sense of inclusivity and empowerment naturally extends to cost
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efficiencies.
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LPNs trained in such an environment are poised to use resources judiciously. This frugality,
combined with the precision of evidence-based practices, minimizes the likelihood of
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superfluous treatments, thus fostering cost savings. Integrating participatory management

further ensures that resources are allocated effectively, eliminating unnecessary expenses
(Kumar et al., 2021). It demands careful orchestration, especially when balancing varied
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perspectives. Nonetheless, with a focus on proactive resolution, the LPN education intervention
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is designed to consistently deliver top-tier care quality, enriched patient experiences, and
prudent cost management.
Delivery and Technology

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To successfully implement the intervention and elevate the project's quality, a three-pronged
approach has been identified. Firstly, a Learning Management System (LMS) will be employed.
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The LMS will facilitate structured online content delivery, allowing students to access course
materials, quizzes, and feedback forums anytime, anywhere. Secondly, in-person
Problem-Based Learning (PBL) sessions are proposed. These sessions foster a collaborative
learning environment, encouraging students to apply theoretical knowledge, solve real-world
problems, and engage in critical thinking. Lastly, to bridge the gap between theory and practice
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without the risks associated with real-world scenarios, Virtual Reality (VR) simulations will be
incorporated.
These simulations allow students to experience and navigate real-world challenges in a

controlled, risk-free setting (Dey, 2023). The combined use of LMS, PBL, and VR is designed to
cater to diverse learning styles. The LMS offers flexibility and ensures that course materials are
accessible and standardized. PBL sessions, on the other hand, allow for deeper engagement
and collaboration among peers. At the same time, VR simulations offer an immersive learning
experience, allowing students to practice their skills in lifelike scenarios without real-world
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consequences. By adopting this multifaceted delivery method, improved student engagement,
better knowledge retention, and enhanced practical skills application are expected.
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The success of this approach hinges on a few assumptions. We assume all students have
reliable internet access, are familiar with essential digital tools, and can effectively navigate the
LMS platform. Additionally, the institution is presumed to effectively provide the necessary
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infrastructure and resources for conducting PBL sessions and VR simulations (Ravi et al.,
2021).
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Current and Emerging Technologies
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In current technologies, the LMS is a centralized platform, facilitating LPN students with easy
access to course materials, webinars, virtual discussion forums, and quizzes. Added features for
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real-time feedback and individualized progress tracking to optimize the blended learning
experience. On the horizon of emerging technologies, the LMS promises even greater
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adaptability. The introduction of Artificial Intelligence (AI) offers tailored learning pathways,
adjusting to individual student progress. Further enrichment is anticipated with Augmented
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Reality (AR) modules, set to provide a more immersive and interactive learning backdrop (Dey,
2023).
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In its current form, PBL primarily revolves around in-person interactions, where students
collaborate, discuss, and problem-solve using real-world scenarios. Using digital tools such as
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whiteboards and projection systems facilitates more transparent communication and

documentation during these sessions. As we look towards emerging technologies, enhancing
these in-person sessions might involve more advanced interactive tools, perhaps leveraging AI
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insights or real-time data analytics, ensuring that key learning objectives are met and allowing
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educators to adjust session content dynamically based on student feedback (Skochelak, 2020).
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CVT College’s VR setups are a testament to the evolution of immersive education, enabling
students to confront realistic clinical scenarios in a controlled environment. This hands-on
experience is further enriched by software tailored for nursing challenges, honing students’
decision-making skills. However, the future of VR in education looks even more riveting. With
the infusion of wearables and haptic feedback, simulations are set to mimic the tactile
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sensations inherent to nursing care closely. With advanced AI integrations, which adapt
scenario complexities based on a student’s performance, VR promises an unparalleled,
adaptive learning experience (Dey, 2023). There are concerns about how well students will
adapt to new technologies like AR in LMS and haptic feedback in VR. Additionally, while PBL is
conducted in person, we must determine its effectiveness when combined with digital tools.
Stakeholder, Policy, and Regulations
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The blended learning initiative at CVT College involves key stakeholders: faculty, LPN students,
and IT professionals. Faculty members need comprehensive training to use the LMS, PBL, and
VR tools effectively. LPN students require access to these technologies and proper guidance for
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optimal utilization. IT professionals play a crucial role in ensuring seamless integration. One
specific healthcare regulation that impacts our intervention plan is the "Family Educational
Rights and Privacy Act (FERPA)." FERPA safeguards student education records and
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necessitates strict anonymization of patient data or student records used in VR simulations,
LMS modules, or other teaching materials (Rees, 2023).
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Adherence to FERPA is critical to protect identities and maintain confidentiality within the
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blended learning environment. Our analysis assumes that stakeholders are open to
technological changes in education, the institution can support or upgrade the necessary tech
infrastructure, and healthcare regulations, particularly FERPA, remain consistent, ensuring a
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seamless intervention implementation.
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Policy Considerations for Intervention Support

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The "Health Information Technology for Economic and Clinical Health (HITECH) Act"
encourages the adoption and meaningful use of health information technology in healthcare
settings. Adhering to the HITECH Act can provide CVT College with potential incentives or
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grants for adopting compliant technologies (Apathy et al., 2022). This can streamline the
integration of our blended learning approach by financially supporting our tech-infused
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education initiatives and ensuring that our platforms meet standardized criteria. The act's
emphasis on secure and meaningful use of technology aligns with our intervention, enhancing
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the chances of its successful implementation.

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Timeframe
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The proposed timeframe for our intervention is 12 months. This realistic period allows for
technology integration, the development of courses and quiz applications, the development of
online discussion platforms, and stakeholder feedback. Factors impacting timing include
technology procurement and setup, faculty familiarity and knowledge of digital tools, and
regulatory approvals. Technology setup may vary, taking 2-4 months, while courses and
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application development may take 3-5 months, factoring in potential learning curves. Regulatory
approvals could introduce delays, impacting the timeline by 1-2 months. Collectively, these
factors necessitate flexibility in our proposed schedule to account for unforeseen challenges.
Other challenges that may impede implementation are the availability of technologies for
students and their adaptability to digital learning methods.
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References
Akwataghibe, N. N., Ogunsola, E. A., Broerse, J. E. W., Agbo, A. I., & Dieleman, M. A. (2022).
Inclusion strategies in multi-stakeholder dialogues: The case of community-based participatory
research on immunization in Nigeria. PLOS ONE, 17(3), e0264304.
https://doi.org/10.1371/journal.pone.0264304
Apathy, N. C., Howe, J. L., Krevat, S. A., Hettinger, A. Z., Bates, D. W., Classen, D. C., &
Ratwani, R. M. (2022). Electronic health record legal settlements in the US Since the 2009
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Health Information Technology for Economic and Clinical Health Act. JAMA Health Forum,
3(11), e223872. https://doi.org/10.1001/jamahealthforum.2022.3872
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Dey, N. C. (2023). Innovative digital teaching and learning practices in society given nursing
education/profession in India: A comprehensive review. Social Science Research Network.
https://doi.org/10.2139/ssrn.4559285
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Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M.
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(2021). Blended learning tools and practices: A comprehensive analysis. IEEE Access, 9,
85151–85197. https://doi.org/10.1109/access.2021.3085844
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Mallette, C., Yonge, O., Arnold, E. C., & Boggs, K. U. (2021). Arnold and Boggs’s Interpersonal
Relationships – E-Book. Elsevier Health Sciences.
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https://books.google.com/books?hl=en&lr=&id=KohOEAAAQBAJ&oi=fnd&pg=PA463&dq=+Lea
dership
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Nurlaili, N. (2023). Measuring the competitive-high quality graders of vocational school with
leadership style: A case study in Samarinda. Journal of Social Studies Education Research,
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14(2), 142–167. http://jsser.org/index.php/jsser/article/view/4899

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Ravi, P., Ismail, A., & Kumar, N. (2021). The pandemic shifted to remote learning under
resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2),
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1–28. https://doi.org/10.1145/3476055
Rees, C. (2023). The Protection of student data privacy in Wisconsin school board policies.
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Theses and Dissertations–Education Sciences. https://doi.org/10.13023/etd.2023.071

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Skochelak, S. E. (2020). Health Systems Science: Health Systems Science E-Book. Elsevier
Health Sciences.
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https://books.google.com/books?hl=en&lr=&id=1sjhDwAAQBAJ&oi=fnd&pg=PA303&dq=HIPAA
+%22+EHR+Faculty+members+excited+about+new+teaching+methodologies
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Assessment 4: Implementation Plan Design

Management and Leadership

Incorporating evidence-based nursing practices into the nursing curriculum is non-negotiable.

superfluous treatments, thus fostering cost savings. Integrating participatory management

Delivery and Technology

These simulations allow students to experience and navigate real-world challenges in a

whiteboards and projection systems facilitates more transparent communication and

Stakeholder, Policy, and Regulations

Policy Considerations for Intervention Support

the chances of its successful implementation.

14(2), 142–167. http://jsser.org/index.php/jsser/article/view/4899

Theses and Dissertations–Education Sciences. https://doi.org/10.13023/etd.2023.071

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