NURS FPX 6030 Assessment 4 Implementation Plan Design

om
Assessment 4: Implementation Plan Design
t.c
Student Name
en
Capella University
m Course Name
gn
Prof Name
FEB 26, 2024

si
As
ss
la
eC
in
nl
O
Do you need Help to complete your Capella Uni MSN FlexPath Class in 1 Billing?
Call Us Now (612) 234-7670
Email Us contact@OnlineClassAssignment.com
Website: OnlineClassAssignment.com
For Free MSN Sample: OnlineClassAssignment.com/free-Sample
om
t.c
en
Implementation Plan Design
m
Building upon the findings from the prior assessment, Assessment 4 delves deeper into
gn
the critical dimensions of implementing the intervention plan. This analysis focuses on
the indispensable roles of management and leadership, nursing practices, implications
si
of change, delivery methodologies, technologies in use, and the interplay of

stakeholders, policies, and regulations to implement a blended learning approach for
As
LPN students to increase NCLEX passing rates. The aim is to provide a holistic
perspective on the complexities and considerations for successfully realizing the
ss
intervention in the educational realm.
Management and Leadership

la
Management and Leadership Strategies

eC
Leadership and management strategies are pivotal in implementing a blended learning

approach for LPN students. Embracing the Servant Leadership Approach ensures that
in
the needs and feedback of team members, including faculty, IT specialists, and
nl
students, are prioritized (Nurlaili, 2023). This approach is paramount for the
intervention's success. Ensuring inter-professional collaboration, this leadership style
O
fosters trust and mutual respect among different professionals, ensuring the intervention
Call Us Now (612) 234-7670
is finely tuned to cater to every participant, thereby solidifying the effectiveness of the
blended learning model for LPN students.
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 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 commitment to the intervention's objectives. Regular feedback sessions
further enhance this collaboration, ensuring the blended learning model remains
effective while addressing emergent challenges in real-time.
om
Nursing Practices
Incorporating evidence-based nursing practices into the nursing curriculum is
t.c
non-negotiable. The curriculum remains current and relevant by merging the latest
research findings with real-world clinical expertise. Ongoing collaboration between
educators and practitioners will be a cornerstone of this approach, addressing
en
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
m
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 NCLEX passing
gn
rates without compromising the quality of nursing education (Mallette et al., 2021).
si
Implications of Change
As
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
ss
quality of the curriculum. Servant leadership ensures educators are finely tuned to the
pressing needs of LPN students. It ensures a curriculum that’s both comprehensive and
la
in touch with real-world challenges. When synergized with the inclusive nature of
eC
participatory management, this approach guarantees that the curriculum is up-to-date

and resonant with the evolving demands of healthcare. As evidence-based practices
become the backbone of the intervention, LPNs graduate equipped with the latest and
in
most efficient care techniques (Mallette et al., 2021).

nl
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
O
Call Us Now (612) 234-7670
management helps 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 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
efficiencies.
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 superfluous treatments, thus fostering cost savings. Integrating
participatory management further ensures that resources are allocated effectively,
om
eliminating unnecessary expenses (Kumar et al., 2021). It demands careful
orchestration, especially when balancing varied perspectives. Nonetheless, with a focus
on proactive resolution, the LPN education intervention is designed to consistently
t.c
deliver top-tier care quality, enriched patient experiences, and prudent cost
management.
en
Delivery and Technology
m
A three-pronged approach has been identified to successfully implement the
intervention and elevate the project's quality. Firstly, a Learning Management System
gn
(LMS) will be employed. The LMS will facilitate structured online content delivery,
allowing students to access course materials, quizzes, and feedback forums anytime,
si
anywhere. Secondly, in-person Problem-Based Learning (PBL) sessions are proposed.

These sessions foster a collaborative learning environment, encouraging students to
As
apply theoretical knowledge, solve real-world problems, and engage in critical thinking.
Lastly, to bridge the gap between theory and practice without the risks associated with
ss
real-world scenarios, Virtual Reality (VR) simulations will be incorporated.
These simulations allow students to experience and navigate real-world challenges in a

la
controlled, risk-free setting (Dey, 2023). The combined use of LMS, PBL, and VR is
eC
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
in
simulations offer an immersive learning experience, allowing students to practice their

skills in lifelike scenarios without real-world consequences. By adopting this
nl
multifaceted delivery method, improved student engagement, better knowledge

O
retention, and enhanced practical skills application are expected.

Call Us Now (612) 234-7670
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 infrastructure and resources for conducting PBL sessions and VR
simulations (Ravi et al., 2021).
Current and Emerging Technologies
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 real-time feedback and individualized progress tracking to optimize
the blended learning experience. On the horizon of emerging technologies, the LMS
om
promises even greater adaptability. The introduction of Artificial Intelligence (AI) offers
tailored learning pathways, adjusting to individual student progress. Further enrichment
is anticipated with Augmented Reality (AR) modules, set to provide a more immersive
t.c
and interactive learning backdrop (Dey, 2023).
In its current form, PBL primarily revolves around in-person interactions, where students
en
collaborate, discuss, and problem-solve using real-world scenarios. Using digital tools
such as whiteboards and projection systems facilitates more transparent communication
m
and documentation during these sessions. As we look towards emerging technologies,
enhancing these in-person sessions might involve more advanced interactive tools,
gn
perhaps leveraging AI insights or real-time data analytics, ensuring that key learning
objectives are met and allowing educators to adjust session content dynamically based
si
on student feedback (Skochelak, 2020).

As
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.
ss
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,
la
simulations are set to mimic the tactile sensations inherent to nursing care closely. With
eC
advanced AI integrations, which adapt scenario complexities based on a student’s

performance, VR promises an unparalleled
in
, 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,
nl
while PBL is conducted in person, we must determine its effectiveness when combined
O
with digital tools.
Call Us Now (612) 234-7670
Stakeholder, Policy, and Regulations
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 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 necessitates strict anonymization of
patient data or student records used in VR simulations, LMS modules, or other teaching
materials (Rees, 2023).
om
Adherence to FERPA is critical to protect identities and maintain confidentiality within
the blended learning environment. Our analysis assumes that stakeholders are open to
technological changes in education, the institution can support or upgrade the
t.c
necessary tech infrastructure, and healthcare regulations, particularly FERPA, remain
consistent, ensuring a seamless intervention implementation.
en
Policy Considerations for Intervention Support
m
The "Health Information Technology for Economic and Clinical Health (HITECH) Act"
encourages the adoption and meaningful use of health information technology in
gn
healthcare settings. Adhering to the HITECH Act can provide CVT College with potential
incentives or grants for adopting compliant technologies (Apathy et al., 2022). This can
si
streamline the integration of our blended learning approach by financially supporting our
tech-infused education initiatives and ensuring that our platforms meet standardized
As
criteria. The act's emphasis on secure and meaningful use of technology aligns with our
intervention, enhancing the chances of its successful implementation.
ss
Timeframe
la
The proposed timeframe for our intervention is 12 months. This realistic period allows
for technology integration, the development of courses and quiz applications, the
eC
development of online discussion platforms, and stakeholder feedback. Factors

impacting timing include technology procurement and setup, faculty familiarity and
in
knowledge of digital tools, and regulatory approvals. Technology setup may vary, taking
2-4 months, while courses and application development may take 3-5 months, factoring
nl
in potential learning curves. Regulatory approvals could introduce delays, impacting the
timeline by 1-2 months. Collectively, these factors necessitate flexibility in our proposed
O
Call Us Now (612) 234-7670
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.
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
om
US Since the 2009 Health Information Technology for Economic and Clinical
Health Act. JAMA Health Forum, 3(11), e223872.
https://doi.org/10.1001/jamahealthforum.2022.3872
t.c
● Dey, N. C. (2023). Innovative digital teaching and learning practices in society
given nursing education/profession in India: A comprehensive review. Social
en
Science Research Network. https://doi.org/10.2139/ssrn.4559285
● Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., &
Masud, M. (2021). Blended learning tools and practices: A comprehensive
m
analysis. IEEE Access, 9, 85151–85197.
https://doi.org/10.1109/access.2021.3085844
gn
● Mallette
si
As
ss
la
eC
in
nl
O
Call Us Now (612) 234-7670

NURS FPX 6030 Assessment 4 Implementation Plan Design

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NURS FPX 6030 Assessment 4 Implementation Plan Design

Uploaded by

Copyright:

Available Formats

om

Assessment 4: Implementation Plan Design

FEB 26, 2024

of change, delivery methodologies, technologies in use, and the interplay of

intervention in the educational realm.

Management and Leadership

Management and Leadership Strategies

Leadership and management strategies are pivotal in implementing a blended learning

On the management front, the Participatory Management Approach emphasizes the

Incorporating evidence-based nursing practices into the nursing curriculum is

By weaving together servant leadership, participatory management, and

participatory management, this approach guarantees that the curriculum is up-to-date

most efficient care techniques (Mallette et al., 2021).

anywhere. Secondly, in-person Problem-Based Learning (PBL) sessions are proposed.

real-world scenarios, Virtual Reality (VR) simulations will be incorporated.

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

simulations offer an immersive learning experience, allowing students to practice their

multifaceted delivery method, improved student engagement, better knowledge

retention, and enhanced practical skills application are expected.

Current and Emerging Technologies

on student feedback (Skochelak, 2020).

CVT College’s VR setups are a testament to the evolution of immersive education,

This hands-on experience is further enriched by software tailored for nursing

advanced AI integrations, which adapt scenario complexities based on a student’s

with digital tools.

development of online discussion platforms, and stakeholder feedback. Factors

You might also like