NURS FPX 6030 Assessment 4 Implementation Plan Design

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Assessment 4: Implementation Plan Design
Student Name
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Capella University
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Course Name
Prof Name
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March 15, 2024
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Implementation Plan Design
Building upon insights gained from the previous assessment, Assessment 4 delves into the
essential aspects of implementing the intervention plan. This analysis focuses on management
and leadership dynamics, nursing practices, change implications, delivery methodologies,
technology integration, and the intricate interplay of stakeholders, policies, and regulations in
executing a blended learning strategy aimed at enhancing NCLEX passing rates for LPN
students. The aim is to provide a comprehensive understanding of the complexities involved
and the necessary considerations for effectively bringing the intervention to fruition in an
educational context.
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Management and Leadership
Strategies for Leadership and Management
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Effective leadership and management strategies are crucial for the successful implementation of
a blended learning approach for LPN students. Embracing the Servant Leadership Approach
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prioritizes the needs and feedback of team members, including faculty, IT specialists, and
students, thereby ensuring their active involvement and fostering trust and mutual respect
(Nurlaili, 2023). This approach is vital for the intervention's success as it promotes
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inter-professional collaboration and ensures that the intervention caters to the diverse needs of
participants.
On the management front, the Participatory Management Approach emphasizes collective

involvement in decision-making, ensuring that all stakeholders contribute to shaping the
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intervention (Akwataghibe et al., 2022). This collaborative approach enhances the

comprehensiveness of the blended learning model and fosters a sense of ownership among
stakeholders. Regular feedback sessions further strengthen this collaborative effort, enabling
the intervention to remain responsive to emerging challenges.
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Nursing Practices
Incorporating evidence-based nursing practices into the curriculum is essential for ensuring its
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relevance and efficacy. Collaboration between educators and practitioners is crucial for
integrating the latest research findings with real-world clinical expertise, thus ensuring that the
curriculum addresses current nursing challenges effectively (Mallette et al., 2021). Conflicting
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perspectives on the online-to-face-to-face learning ratio or curriculum content should be

addressed transparently within the task force to ensure that decisions align with the goal of
improving NCLEX passing rates while maintaining the quality of nursing education.
Implications of Change
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By integrating servant leadership, participatory management, and evidence-based practices, the
LPN education intervention is poised to have a transformative impact on nursing education.
These approaches contribute to the development of a curriculum that is comprehensive,
up-to-date, and resonant with real-world challenges, thus equipping LPN students with the latest
care techniques (Mallette et al., 2021). Moreover, these strategies empower students to actively
participate in their learning, leading to positive outcomes in NCLEX and nurturing future nursing
professionals who prioritize evidence-based care.
Delivery and Technology
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To ensure the success of the intervention and enhance its quality, a three-pronged delivery
approach has been identified. Firstly, a Learning Management System (LMS) will be utilized to
provide structured online content delivery, allowing students to access course materials,
quizzes, and feedback forums conveniently (Dey, 2023). Secondly, in-person Problem-Based
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Learning (PBL) sessions will be conducted to encourage collaboration and critical thinking
among students. Lastly, Virtual Reality (VR) simulations will be incorporated to provide students
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with immersive, risk-free learning experiences.
The success of this approach depends on assumptions such as students having reliable internet
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access and being familiar with digital tools (Ravi et al., 2021). Additionally, the institution is
expected to provide the necessary infrastructure and resources for conducting PBL sessions
and VR simulations.
Current and Emerging Technologies

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Current technologies such as the LMS facilitate access to course materials and interactive
learning activities, while emerging technologies like AI and AR promise even greater adaptability
and interactivity (Dey, 2023). PBL sessions, conducted in person, can be enhanced with digital
tools like whiteboards and projection systems, with future advancements expected to
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incorporate AI insights and real-time data analytics. VR simulations provide students with
realistic clinical scenarios in a controlled environment, with wearables and haptic feedback
poised to enhance the immersive experience further.
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Stakeholder, Policy, and Regulations

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Key stakeholders involved in the blended learning initiative include faculty, LPN students, and IT
professionals. Faculty members require comprehensive training to effectively use digital tools,
while LPN students need access to these technologies and guidance for optimal utilization. IT
professionals play a crucial role in ensuring seamless integration. Compliance with regulations
such as the Family Educational Rights and Privacy Act (FERPA) is essential to protect student
data privacy (Rees, 2023).
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Policy Considerations for Intervention Support
The Health Information Technology for Economic and Clinical Health (HITECH) Act incentivizes
the adoption of health information technology in educational settings, potentially providing
grants for compliant technologies (Apathy et al., 2022). Compliance with the HITECH Act can
facilitate the integration of the blended learning approach by supporting tech-infused education
initiatives and ensuring that platforms meet standardized criteria.
Timeframe
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The proposed timeframe for the intervention is 12 months, allowing for technology integration,
course development, and regulatory approvals. Factors such as technology setup, faculty
training, and regulatory processes may impact the timeline, necessitating flexibility (Kumar et al.,
2021). Challenges related to technology accessibility and student adaptability to digital learning
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methods may also affect implementation.
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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
Health Information Technology for Economic and Clinical Health Act. JAMA Health Forum,
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3(11), e223872. https://doi.org/10.1001/jamahealthforum.2022.3872
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.
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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.
(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.
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,
14(2), 142–167. http://jsser.org/index.php/jsser/article/view/4899
Ravi, P., Ismail, A., & Kumar, N. (2021). The pandemic shifted to remote learning under
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resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2),

1–28. https://doi.org/10.1145/3476055
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Rees, C. (2023). The Protection of student data privacy in Wisconsin school board policies.
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.
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

Strategies for Leadership and Management

On the management front, the Participatory Management Approach emphasizes collective

intervention (Akwataghibe et al., 2022). This collaborative approach enhances the

perspectives on the online-to-face-to-face learning ratio or curriculum content should be

Delivery and Technology

Current and Emerging Technologies

Stakeholder, Policy, and Regulations

resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2),

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