NURS FPX 6030 Assessment 4 Implementation Plan Design

Name

Capella university

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name

Date

Implementation Plan Design

The intervention plan for the previous PICOT question uses multiple teaching methods, such as case-based teaching, simulation, and interprofessional education. This assessment will delve into how the proposed plan will be implemented by focusing on management perspectives and techniques, implications of changes, stakeholders’ involvement, and a timeline for implementation to address PICOT questions for LPN faculty in Metropolitan Community College.

Management and Leadership

Implementation of the proposed intervention plan requires visionary leadership and effective management strategies. The leadership strategies include transformational leadership, where the faculty members are motivated to have a standard and articulate goal of the intervention plan to facilitate teaching and learning and enhance the educational experience for LPN students. Moreover, this leadership style will teach the need for interprofessional collaboration among faculty members to improve teaching methods (Shields & Hesbol, 2019). For this purpose, the leader will foster an inclusive environment that encourages input and feedback from all faculty team members.

Team leaders will provide adequate and necessary resources to support and train the members to ensure they are well-equipped to implement diverse teaching methods effectively (Shields & Hesbol, 2019). Integrating management strategies such as collaborative planning, task delegation, monitoring and evaluation, and conflict resolution are important for successfully implementing the proposed intervention plan. The leaders will plan collaborative meeting sessions with faculty members from multiple disciplines to seamlessly integrate case-based teaching, simulation, and interprofessional education.

NURS FPX 6030 Assessment 4 Implementation Plan Design

The management and leaders will also delegate discrete roles to each faculty member for maximal efficiency (Campbell et al., 2020). This will be followed by establishing a system for ongoing monitoring and evaluation from faculty and students to make data-driven adjustments as needed. A proactive approach to identifying and addressing potential conflicts is implemented to promote constructive dialogue and resolution (Campbell et al., 2020). To promote interprofessional collaboration during the implementation of the proposed plan, comprehensive training, and interprofessional workshops must be implemented as these strategies encourage continuous professional development on chosen teaching methods. Furthermore, it facilitates discussions on the benefits and challenges of interprofessional education (Leidl et al., 2020).

The conflicting data are related to faculty resistance, where some faculty members might resist the change of teaching methods due to personal preferences and lack of familiarity with new teaching methods. Additionally, some critics deem the resource constraint a barrier to implementing diverse teaching methods as time, budget, and technology are required to implement these options successfully. The alternative perspectives include addressing resistance through a robust communication strategy, providing ongoing support, and prioritizing resource allocation based on critical components of an intervention plan (Li et al., 2021). 

Implications of Change in Care Quality, Care Experiences and Cost-Effectiveness

Implementing proposed strategies such as case-based teaching, interprofessional education, and simulation will likely enhance the quality of education by providing a more comprehensive and hands-on learning experience for LPN students. This will ultimately create competent LPNs who can exhibit high-quality care through their enhanced knowledge of nursing practices (Sistermans, 2020). Additionally, diverse teaching methods, including simulation and case-based teaching, can increase student engagement and enthusiasm for learning nursing practices. The students will be adept in improving patient care experiences as they have learned from simulation-based methods and case-based teaching methods.

The intervention plan also aims to reduce costs associated with retraining or addressing gaps in knowledge post-graduation as LPN students are effectively engaged in learning through diverse teaching methods of the proposed intervention (Hung et al., 2021). The unknown and missing information includes the long-term impact of the intervention plan on LPN graduates’ performance in the field and their ability to adapt to evolving healthcare needs. Furthermore, how students will adapt to diverse teaching methods and whether their overall satisfaction with educational experience will improve are persisting knowledge gaps. These uncertainties and missing information areas require further analysis and research.

Delivery and Technology

Case-based teaching can be effectively delivered by conducting interactive workshops and seminars focusing on real-world cases related to nursing practices within LPN curricula. This engages faculty in discussions, case analyses, and problem-solving sessions to enhance their teaching methods and facilitate learning in the course (Zhao et al., 2020). Similarly, a simulation strategy can be delivered by creating realistic simulated scenarios and technology-based learning where clinical situations commonly encountered by LPNs in their practices are replicated (Mulyadi et al., 2021). For this purpose, dedicated training sessions can be scheduled where faculty members can promote these activities by accessing simulation resources and technologies.

Lastly, interprofessional education can be fostered by organizing interdisciplinary workshops that bring faculty members from multiple professions to deliver collaborative education and share multiple perspectives. This co-teach delivery method allows faculty members to promote a seamless delivery of nursing-oriented lectures that cover patient care from multiple perspectives (Gonçalves et al., 2021). The proposed delivery methods are based on several assumptions, including faculty’s willingness to participate in workshops, seminars, and training sessions, appropriate access to simulation resources, and availability of online platforms to facilitate virtual collaboration and resource sharing (Zhao et al., 2020). 

Evaluating Technological Actions

Current technological options for case-based teaching and interactive workshops include interactive learning platforms such as Learning Management Systems (LMS). These tools help virtual learning through interactive features that allow the creation and sharing of case-based modules, quizzes, and discussions. Moreover, Artificial Intelligence (AI) in case development can be used as innovative technology to create case scenarios tailored to students’ learning needs in the LPN program (Aldahwan & Alsaeed, 2020). Simulation software such as Virtual Simulation (VS) enables realistic healthcare scenarios, providing a safe environment for students to practice clinical skills.

Moreover, online collaboration platforms such as Zoom or Microsoft Teams facilitate cultural interprofessional workshops, allowing faculty from different disciplines to collaborate remotely. This tool promotes interprofessional education among LPN students in the LPN program (McKinlay et al., 2021). The unknowns and missing information still exist in utilizing these technological options for chosen delivery methods, such as a lack of knowledge about the rate at which faculty members are willing to adopt these technologies and the need for rigorous empirical studies on the impact of these technologies in nursing education (Winter et al., 2021).

Stakeholders, Policy, and Regulations

The stakeholders, such as LPN faculty, nursing students, and administrators at MCC, can impact the implementation of the intervention plan as it requires their keen and willing participation. Considering the LPN faculty’s needs and facilitating them in the implementation process can result in successfully implementing the proposed plan. Similarly, the students must be satisfied through these interventions as their engagement will result in better satisfaction and enhanced learning. Additionally, the admin’s support is necessary for the effective and desired implementation of the plan, as the resources are allocated with his permission. Healthcare policies such as the Higher Education Opportunity Act (HEOA) and the Health Insurance Portability and Accountability Act (HIPPA) impact the implementation of the proposed plan.

The HEOA, like the nursing field, impacts higher education by promoting funding and institutional resources. The higher participation of this regulation can help achieve the goal of diverse teaching methods by increased procurement of required resources (Wang & Zegers, 2023). Furthermore, the HIPAA Act emphasizes the patient’s protected health information, which can be breached by the inappropriate use of reality-based incidents in case teaching methods (Jones et al., 2023). Therefore, violation of these regulations can impact the success of the implemented proposed plan. 

Policy Consideration

The HITECH Act supports the implementation of the proposed intervention as it involves technology use, as encouraged by this policy. This policy also promotes using healthcare technologies to promote patient care and safety. A similar stance can be applied to the current discussion as it involves the use of technology to enhance teaching methods for LPN faculty to promote higher competency among novice nurses of the future (Lacambra, 2021). Similarly, the guidelines and education standards established by the American Association of Colleges of Nursing promote using case-based teaching methods and simulation strategies.

The standards serve as a framework to follow for LPN programs and improve the teaching and learning experiences of both faculty and students. While the policies help fulfill specific goals and intervention plans, they can also hinder the practicality of proposed plans (Tucker, 2020). The policies that overlook the need for case-based learning, interprofessional education, and simulation in nursing education can impair the intervention’s practicality and efficiency. It is necessary to delve into policy limitations to practice the proposed intervention plan successfully.

Timeline

In the context of a one-semester timeline for the successful implementation of the proposed intervention plan, successful and rigorous planning is essential while considering additional relevant factors. The timeline suggested for this scenario is six months, where the first month will entail program assessment and faculty orientation along with the development of policies and approval. The assessment includes finding current technological infrastructure and faculty availability. Moreover, stakeholders will be involved in policy development. In the second month, technology will be procured, and training sessions at feasible times for faculty will be scheduled.

Next month entails curriculum development and resource preparation, where factors such as aligning curriculum changes with the institution’s review processes are considered. Moreover, the pilot testing will facilitate change among faculty and students and incorporate a feedback loop from students during this phase. The fourth month will involve revising and finalizing the implementation plan based on feedback and alignment with developed policies. In the fifth month, the full implementation is ensured by considering strategic timing when the new semester starts for a smooth transition. Next month, we will evaluate the efforts and monitor the requirements for revisions within the timeline. The factors that can proceed to revisions within the timeline include unforeseen technical issues, faculty resistance, student issues, and unanticipated policy delays in approval (Khan et al., 2021). 

Conclusion

The case-based teaching, interprofessional education, and simulation are integral components of an intervention plan that is implemented effectively by leadership and management strategies. The role of stakeholders and policies impact the implementation. The timeline suggested is six months, which needs revisions based on certain factors as discussed above.

References

Aldahwan, N. S., & Alsaeed, N. I. (2020). Use of artificial intelligent in Learning Management System (LMS): A systematic literature review. International Journal of Computer Applications, 175(13), 16–26. https://doi.org/10.5120/ijca2020920611 

Campbell, A. R., Layne, D., Scott, E., & Wei, H. (2020). Interventions to promote the teamwork, delegation, and communication among registered nurses and nursing assistants: An integrative review. Journal of Nursing Management, 28(7), 1465–1472. https://doi.org/10.1111/jonm.13083 

Gonçalves, J. R. da S. N., Gonçalves, R. N., da Rosa, S. V., Orsi, J. S. R., Moysés, S. J., & Werneck, R. I. (2021). Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Education in Practice, 56, 103212. https://doi.org/10.1016/j.nepr.2021.103212 

Hung, C.-C., Kao, H.-F. S., Liu, H.-C., Liang, H.-F., Chu, T.-P., & Lee, B.-O. (2021). Effects of simulation-based learning on nursing students’ perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method. Nurse Education Today, 97(97), 104725. https://doi.org/10.1016/j.nedt.2020.104725 

NURS FPX 6030 Assessment 4 Implementation Plan Design

Jones, H. M., Ammerman, B. A., Joiner, K. L., Lee, D. R., Bigelow, A., & Kuzma, E. K. (2023). Evaluating an intervention of telehealth education and simulation for advanced practice registered nurse students: A single group comparison study. Nursing Open. https://doi.org/10.1002/nop2.1620

Khan, S., Chambers, D., & Neta, G. (2021). Revisiting time to translation: Implementation of Evidence-Based Practices (EBPs) in cancer control. Cancer Causes & Control. https://doi.org/10.1007/s10552-020-01376-z  

Lacambra, V. W. (2021). Developing and implementing a tablet-based health information technology tool training program. CIN: Computers, Informatics, Nursing, 39(9), 464–469. https://doi.org/10.1097/cin.0000000000000826 

Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education – A scoping review. Nurse Education Today, 86, 104318. https://doi.org/10.1016/j.nedt.2019.104318 

Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00609-9 

McKinlay, E., Banks, D., Coleman, K., Darlow, B., Dungey, G., Farr, T., Fyfe, R., Gray, B., Kemp, L., Mitchell, M., Morris, C., Myers, J., Neser, H., Perry, M., Price, R., Thompson, W., Westenra, B., & Pullon, S. (2021). Keeping it going: The importance of delivering interprofessional education during the COVID-19 pandemic. Journal of Primary Health Care, 13(4), 359. https://doi.org/10.1071/hc21070 

Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R.-H., & Lee, B.-O. (2021). Effects of simulation technology-based learning on nursing students’ learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, 107(107), 105127. https://doi.org/10.1016/j.nedt.2021.105127 

Shields, C. M., & Hesbol, K. A. (2019). Transformative leadership approaches to inclusion, equity, and social justice. Journal of School Leadership, 30(1), 105268461987334. https://doi.org/10.1177/1052684619873343 

Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6 

NURS FPX 6030 Assessment 4 Implementation Plan Design

Tucker, C. A. (2020). Succession planning for academic nursing. Journal of Professional Nursing, 36(5). https://doi.org/10.1016/j.profnurs.2020.02.002

Wang, J., & Zegers, C. (2023). Creating a shared agenda to achieve health equity. Springer EBooks, 145–157. https://doi.org/10.1007/978-3-031-29746-5_11

Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of COVID-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559 

Zhao, W., He, L., Deng, W., Zhu, J., Su, A., & Zhang, Y. (2020). The effectiveness of the combined Problem-Based Learning (PBL) and Case-Based Learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02306-y