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NURS FPX 6030 Assessment 4 Implementation Plan Design

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    NURS FPX 6030 Assessment 4 Implementation Plan Design

    Student Name

    Capella University

    NURS-FPX 6030 MSN Practicum and Capstone

    Prof. Name

    Date

    Implementation Plan Design

    Building upon the insights gained from the preceding evaluation, Assessment 4 delves deeper into the crucial facets of implementing our intervention plan. This analysis zeroes in on the essential roles of management and leadership, nursing practices, implications of change, delivery methodologies, technologies in use, and the interplay of stakeholders, policies, and regulations for the implementation of a blended learning approach aimed at increasing NCLEX passing rates for LPN students. The objective is to offer a comprehensive perspective on the intricacies and considerations essential for the successful realization of our intervention in the educational domain.

    Management and Leadership

    Management and Leadership Strategies

    The implementation of a blended learning approach for LPN students necessitates pivotal leadership and management strategies. Adopting the Servant Leadership Approach becomes imperative to prioritize the needs and feedback of team members, including faculty, IT specialists, and students, ensuring the effectiveness of the intervention (Nurlaili, 2023). This leadership style fosters trust and mutual respect among diverse professionals, reinforcing the efficacy of the blended learning model.

    On the management front, the Participatory Management Approach underscores the collective involvement of all stakeholders in decision-making, bringing forth unique perspectives and strengthening the comprehensiveness of the blended learning model (Akwataghibe et al., 2022). Involving each stakeholder in inter-professional collaboration fosters a sense of collective ownership and commitment to the intervention’s objectives. Regular feedback sessions further enhance collaboration, ensuring the blended learning model’s continued effectiveness while addressing emerging challenges in real time.

    Nursing Practices

    Incorporating evidence-based nursing practices into the curriculum is non-negotiable. The curriculum’s relevance is maintained by merging the latest research findings with real-world clinical expertise through ongoing collaboration between educators and practitioners (Mallette et al., 2021). Conflicting views within the task force regarding the ratio of online to face-to-face learning or curriculum content are openly addressed, ensuring decisions align with the overarching goal of improving NCLEX passing rates without compromising the quality of nursing education.

    Implications of Change

    By intertwining servant leadership, participatory management, and evidence-based practices, our LPN education intervention is poised for a transformative impact on the nursing landscape. Servant leadership ensures a curriculum in touch with real-world challenges, while participatory management guarantees its up-to-date nature. Evidence-based practices form the backbone, equipping LPNs with the latest and most efficient care techniques (Mallette et al., 2021).

    Beyond the quality of the curriculum, there is a profound ripple effect on the students’ learning experience. A curriculum shaped by servant leadership and participatory management empowers students to contribute to their learning. These strategies significantly impact the blended learning approach, helping students understand their course effectively and achieve positive results in NCLEX. It also nurtures future nursing professionals who apply evidence-based knowledge in creating an environment where patients feel genuinely valued. This sense of inclusivity and empowerment extends to cost efficiencies.

    Delivery and Technology

    To successfully implement our intervention and enhance the project’s quality, we propose a three-pronged approach. Firstly, a Learning Management System (LMS) will be employed for structured online content delivery, allowing students to access course materials, quizzes, and feedback forums at their convenience. Secondly, in-person Problem-Based Learning (PBL) sessions will be conducted to foster collaborative learning. Lastly, Virtual Reality (VR) simulations will be incorporated to bridge the gap between theory and practice.

    These simulations allow students to experience real-world challenges in a controlled, risk-free setting (Dey, 2023). The combined use of LMS, PBL, and VR caters to diverse learning styles, offering flexibility, deeper engagement, and an immersive learning experience. The success of this approach assumes reliable internet access, familiarity with digital tools, and effective navigation of the LMS platform by all students. The institution is also presumed to provide the necessary infrastructure for PBL sessions and VR simulations (Ravi et al., 2021).

    Current and Emerging Technologies

    In the current scenario, the LMS acts as a centralized platform, providing LPN students easy access to course materials, webinars, virtual discussion forums, and quizzes. Emerging technologies hold the promise of even greater adaptability, with Artificial Intelligence (AI) offering tailored learning pathways and Augmented Reality (AR) modules providing a more immersive learning backdrop (Dey, 2023).

    PBL, in its current form, revolves around in-person interactions. As we look towards emerging technologies, more advanced interactive tools might be incorporated, leveraging AI insights or real-time data analytics (Skochelak, 2020). CVT College’s VR setups offer immersive education, and the future of VR in education looks promising with wearables and haptic feedback enhancing the tactile sensations inherent to nursing care (Dey, 2023). Concerns about students adapting to new technologies like AR in LMS and haptic feedback in VR are acknowledged.

    Stakeholder, Policy, and Regulations

    The blended learning initiative at CVT College involves key stakeholders: faculty, LPN students, and IT professionals. Faculty members require comprehensive training for effective use of the tools, LPN students need access and guidance, and IT professionals play a crucial role in seamless integration. Adherence to the “Family Educational Rights and Privacy Act (FERPA)” is crucial to safeguard student education records and ensure strict anonymization of patient data or student records used in VR simulations, LMS modules, or other teaching materials (Rees, 2023).

    Stakeholders’ openness to technological changes, the institution’s support for necessary tech infrastructure, and consistency in healthcare regulations, especially FERPA, are assumed for the seamless implementation of the intervention.

    Policy Considerations for Intervention Support

    The “Health Information Technology for Economic and Clinical Health (HITECH) Act” supports the adoption and meaningful use of health information technology in healthcare settings. Adhering to the HITECH Act can provide potential incentives or grants for adopting compliant technologies, aligning with the intervention’s goals (Apathy et al., 2022).

    Timeframe

    The proposed timeframe for our intervention is 12 months, allowing for technology integration, course development, stakeholder training, and regulatory approvals. Factors impacting timing include technology setup, faculty training, and regulatory processes. Flexibility is crucial to account for unforeseen challenges. Challenges related to technology availability and students’ adaptability to digital learning methods are acknowledged.

    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 a 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, 3(11), e223872. https://doi.org/10.1001/jamahealthforum.2022.3872

    Dey, N. C. (2023). Innovative digital teaching and learning practices in society in view of nursing education/ profession in India: A comprehensive review. Social Science Research Network. https://doi.org/10.2139/ssrn.4559285

    NURS FPX 6030 Assessment 4 Implementation Plan Design

    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

    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=+Leadership

    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 resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 1–28. https://doi.org/10.1145/3476055

    NURS FPX 6030 Assessment 4 Implementation Plan Design

    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=HIPAA+%22+EHR+Faculty+members+excited+about+new+teaching+methodologies 7362