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
Course Name
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Prof Name
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March 10, 2024
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Implementation Plan Design
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Expanding upon the discoveries from the earlier evaluation, Appraisal 4 digs further into the
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basic components of executing the intercession plan. This examination centers around the basic
jobs of the executives and initiative, nursing rehearses, ramifications of progress, conveyance
strategies, advancements being used, and the transaction of partners, strategies, and guidelines to
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carry out a mixed learning approach for LPN understudies to build NCLEX passing rates. The
point is to give a comprehensive viewpoint on the intricacies and contemplations for effectively
understanding the mediation in the instructive domain.
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Management and Leadership

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Management and Leadership Strategies

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Initiative and the board methodologies are critical in carrying out a mixed learning approach for
LPN understudies. Embracing the Worker Initiative Methodology guarantees that the
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requirements and criticism of colleagues, including staff, IT trained professionals, and

understudies, are focused on (Nurlaili, 2023). This approach is central for the intercession's
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prosperity. Guaranteeing between proficient cooperation, this initiative style cultivates trust and
common regard among various experts, guaranteeing the mediation is finely tuned to take care of
each and every member, consequently hardening the adequacy of the mixed learning model for
LPN understudies.
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On the administration front, the Participatory Administration Approach underscores the
aggregate association of all partners in navigation (Akwataghibe et al., 2022). This not just offers
that might be of some value the extraordinary points of view of workforce, IT experts, and
understudies yet additionally reinforces the mixed learning model's exhaustiveness. For between
proficient cooperation, including every partner cultivates a feeling of aggregate proprietorship
and obligation to the mediation's goals. Customary criticism meetings further improve this
cooperation, guaranteeing the mixed learning model remaining parts successful while tending to
rising difficulties continuously.
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Nursing Practices
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Integrating proof based nursing rehearses into the nursing educational program is non-debatable.
The educational plan stays flow and applicable by blending the most recent exploration
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discoveries with genuine clinical ability. Continuous cooperation among instructors and experts
will be a foundation of this methodology, tending to true nursing difficulties, guaranteeing
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quality, and cultivating joint effort across all disciplines. Clashing perspectives about the
proportion of online to up close and personal learning or the particular substance to remember
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for the educational plan ought to be tended to transparently inside the team, guaranteeing that
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choices made serve the bigger objective of further developing NCLEX passing rates without
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compromising the nature of nursing instruction (Mallette et al., 2021).
Implications of Change
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By weaving together servant leadership, participatory management, and evidence-based

practices, the LPN education intervention is primed for a transformative impact on the nursing
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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 a
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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
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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 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
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experience. A curriculum molded by servant leadership and participatory 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
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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, eliminating unnecessary expenses (Kumar et al.,
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2021). It demands careful orchestration, especially when balancing varied perspectives.
Nonetheless, with a focus on proactive resolution, the LPN education intervention is designed to
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consistently deliver top-tier care quality, enriched patient experiences, and prudent cost
management.
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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
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materials, quizzes, and feedback forums anytime, anywhere. Secondly, in-person Problem-Based
Learning (PBL) sessions are proposed. These sessions foster a collaborative learning
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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 without the
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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

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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
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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
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experience, allowing students to practice their skills in lifelike scenarios without real-world
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
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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).
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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 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
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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
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these in-person sessions might involve more advanced interactive tools, perhaps leveraging AI
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
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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’
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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 sensations
inherent to nursing care closely. With advanced AI integrations, which adapt scenario
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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
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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.
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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
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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
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strict anonymization of patient data or student records used in VR simulations, LMS modules, or
other teaching materials (Rees, 2023).
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 necessary tech infrastructure, and
healthcare regulations, particularly FERPA, remain consistent, ensuring a 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
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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 streamline the
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integration of our blended learning approach by financially supporting our tech-infused
education initiatives and ensuring that our platforms meet standardized criteria. The act's
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emphasis on secure and meaningful use of technology aligns with our intervention, enhancing
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
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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
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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.
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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
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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.
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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=+
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Leadership
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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
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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
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=HI
PAA+%22+EHR+Faculty+members+excited+about+new+teaching+methodologies
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Management and Leadership

Management and Leadership Strategies

requirements and criticism of colleagues, including staff, IT trained professionals, and

By weaving together servant leadership, participatory management, and evidence-based

curriculum is up-to-date and resonant with the evolving demands of healthcare. As

experience. A curriculum molded by servant leadership and participatory management helps

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

complexities based on a student’s performance, VR promises an unparalleled, adaptive learning

Stakeholder, Policy, and Regulations

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

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