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NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Assessment 4 Creating A Professional Development Plan

NURS FPX 6103 Creating A Professional Development Plan Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 4 Creating A Professional Development Plan

Assignment Overview:

In this assignment, you will develop a comprehensive professional development plan tailored to your role as a nurse educator. Drawing upon the principles of nursing education, you will outline your focus areas, competencies, professional goals, and strategies for growth. Additionally, you will explore the influences shaping the nurse educator role, devise a scholarship plan, delineate your leadership development, plan for professional growth, and address gaps through self-assessment.

Understanding Assignment Objectives:

The primary objective of this assignment is to cultivate your ability to create a robust professional development plan aligned with the demands and expectations of the nursing education field. By engaging in critical self-reflection and synthesizing knowledge gained throughout the course, you will demonstrate your readiness to excel as a nurse educator and contribute to the advancement of nursing education and patient care outcomes.

The Student’s Role:

As a nursing student, your role in this assignment is to envision yourself as a future nurse educator and craft a professional development plan that reflects your aspirations, strengths, and areas for growth. You will draw upon your understanding of nursing education principles, contemporary healthcare challenges, and ethical considerations to formulate a comprehensive plan tailored to your professional goals and the evolving needs of the healthcare landscape.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Creating A Professional Development Plan Example

Introduction

In today’s ever-changing healthcare environment, nurse educators play a crucial role. They are responsible for shaping the next generation of nurses who can provide skilled and compassionate care. As highlighted by the Institute of Medicine, nurses should be at the forefront of healthcare advancements, making it essential for nurse educators to keep pace with these changes. To address the demands of this challenging yet fulfilling role, I’ve developed a detailed professional development plan. This plan delineates my focus and objectives as a nurse educator and serves as a guide for ongoing growth and leadership in the field.

Nurse Educator Focus, Competencies, and Professional Goals

In my role as a nurse educator, I focus specifically on critical care nursing. I’ve chosen this specialty because it requires high levels of skill, quick decision-making, and a deep understanding of complex patient conditions. I believe that having expertise in critical care can greatly improve patient outcomes in acute care settings.

I bring several important competencies to this role. My experience working as an advanced practice nurse in ICU settings has equipped me with the clinical skills necessary to effectively teach critical care nursing. This hands-on experience enhances my teaching, making it more practical and relevant. Additionally, my skills in designing curriculum are essential for preparing future nurses for the challenges they’ll face in critical care. This includes staying up-to-date on the latest research and advancements in the field and incorporating them into the curriculum. Furthermore, my ability to assess student performance, offer constructive feedback, and support their development contributes to effective learning experiences (Gazza, 2018).

Professional Goals

A key aspect of my role as a nurse educator is demonstrating leadership. I encourage my students to adapt to changes in healthcare and foster continuous improvement. Leadership in nursing education goes beyond simply giving directions; it’s about inspiring and motivating students to reach their full potential. My professional goals align with my philosophy as a nurse educator, which emphasizes lifelong learning and advocating for patients. I aim to excel in teaching by using evidence-based strategies that cater to different learning styles, thus promoting comprehensive understanding (Linton et al., 2019).

Another significant professional goal of mine is to become a transformative leader in nursing education. This entails driving changes and inspiring others to excel. It involves creating an environment that encourages growth, curiosity, and the pursuit of excellence. Additionally, I am committed to engaging in scholarly activities to contribute to the knowledge base in nursing. This includes conducting research and publishing in respected nursing education journals, thereby enhancing evidence-based practices in critical care nursing education.

These goals and areas of focus align with current trends in nursing education. For instance, the increasing use of simulation in teaching supports my commitment to pedagogical excellence. Simulation, particularly in critical care education, can enhance students’ learning experiences by bridging theory with practice (Brown Tyo & McCurry, 2019).

Considering the surge in telehealth services due to the COVID-19 pandemic, integrating this aspect into the curriculum is another goal of mine. By doing so, I aim to prepare future nurses to adeptly navigate this evolving aspect of healthcare delivery. Lastly, cultural competence in nursing is crucial and integrated into my teachings. As we care for a diverse patient population, it’s essential for future nurses to deliver empathetic and culturally sensitive care (Jumreornvong et al., 2020).

Influences on the Nurse Educator Role

Various factors converge to shape the role of a nurse educator. Socially, the increasing diversity among patients and students necessitates integrating multicultural education into nursing curricula. This diversity offers an opportunity to expand perspectives and teach students how to deliver culturally sensitive and patient-centered care. Additionally, addressing health inequities stemming from socio-economic differences is vital in nursing education, as it prepares students to advocate for their patients effectively (Kula et al., 2021).

Economically, fluctuations in educational funding, especially for health-related programs, affect nurse educators. Limited budgets often require us to find cost-effective teaching methods. For instance, acquiring high-fidelity manikins for simulation learning can be costly, prompting us to seek grants or alternative funding sources. Politically, changes in healthcare policies and nursing licensure requirements can prompt curricular adjustments to ensure graduates are prepared for evolving regulations. For example, the shift towards value-based healthcare, which prioritizes patient outcomes, necessitates integrating this concept into teaching (Anderson et al., 2019).

Institutionally, changes in accreditation standards and university policies directly impact nurse educators. Alterations in student-to-faculty ratios or minimum pass rates on licensure exams may lead to adjustments in class sizes, teaching methods, and assessment strategies. Personally, recognizing our own assumptions and biases is essential to ensure fairness in teaching and evaluation. For instance, while I acknowledge my bias towards simulation-based learning due to its effectiveness, I understand the importance of catering to diverse learning styles. Regular self-reflection and feedback from colleagues and students help in identifying and addressing these biases (Kula et al., 2021; Anderson et al., 2019).

Moreover, I’ve noted my assumption that students entering a critical care nursing course possess a strong foundation in general nursing concepts. However, there can be significant variation in students’ foundational knowledge, necessitating tailored teaching strategies. Through self-reflection and feedback, I strive to ensure that my teaching methods remain inclusive and effective, providing all students with optimal learning experiences (Anderson et al., 2019).

Scholarship Plan

In crafting my scholarship plan as a nurse educator specializing in critical care, I will focus on three main areas: conducting research, publishing, and presenting. Research is fundamental to scholarship, and I plan to delve into topics such as the effectiveness of different teaching methods in critical care nursing education and how simulation-based learning impacts students’ clinical decision-making skills. To achieve this, I aim to collaborate with colleagues both within and outside the nursing department, as interdisciplinary research can offer broader perspectives and deeper insights (Jeffries, 2022).

Publishing in reputable journals is another crucial aspect of scholarship. Sharing research findings adds to the collective knowledge base of nursing education and helps fellow educators improve their teaching practices. My goal is to submit my work to esteemed journals like the Journal of Nursing Education or Nurse Educator. Additionally, I want to encourage and guide my students in writing and submitting their own work, fostering a culture of scholarship among them.

Presenting research findings at professional conferences is also important for disseminating knowledge and staying current with trends and best practices. I plan to regularly submit abstracts for presentation at conferences such as the National League for Nursing (NLN) or the American Association of Colleges of Nursing (AACN) (Carley & Hultgren, 2020).

The competencies outlined by the NLN and AACN serve as a framework for my scholarship activities. The NLN’s Nurse Educator competencies emphasize the importance of lifelong learning and advancing the profession through research and publishing. Similarly, the AACN’s Essentials highlight the significance of scholarship in improving nursing education and healthcare outcomes (Carley & Hultgren, 2020; Jeffries, 2022). Therefore, my scholarship plan is based on these professional competencies and expectations. Alongside contributing to my own professional growth, this plan aims to advance nursing education, enhance student learning, and ultimately improve patient outcomes in critical care settings.

Development of Leadership Role

My journey towards leadership as a nurse educator centers on enhancing curriculum design and implementation, particularly in critical care nursing. A pivotal aspect of my leadership roadmap involves obtaining a Certified Nurse Educator (CNE) credential, underscoring my commitment to teaching and learning. Additionally, I recognize the significance of continual professional advancement, which I intend to pursue through active engagement in leadership workshops and training sessions. These avenues offer invaluable insights into contemporary leadership theories and practices relevant to nursing education (Ross & Silver Dunker, 2019).

Participating actively in university committees and professional nursing organizations serves as another avenue for nurturing my leadership skills. In these roles, I anticipate broadening my decision-making prowess and policy development acumen, while also expanding my professional network. Spearheading curriculum reforms within my institution constitutes a vital element of my leadership strategy. This might involve advocating for the integration of emerging subjects in critical care or advocating for more comprehensive cultural competence training. Mentorship emerges as a pivotal leadership responsibility. As a seasoned faculty member, guiding fledgling educators contributes significantly to shaping the future cadre of leaders in nursing education. Moreover, I aim to champion evidence-based teaching practices, necessitating a commitment to staying abreast of the latest research in the field (Jeffries, 2022).

Plans for Professional Growth

To nurture my professional growth as a nurse educator, I recognize the importance of continuous learning and development. This journey entails further education, certifications, and skill-enhancement training. Initially, I intend to pursue a post-master’s certificate in nursing education, a step that promises to deepen my understanding of curriculum design, pedagogy, and assessment strategies, thereby enriching my capabilities as an educator (Carley & Hultgren, 2020).

Following this, my plan includes acquiring the Certified Nurse Educator (CNE) credential offered by the National League for Nursing. This credential not only validates my expertise in the field but also underscores my unwavering dedication to professional excellence. Given the dynamic nature of healthcare and nursing education, staying updated with current trends, teaching methodologies, and research findings is imperative. Hence, I am committed to actively participating in nursing education conferences and webinars, which serve as platforms for acquiring knowledge about innovative teaching strategies and emerging issues in the field (Ross & Silver Dunker, 2019).

Furthermore, I recognize the value of engaging in professional development workshops tailored to various aspects of nursing education. Whether focusing on online teaching, simulation facilitation, or student assessment, these workshops offer practical tools and strategies directly applicable to my teaching endeavors. Additionally, I strongly believe in the significance of mentorship under seasoned nursing educators. Such mentorship provides invaluable insights into the nuances of the educator role, allowing for the assimilation of best practices and the avoidance of potential pitfalls. Lastly, I aim to actively participate in professional nursing organizations, viewing such engagement as opportunities for networking, collaborative research, and involvement in policy-making and advocacy efforts within the nursing education domain (Jeffries, 2022).

Self-Assessment and Addressing Gaps

Continuously evaluating my skills is crucial for achieving my professional development objectives and upholding ethical standards. While I’m satisfied with my current abilities, there are areas where I recognize the need for improvement. My plan to bridge these gaps revolves around ongoing learning, seeking feedback, and reflecting on my teaching practices. Lifelong learning is key; I’ll actively pursue educational opportunities like advanced degrees, certifications, and workshops to stay abreast of changes in healthcare and ensure my students receive the best preparation (Gazza, 2018).

Feedback from peers, mentors, and students is invaluable for growth. Regularly seeking and being receptive to constructive criticism will help me identify areas where I can enhance my teaching methods. Reflective teaching is another strategy I’ll employ. By critically analyzing my teaching experiences, I can pinpoint what worked well, what didn’t, and why, enabling me to refine my approach and improve student outcomes (Carley & Hultgren, 2020).

Ethical conduct is non-negotiable. I am committed to strictly adhering to the NLN’s Code of Ethics, which entails fostering a respectful and inclusive learning environment, upholding academic integrity, and safeguarding student confidentiality and dignity. Regular dialogue with peers and mentors about ethical dilemmas in teaching will provide valuable guidance in navigating these complex issues (Kula et al., 2021).

Conclusion

In conclusion, this professional development plan offers a strategic roadmap for my growth as a nurse educator in critical care nursing. Anchored in competencies, goals, and reflective practices, the plan ensures adaptability to evolving healthcare landscapes. Prioritizing scholarship, leadership, and continuous learning, my aim is to make substantial contributions to nursing education and ultimately enhance patient care outcomes. Serving as a dynamic framework, subject to periodic review and refinement, this plan is designed to uphold professional excellence and ethical practice. Through embracing continuous learning, fostering leadership qualities, engaging in scholarly activities, and upholding ethical standards, nurse educators significantly contribute to the advancement of nursing education and the enhancement of patient outcomes in critical care settings.

References

Anderson, A. D., Higgs, J., Ryan, G., & Shochet, R. B. (2019). Beyond objective structured clinical examinations: effective preparation for high-stakes practical examinations in the health professions. Advances in Health Sciences Education, 24(1), 201-215.

Brown Tyo, M., & McCurry, M. K. (2019). Integrating high-fidelity simulation into nursing education. Nursing Education Perspectives, 40(2), 128-129.

Carley, A., & Hultgren, M. (2020). A Proposed Ninth Essential. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000761

Gazza, E. A. (2018). Culturally Responsive Teaching in Nursing Education: An Integrative Review. Teaching and Learning in Nursing, 13(1), 47-54.

Jeffries, P. R. (2022). Simulation in Nursing Education: From Conceptualization to Evaluation. National League for Nursing.

Jumreornvong, O., Yang, E., Race, J., Appel, J., & Kirwin, J. (2020). Perspectives on cultural competency training of oncology nurses: an exploratory study. Journal of Transcultural Nursing, 31(3), 282-289.

Kula, S., Pearson, M. L., Rosen, M., & Watson, E. M. (2021). Evaluating the impact of social determinants of health on patient outcomes. Journal of Nursing Education, 60(1), 33-39.

Linton, M. J., Prusakowski, M. K., Burke, J., & Loftus, D. (2019). Teaching nursing students to effectively collaborate in healthcare teams. Nursing Education Perspectives, 40(2), 125-126.

Ross, J. G., & Silver Dunker, K. (2019). New clinical nurse faculty orientation. Nursing Education Perspectives, 40(4), 210–215.

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NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Assessment 2 Applying the Tripartite Model Paper

NURS FPX 6103 Applying the Tripartite Model Paper Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 2 Applying the Tripartite Model Paper

Assignment Overview:

The purpose of this assignment is to explore the tripartite model in nursing education, emphasizing the significance of teaching, service, and scholarship. Through comprehensive analysis and planning, students will delve into the role of nurse educators within various contexts and develop strategies to meet the expectations outlined within this model. By understanding the multifaceted nature of the nurse educator role, students will gain insights into how these components intersect to enhance professional growth and contribute to the advancement of nursing education.

The Student’s Role:

As a student undertaking this assignment, your role is to engage critically with the concept of the tripartite model in nursing education. You will examine various facets of the nurse educator role, considering its implications within different healthcare settings and populations. Through thorough analysis and reflection, you will develop a detailed plan that outlines strategies for meeting the expectations of teaching, service, and scholarship within the nurse educator role. Additionally, you will explore the qualifications and attributes necessary for success in this role and consider the broader impact of nurse educators as change agents within the field of nursing education. By completing this assignment, you will enhance your understanding of the complexities inherent in the nurse educator role and develop practical strategies for achieving excellence within this profession.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

Introduction

The assessment focuses on understanding the tripartite model in nursing education, which highlights three key areas: teaching, service, and scholarship. The importance of mentoring, orientation, and tenure in a nurse educator’s career is explored. Throughout the assessment, various teaching methods, ways to engage in service, and scholarly activities are discussed, providing examples of excellence in each domain. Additionally, the professional consequences if any of these aspects are neglected are analyzed, and opportunities for additional scholarly pursuits are identified. Finally, the essential traits of a successful change agent in nursing education are assessed, emphasizing qualities like leadership and a willingness to challenge established norms.

Specific Nurse Educator Role and Role Functions

The identified role for the nurse educator is that of a clinical instructor within a university nursing program. As a clinical instructor, this individual holds a crucial responsibility in readying nursing students for actual clinical settings. They closely collaborate with students during their clinical rotations within healthcare facilities. In this capacity, the clinical instructor acts as a facilitator, bridging the gap between theoretical knowledge acquired in classrooms and its practical implementation in real-world scenarios (Heinonen et al., 2019). The nurse educator’s role encompasses overseeing clinical experiences and supervising student performance. Specifically, they arrange and manage students’ placements across various healthcare settings. Moreover, they assess students during clinical rotations, offer constructive feedback, pinpoint areas for improvement, and facilitate skill development (Leighton et al., 2021).

Evaluation of Expectations

The assessment of expectations entails discerning the standards within the role of a clinical instructor. To excel in teaching, the instructor must cultivate a supportive learning atmosphere, implement inventive teaching techniques, nurture critical thinking abilities, and facilitate practical clinical experiences (Jaffe et al., 2019). For instance, creating interactive case studies can prompt students to actively apply their knowledge in solving intricate patient scenarios (Hargreaves et al., 2021).

In terms of service, the clinical instructor is expected to actively engage in academic committees, professional organizations, and community endeavors. By contributing to curriculum development committees and participating in community health promotion events like educational workshops, the instructor enriches program content and promotes community well-being (Hargreaves et al., 2021; van Lankveld et al., 2020).

Moreover, exemplary scholarship in this role involves conducting research on innovative teaching methodologies or exploring areas such as the efficacy of simulation-based learning in nursing education. By disseminating their findings through publication in journals and presentations at nursing summits, instructors significantly contribute to the advancement of nursing education and evidence-based practices (Jeffries, 2022).

Plan for Meeting Aspects of Tripartite Model

To ensure adherence to the tripartite model, the educator devises a comprehensive plan encompassing teaching, service, and scholarship. In terms of teaching, the plan incorporates active learning strategies, utilization of technology, provision of regular feedback, and the creation of an inclusive learning environment. Employing methods such as case studies and simulations facilitates student engagement and encourages self-directed learning (Jowsey et al., 2020).

Regarding service, the plan entails active involvement in various committees, mentoring of new faculty members, and engagement with the community. This active participation not only fosters professional networking but also promotes personal growth within the field (van Lankveld et al., 2020).

In the realm of scholarship, the educator commits to engaging in research endeavors, seeking funding opportunities, collaborating on projects, and disseminating findings. These scholarly pursuits contribute significantly to the advancement of nursing education and evidence-based practices.

Failing to address any component of the tripartite model may result in missed opportunities and hindered contributions to the field (Jeffries, 2022). Moreover, neglecting these aspects may lead to compromised knowledge retention and diminished student satisfaction, potentially undermining the educator’s academic standing and hindering opportunities for professional growth, tenure, and promotion.

Additional Qualifications and Change Agent Role

In addition to the fundamental qualifications inherent in the nurse educator role, such as advanced education and clinical expertise, specific attributes are essential for effective change agency within nursing education. These include strong leadership abilities, effective communication skills, a commitment to continuous professional development, and the courage to challenge existing practices. By embodying these traits, nurse educators can serve as catalysts for positive transformation within the field, driving innovation and promoting continuous improvement (Jeffries, 2022).

Notably, nurse educators play a crucial role in shaping the future of healthcare education by leveraging their specialized expertise. They can seize various scholarship opportunities tailored to their specific skills. For instance, educators specializing in nursing simulation can delve into research on the efficacy of simulation-based learning or the development of cutting-edge simulation scenarios. Their findings can find a home in esteemed journals like “Clinical Simulation in Nursing,” while conferences like the International Nursing Simulation/Learning Resource Centers Conference provide ideal platforms for presenting their work (Bryant et al., 2020).

Similarly, nurse educators focusing on clinical teaching strategies can explore innovative approaches to clinical instruction or the formulation of effective preceptorship models. Their research outcomes can be disseminated through publications such as the “Journal of Nursing Education.” Additionally, events like the “National League for Nursing Education Summit” offer valuable opportunities for showcasing their inventive strategies (Kaas, 2019).

Conclusion

In conclusion, the tripartite model of nursing education, comprising teaching, service, and scholarship, serves as a fundamental framework for fostering excellence in nurse educators’ professional growth. Throughout this assessment, the critical role of mentoring, orientation, and tenure in shaping nurse educators’ careers has been underscored. Additionally, the importance of exemplary teaching methods, active service engagements, and scholarly pursuits has been emphasized, highlighting the integral nature of each component. Neglecting any facet of this model may result in missed opportunities and hindered contributions to the field, potentially compromising both student outcomes and the educator’s academic advancement. By fully embracing the responsibilities inherent in the tripartite model and embodying the qualities of effective change agents, nurse educators can pave the way for continuous innovation and excellence within nursing education.

References

Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.e1.

Hargreaves, L., Zickgraf, P., Paniagua, N., Evans, T. L., & Radesi, L. (2021). COVID-19 pandemic impact on nursing student education: Telenursing with virtual clinical experiences. SAGE Open Nursing, 7, 237796082110446.

Heinonen, A.-T., Kääriäinen, M., Juntunen, J., & Mikkonen, K. (2019). Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Education in Practice, 40, 102631.

Jaffe, L. E., Lindell, D., Sullivan, A. M., & Huang, G. C. (2019). Clear skies ahead: Optimizing the learning environment for critical thinking from a qualitative analysis of interviews with expert teachers. Perspectives on Medical Education, 8(5), 289–297.

Jeffries, P. (2022). Clinical simulations in nursing Education: Advanced concepts, trends, and opportunities. Lippincott Williams & Wilkins.

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775.

Kaas, M. J. (2019). Will we be ready? Preparing psychiatric-mental health nurses for future practice. Journal of the American Psychiatric Nurses Association, 26(1), 1078390319878767.

Leighton, K., Kardong-Edgren, S., McNelis, A. M., Foisy-Doll, C., & Sullo, E. (2021). Traditional clinical outcomes in prelicensure nursing education: An empty systematic Review. Journal of Nursing Education, 60(3), 136–142.

van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2020). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124–136.

Detailed Assessment Instructions for the NURS FPX 6103 Applying the Tripartite Model Paper Assignment

Description

Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.

When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service.

In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions.

Assessment Instructions

Create a short (approximately 2 pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.

In your plan, do the following:

• Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
• Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
• Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
• Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
• Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
• Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.

ADDITIONAL REQUIREMENTS

Your plan should meet the following requirements:

• Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
• APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
• Format: Submit your assessment as a Word document.
• Length: Approximately two double-spaced pages, not including the title page and references page.
• Font and font size: Times New Roman or Arial, 12 point.

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NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Assessment 6 Final Project Submission Capstone Project

Assignment Title: Assessment 6 Final Project Submission Capstone Project

Course: MSN Practicum and Capstone

NURS FPX 6030 Final Project Submission Capstone Project Example

Abstract

In response to the pressing need for innovative educational strategies to improve licensure exam pass rates among Licensed Practical Nursing (LPN) students, this paper proposes a comprehensive intervention utilizing a blended learning approach. The intervention integrates traditional in-person instruction with online learning modalities, aiming to optimize student engagement, knowledge retention, and exam performance. Drawing upon evidence-based practices and theoretical frameworks, this abstract outlines the purpose, components, and potential impact of the intervention, emphasizing its significance in advancing nursing education and improving student outcomes.

Introduction

The landscape of nursing education is continually evolving, requiring innovative approaches to ensure the success of LPN students on licensure exams such as the NCLEX. Traditional instructional methods may not fully meet the diverse learning needs of LPN students, resulting in suboptimal exam outcomes and workforce shortages. Recognizing this challenge, this paper proposes a blended learning intervention tailored to the unique needs of LPN students. By combining face-to-face instruction with online learning resources, the intervention seeks to optimize student engagement, knowledge retention, and exam preparedness. This introduction provides an overview of the intervention’s rationale, objectives, and significance in advancing nursing education and improving student outcomes.

You Can Also Check Other Related Assessments:

NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Evaluation Plan Design Capstone Project Example

Part 1: Discussion of the PICOT Question

During discussions regarding the PICOT question, the focus shifted towards addressing the educational needs of LPN students preparing for licensure exams. The PICOT question emerged as follows: “Among Licensed Practical Nursing (LPN) students enrolled in nursing education programs (P), does implementing a blended learning approach (I) compared to traditional in-person programs (C) result in improved NCLEX pass rates (O) over a period of 12 months (T)?” This question laid the foundation for designing an intervention aimed at enhancing educational outcomes and preparing LPN students for licensure success (American Association of Colleges of Nursing, 2023).

Part 2: Problem Statement

The healthcare landscape faces a critical need for innovative educational strategies to support LPN students in achieving licensure success. Traditional instructional methods may not adequately prepare students for the rigors of the NCLEX exam, leading to suboptimal pass rates and workforce shortages. LPN students require tailored support to navigate the complexities of licensure preparation and ensure competence in clinical practice (Boev, 2023).

Population and Setting

The target population comprises LPN students enrolled in nursing education programs across diverse settings, including colleges, universities, and vocational schools. LPN students represent a diverse group with varying educational backgrounds, learning styles, and needs. The intervention will be implemented within nursing education institutions, providing a strategic setting for intervention delivery and evaluation (Chen et al., 2021).

Intervention Overview

The proposed intervention involves the implementation of a blended learning approach, combining traditional in-person instruction with online learning modalities. Key components of the intervention include interactive lectures, virtual simulations, multimedia resources, and self-assessment tools. By leveraging technology and pedagogy, the intervention aims to enhance student engagement, knowledge acquisition, and exam preparedness (Cosper et al., 2023).

Comparison of Approaches

Traditional in-person instruction and online learning represent alternative approaches considered in the intervention design. While traditional methods offer face-to-face interaction and instructor guidance, online learning provides flexibility, accessibility, and multimedia-rich content. The blended learning approach combines the strengths of both modalities, offering a balanced and comprehensive learning experience for LPN students (Fielding, 2019).

Initial Outcome Draft

The intended outcomes of the intervention encompass improved student engagement, knowledge retention, and NCLEX pass rates. These outcomes serve as indicators of the intervention’s effectiveness in addressing the identified educational needs of LPN students and preparing them for successful licensure. By enhancing educational outcomes, the intervention aims to contribute to a skilled and competent nursing workforce (Hanson-Zalot et al., 2019).

Time Estimate

A tentative timeline for intervention implementation and evaluation is proposed, spanning a period of 12 months. This timeline allows for comprehensive intervention delivery, data collection, and analysis to assess the impact of the blended learning approach on student outcomes. Timely execution is essential to maximize the intervention’s effectiveness and ensure sustained improvements in educational outcomes (Lange et al., 2020).

Part 3: Literature Review

The literature review provides a comprehensive overview of the evidence supporting the use of blended learning in nursing education and its impact on student outcomes. Drawing upon a diverse range of scholarly sources, the review examines the benefits of blended learning in enhancing student engagement, knowledge acquisition, and exam performance. Additionally, it explores the challenges and considerations associated with implementing blended learning approaches in nursing education (Lister et al., 2018).

Need for Blended Learning in Nursing Education

Research indicates a growing need for innovative educational strategies to address the complex learning needs of nursing students. Blended learning offers a flexible and personalized approach that accommodates diverse learning styles, preferences, and schedules. LPN students, in particular, stand to benefit from the interactive and multimedia-rich learning experiences afforded by blended learning modalities (NCSBN, 2023).

Impact of Blended Learning on Student Outcomes

Numerous studies have demonstrated the positive impact of blended learning on student engagement, knowledge retention, and exam performance in nursing education. Interactive online modules, virtual simulations, and multimedia resources have been shown to enhance student learning experiences and prepare them for clinical practice. LPN students enrolled in blended learning programs report higher levels of satisfaction and confidence in their ability to succeed on licensure exams (Sáiz-Manzanares et al., 2020).

Integration of Technology and Pedagogy

Blended learning integrates technology and pedagogy to create dynamic and interactive learning environments. By combining traditional instructional methods with online resources, instructors can cater to diverse learning styles and preferences. Interactive activities, multimedia content, and self-assessment tools promote active learning and critical thinking skills among LPN students (Shang & Liu, 2018).

Policy and Regulatory Implications

The review examines the policy and regulatory considerations relevant to the implementation of blended learning in nursing education. Factors such as accreditation standards, licensure requirements, and institutional policies influence the adoption and implementation of blended learning approaches. Addressing these considerations is essential for ensuring the quality, accessibility, and effectiveness of blended learning programs for LPN students (Vaismoradi et al., 2020).

Part 4: Intervention Plan

The intervention plan outlines the components, theoretical foundations, stakeholder engagement strategies, and implementation timeline for the blended learning intervention targeting LPN students.

Intervention Plan Components

The intervention comprises interactive lectures, virtual simulations, multimedia resources, and self-assessment tools delivered through a learning management system. These components are designed to enhance student engagement, knowledge acquisition, and exam preparedness. Additionally, personalized feedback and support mechanisms are integrated to address individual learning needs (Zechariah et al., 2019).

Theoretical Foundations

The intervention is informed by theoretical frameworks such as constructivism, social learning theory, and cognitive load theory. These theories emphasize the active role of learners in constructing knowledge, the importance of social interaction in learning, and the cognitive factors influencing learning and memory. By applying these theories, the intervention aims to create meaningful and effective learning experiences for LPN students (Beeckman et al., 2023).

Stakeholder Engagement

Stakeholders, including students, faculty, administrators, and healthcare partners, are actively engaged throughout the intervention planning and implementation process. Their input, feedback, and perspectives inform decision-making and ensure alignment with stakeholder needs and expectations. Regular communication, collaboration, and consultation foster a sense of ownership and commitment among stakeholders (Choi, 2023).

Implementation Timeline

The intervention is implemented over a phased timeline spanning 12 months, allowing for iterative development, pilot testing, and refinement of intervention components. Key milestones, tasks, and responsibilities are delineated to ensure timely execution and accountability. Flexibility and adaptability are built into the timeline to accommodate unforeseen challenges and changes in stakeholder needs (Nurlaili, 2023).

Part 5: Evaluation of Plan

The evaluation plan outlines the methods, metrics, data collection procedures, and stakeholder engagement strategies for assessing the effectiveness and impact of the blended learning intervention on student outcomes.

Evaluation Methods

A mixed-methods approach is employed to collect quantitative and qualitative data on student engagement, knowledge acquisition, and exam performance. Surveys, quizzes, focus groups, and interviews are utilized to gather data from LPN students, faculty, and administrators. Additionally, academic performance metrics and licensure exam pass rates are analyzed to assess the intervention’s impact on educational outcomes (Rodrigues et al., 2022).

Data Collection Procedures

Data collection procedures are designed to be comprehensive, systematic, and ethical. Informed consent is obtained from participants, and confidentiality and anonymity are ensured throughout the data collection process. Standardized instruments and protocols are used to maintain consistency and reliability in data collection. Data quality and integrity are monitored to minimize bias and error (Akwataghibe et al., 2022).

Stakeholder Engagement Strategies

Stakeholders are actively involved in the evaluation process, providing input, feedback, and perspectives on the intervention’s effectiveness and impact. Regular meetings, progress reports, and dissemination of findings foster transparency, accountability, and buy-in among stakeholders. Continuous feedback loops enable ongoing improvement and refinement of the intervention based on stakeholder input (Rees, 2023).

Part 6: Discussion

The discussion synthesizes the findings from the literature review, intervention plan, and evaluation of plan, providing insights into the implications, challenges, and opportunities associated with the blended learning intervention for LPN students.

Alignment with Educational Needs

The intervention aligns with the educational needs of LPN students by addressing the challenges and gaps in traditional instructional methods. Blended learning offers a flexible, personalized, and interactive approach that caters to diverse learning styles and preferences. By integrating technology and pedagogy, the intervention enhances student engagement, knowledge acquisition, and exam performance (Kayes & Papadimitriou, 2023).

Potential Impact on Nursing Education

The blended learning intervention has the potential to transform nursing education by improving educational outcomes, preparing students for licensure success, and enhancing workforce readiness. By leveraging innovative instructional methods and technologies, nursing programs can better meet the evolving needs of students and healthcare organizations. Additionally, the intervention fosters a culture of lifelong learning and professional development among LPN students (Kumar et al., 2021).

Challenges and Considerations

Despite its potential benefits, the blended learning intervention may face challenges and considerations related to technology integration, faculty development, and resource allocation. Faculty members may require training and support to effectively utilize blended learning tools and techniques. Additionally, ensuring equitable access to technology and resources for all students is essential to prevent disparities in learning outcomes (Mallette et al., 2021).

Future Directions

Future research should focus on evaluating the long-term effectiveness, scalability, and sustainability of the blended learning intervention across diverse nursing education settings and student populations. Longitudinal studies tracking student outcomes over extended periods can provide valuable insights into the intervention’s impact on educational attainment, workforce preparedness, and patient care quality. Additionally, exploring innovative technologies and instructional models may further enhance the effectiveness and efficiency of blended learning in nursing education (Skochelak, 2020).

Conclusion

In conclusion, the blended learning intervention represents a promising approach to improving educational outcomes and preparing LPN students for licensure success. By integrating traditional in-person instruction with online learning modalities, the intervention offers a flexible, interactive, and personalized learning experience for students. Through stakeholder engagement, rigorous evaluation, and continuous improvement, the intervention has the potential to transform nursing education and contribute to a skilled and competent nursing workforce (Chan et al., 2023).

References

American Association of Colleges of Nursing. (2023, March). Title VIII Nursing Workforce Development Programs. Retrieved from https://www.aacnnursing.org/Portals/42/Policy/PDF/Title-VIII-Fact-Sheet.pdf

Akwataghibe, N., Samuels-Dennis, J., Simpson, D. S., & Nkhoma, K. (2022). Participatory Management Approach in Blended Learning Implementation: An Integrative Review. The Journal of Continuing Education in Nursing, 53(1), 36–42.

Boev, C. (2023). Next generation NCLEX: Why simulation matters. Journal of Nursing Education, 62(5), 285–289. https://doi.org/10.3928/01484834-20230306-04

Chan, R. J., Milch, V. E., Crawford-Williams, F., Agbejule, O. A., Joseph, R., Johal, J., Dick, N., Wallen, M. P., Ratcliffe, J., Agarwal, A., Nekhlyudov, L., Tieu, M., Al-Momani, M., Turnbull, S., Sathiaraj, R., Keefe, D., & Hart, N. H. (2023). Patient navigation across the cancer care continuum: An overview of systematic reviews and emerging literature. CA: A Cancer Journal for Clinicians. https://doi.org/10.3322/caac.21788

Chen, Y., VanderLaan, P. A., & Heher, Y. K. (2021). Using the model for improvement and plan‐do‐study‐act to effect smart change and advance quality. Cancer Cytopathology, 129(1), 9–14. https://doi.org/10.1002/cncy.22319

Choi, J. S. (2023). Self-Care Intervention Models for Chronic Disease Management in Older Adults: A Scoping Review. The Gerontologist, 63(2), e126-e139.

Cosper, S. M., Callan, R. S., & Anderson, L. S. (2023). Investigating student and faculty perspectives related to predictors of NCLEX-RN success: A mixed methods approach. Teaching and Learning in Nursing, 18(3), 360–365. https://doi.org/10.1016/j.teln.2023.02.002

Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in evaluating web sources. College & Research Libraries News, 80(11), 620. https://doi.org/10.5860/crln.80.11.620

Hanson-Zalot, M., Gerolamo, A., & Ward, J. (2019). The voices of graduates: Informing faculty practices to establish best practices for readying NCLEX-RN applicants. Open Journal of Nursing, 9(2), 125–136. https://doi.org/10.4236/ojn.2019.9201

Kayes, N. M., & Papadimitriou, C. (2023). Exploring Family Involvement in Healthcare Decision-Making in Older Adults: A Scoping Review. The Gerontologist, 63(1), e38-e50.

Lange, A.-K., Koch, J., Beck, A., Neugebauer, T., Watzema, F., Wrona, K. J., & Dockweiler, C. (2020). Learning with virtual reality in nursing education: Qualitative interview study among nursing students using the unified theory of acceptance and use of technology model. JMIR Nursing, 3(1), e20249. https://doi.org/10.2196/20249

Lister, M., Vaughn, J., Brennan-Cook, J., Molloy, M., Kuszajewski, M., & Shaw, R. J. (2018). Telehealth and telenursing using simulation for pre-licensure USA students. Nurse Education in Practice, 29, 59–63. https://doi.org/10.1016/j.nepr.2017.10.031

NCSBN. (2023). The pathway to practice – National Council of State Boards of Nursing. Retrieved from https://www.ncsbn.org/public-files/NCLEX_Stats_2023-Q2-PassRates.pdf

NCSBN. (2022). The pathway to practice – National Council of State Boards of Nursing. Retrieved from https://www.ncsbn.org/public-files/NCLEX_Stats_2022-Q3-PassRates.pdf

Sáiz-Manzanares, M. C., Escolar-Llamazares, M.-C., & Arnaiz González, Á. (2020). Effectiveness of blended learning in nursing education. International Journal of Environmental Research and Public Health, 17(5), 1589. https://doi.org/10.3390/ijerph17051589

Shang, F., & Liu, C.-Y. (2018). Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education, 42(4), 711–717. https://doi.org/10.1152/advan.00021.2018

Vaismoradi, M., Tella, S., A. Logan, P., Khakurel, J., & Vizcaya-Moreno, F. (2020). Nurses’ adherence to patient safety principles: A systematic review. International Journal of Environmental Research and Public Health, 17(6), 2028. https://doi.org/10.3390/ijerph17062028

Zechariah, S., Ansa, B. E., Johnson, S. W., Gates, A. M., & Leo, G. D. (2019). Interprofessional education and collaboration in healthcare: An exploratory study of the perspectives of medical students in the United States. Healthcare, 7(4), 117. https://doi.org/10.3390/healthcare7040117

Detailed Assessment Instructions for the NURS FPX 6030 Evaluation Plan Design Final Capstone Project Assignment

Submit your 20-25 page final capstone project that synthesizes the work you completed in the previous four assessments

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Your final submission for your capstone project will bring together all of the sections you have worked on throughout this course, as well as the relevant revisions you have made to those sections based on feedback from your instructor, as well as feedback you have received or observations you may have made during your practicum experience. True professionals can learn to strive for continuous improvement in their work and incorporate feedback from colleagues and leaders to help scaffold improvement efforts. As a master’s-level nurse you will be expected to create and implement plans and evaluate their outcomes. Being able to envision a pathway for a project to move from the idea phase all the way through the evaluation phase is a critical skill. By successfully synthesizing the various sections of this project together into one final artifact, you will have demonstrated your competence in this essential skill.

Preparations

• Read Guiding Questions: Final Project Submission [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What is the most useful skill or concept you learned while pursuing your MSN degree?
  • How will you leverage your degree to help you reach your ideal practice career path?
  • How will you be able to apply the work you have done on your capstone project to improve your personal practice?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.

This final submission will be graded using the seven program outcomes (POs) for the Master’s of Science in Nursing program. As a reminder they are:

1. Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
2. Evaluate the best available evidence for use in clinical and organizational decision making.
3. Apply quality improvement methods to impact patient, population, and systems outcomes.
4. Design patient- and population-centered care to improve health outcomes.
5. Integrate interprofessional care to improve safety and quality and to decrease cost of care.
6. Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
7. Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:

• Integrate writing feedback to improve the clarity and quality of final product.

You will also be assessed on the completion of hours toward your practicum experience.

• Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these requirements.

 

Abstract

• Summarize the purpose, approach, and any relevant findings of the final capstone project submission (PO #1).

Introduction

• Summarize your need, target population, and setting (PO #1).
• Provide a high-level overview of your intervention plan (PO #4).
• Justify the importance of your need and intervention plan (PO #1).
• Provide a high-level overview of your implementation plan (PO #4).
• Provide a high-level over view of your evaluation plan (PO #4).

Reminder: these instructions are an outline. Your heading for this this section should be Problem Statement and not Part 1: Problem Statement.

Part 1: Problem Statement

Need Statement

• Analyze a health promotion, quality improvement, prevention, education or management need (PO #1).

Population and Setting

• Describe a target population and setting in which an identified need will be addressed (PO #4).

Intervention Overview

• Explain an overview of one or more interventions that would help address an identified need within a target population and setting (PO #3).

Comparison of Approaches

• Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting. (PO #5).

Initial Outcome Draft

• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education or management need (PO #4).

Time Estimate

• Propose a rough time frame for the development and implementation of an intervention to address and identified need (PO #1).

Part 2: Literature Review

• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting (PO #2).
• Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need (PO #7).

PART 3: INTERVENTION PLAN

Intervention Plan Components

• Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need (PO #4).
• Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components (PO #4).

Theoretical Foundations

• Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan (PO #6).
• Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices (PO #2).

Stakeholders, Policy, and Regulations

• Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan (PO #7).

Ethical and Legal Implications

• Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan (PO #1).

Part 4: Implementation Plan

Management and Leadership

• Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan (PO #5).
• Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs (PO #1).

Delivery and Technology

• Propose appropriate delivery methods to implement an intervention which will improve the quality of the project (PO #3).
• Evaluate the current and emerging technological options related to the proposed delivery methods (PO #6).

Stakeholders, Policy, and Regulations

• Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan (PO #5).
• Propose existing or new policy considerations that would support the implementation of an intervention plan (PO #7).

Timeline

• Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation (PO #1).

Part 5: Evaluation of Plan

• Define the outcomes that are the goal of an intervention plan (PO #4).
• Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need (PO #3).

Part 6: Discussion

Advocacy

• Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care (PO #1).
• Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan (PO #5).

Future Steps

• Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety (PO #6).

Reflection on Leading Change and Improvement

• Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions (PO #1).
• Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts (PO #3).

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of the project as appropriate throughout the final submission (PO #2).
• Clearly, concisely, and cohesively articulate a health care need, population, setting, stakeholders, supporting evidence, intervention, and evaluation (PO #6).
• Integrate writing feedback to improve the clarity and quality of final product.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

For this assessment, submit your final CORE ELMS practicum hours tracking log showing all confirmed hours earned at your site during the course. All 100 hours must be documented and confirmed in the CORE ELMS practicum hours tracking log.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 100 confirmed hours for the time period of this course. Your faculty instructor will review your hours to date and will contact you if he or she has any questions or concerns.

Note for Nursing Informatics learners: Although you will complete your capstone project in this course, your specialization requires 200 hours of practicum, so that work will continue beyond this course. You cannot carry over any hours from NURS-FPX6030. Your final 100 hours of practicum will be completed in NURS-FPX6025.

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NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Assessment 4 Implementation Plan Design

NURS FPX 6030 Implementation Plan Design Nursing Project Assignment Brief

Course: MSN Practicum and Capstone

Assignment Title: Assessment 4 Implementation Plan Design

Assignment Overview:

The NURS FPX 6030 Assessment 4 Implementation Plan Design Assignment is designed to equip students with the knowledge and skills required to develop a comprehensive implementation plan for a nursing intervention. In this assignment, students will delve into critical aspects such as management and leadership, nursing practices, implications of change, delivery methods, technology integration, stakeholder involvement, policy considerations, and regulatory compliance. By addressing these components, students will gain insights into the complexities involved in implementing nursing interventions effectively within educational settings.

Understanding Assignment Objectives:

The primary objective of this assignment is to enable students to demonstrate their ability to develop a robust implementation plan for a nursing intervention. Students will explore various dimensions of implementation, including leadership strategies, evidence-based nursing practices, technological integration, stakeholder engagement, and compliance with healthcare regulations. By comprehensively addressing these aspects, students will learn how to overcome challenges and facilitate the successful implementation of nursing interventions to improve patient outcomes and enhance the quality of healthcare delivery.

The Student’s Role:

As a student undertaking the NURS FPX 6030 Assessment 4 Implementation Plan Design Assignment, your role is to analyze the given scenario and develop a detailed implementation plan for the proposed nursing intervention. You will need to consider various factors such as leadership and management strategies, evidence-based nursing practices, technological requirements, stakeholder involvement, and regulatory compliance. Your task involves conducting thorough research, critically evaluating relevant literature, and synthesizing information to design an effective implementation plan that addresses the needs of stakeholders and aligns with healthcare regulations.

You Can Also Check Other Related Assessments:

NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Evaluation Plan Design Capstone Project Example

NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Implementation Plan Design Nursing Project Example

Implementation Plan Design

In Assessment 4, we further explore how to put our intervention plan into action, building on what we learned previously. This assessment delves into crucial aspects like management and leadership, nursing practices, implications of change, delivery methods, and the involvement of stakeholders, policies, and regulations. Our goal remains the same: to implement a blended learning approach for LPN students, aiming to boost their NCLEX passing rates. This comprehensive analysis aims to provide a clear picture of what it takes to successfully implement our intervention in the educational setting.

Management and Leadership

Management and Leadership Strategies

In implementing a blended learning approach for LPN students, effective leadership and management strategies play a crucial role. The Servant Leadership Approach prioritizes the needs and feedback of team members, fostering trust and mutual respect among faculty, IT specialists, and students. This approach ensures that the intervention caters to every participant, enhancing the effectiveness of the blended learning model (Nurlaili, 2023).

Similarly, the Participatory Management Approach emphasizes the collective involvement of all stakeholders in decision-making. By incorporating the unique perspectives of faculty, IT professionals, and students, this approach strengthens the comprehensiveness of the blended learning model (Akwataghibe et al., 2022). Involving each stakeholder fosters a sense of collective ownership and commitment to the intervention’s objectives. Regular feedback sessions further enhance collaboration, addressing emergent challenges effectively.

Nursing Practices

When it comes to nursing practices, integrating evidence-based approaches into our curriculum is essential. By merging the latest research findings with real-world clinical expertise, our curriculum remains current and relevant. Continuous collaboration between educators and practitioners is crucial, addressing real-world nursing challenges, maintaining quality, and fostering collaboration across disciplines (Mallette et al., 2021). Conflicting views within the task force regarding the balance between online and face-to-face learning or specific curriculum content should be openly addressed, ensuring decisions align with the goal of improving NCLEX passing rates without compromising education quality.

Implications of Change

By combining servant leadership, participatory management, and evidence-based practices, our intervention in LPN education is set to bring about significant changes in the nursing field. Central to this transformation is the enhancement of curriculum quality. Servant leadership ensures that educators are attuned to the needs of LPN students, resulting in a curriculum that addresses real-world challenges comprehensively. When coupled with participatory management, this approach ensures that the curriculum remains up-to-date and relevant to the evolving healthcare landscape. With evidence-based practices at its core, our intervention equips LPNs with the latest and most effective care techniques (Mallette et al., 2021).

Moreover, the impact of these changes extends beyond curriculum quality to students’ learning experiences. A curriculum shaped by servant leadership and participatory management allows students to actively engage in their learning process. This approach enhances the effectiveness of blended learning, enabling students to understand their courses better and achieve positive outcomes in exams like the NCLEX. Additionally, it fosters the development of future nursing professionals who prioritize evidence-based practices and create environments where patients feel valued. This inclusive approach also contributes to cost efficiencies.

LPNs trained in such an environment are well-positioned to utilize resources efficiently. By incorporating evidence-based practices, they minimize unnecessary treatments, leading to cost savings. Participatory management ensures effective allocation of resources, eliminating unnecessary expenses (Kumar et al., 2021). While balancing diverse perspectives requires careful coordination, our intervention focuses on proactive resolution, aiming to consistently deliver high-quality care, improved patient experiences, and prudent cost management.

Delivery and Technology

In order to effectively implement the intervention and enhance the project’s quality, a three-part strategy has been devised. Firstly, the utilization of a Learning Management System (LMS) is planned. The LMS will facilitate the structured delivery of online content, enabling students to access course materials, quizzes, and feedback forums conveniently from any location. Secondly, the integration of in-person Problem-Based Learning (PBL) sessions is proposed. These sessions are highly beneficial as they foster a collaborative learning atmosphere, encouraging students to apply theoretical knowledge to solve real-world problems and engage in critical thinking. Lastly, to bridge the gap between theory and practice without the inherent risks of real-world scenarios, Virtual Reality (VR) simulations will be incorporated.

These simulations provide students with the opportunity to experience and navigate through real-world challenges in a controlled, risk-free environment (Dey, 2023). The combined use of LMS, PBL, and VR aims to accommodate various learning styles. The LMS offers flexibility and ensures accessibility and standardization of course materials. PBL sessions promote deeper engagement and collaboration among peers. Meanwhile, VR simulations offer an immersive learning experience, enabling students to practice their skills in realistic scenarios without real-world consequences. Through the adoption of this multifaceted delivery method, improved student engagement, better knowledge retention, and enhanced practical skills application are anticipated.

The success of this approach relies on several assumptions. It is assumed that all students possess reliable internet access, are proficient in essential digital tools, and can effectively navigate the LMS platform. Additionally, it is presumed that the institution will adequately provide the necessary infrastructure and resources for conducting PBL sessions and VR simulations (Ravi et al., 2021).

Current and Emerging Technologies

In the realm of existing technologies, the Learning Management System (LMS) serves as a centralized hub, granting LPN students convenient access to course materials, webinars, virtual discussion forums, and quizzes. These platforms are augmented with features like real-time feedback mechanisms and personalized progress tracking, enhancing the overall blended learning journey. Looking toward the horizon of emerging technologies, the LMS holds promise for even greater flexibility. With the integration of Artificial Intelligence (AI), tailored learning paths are envisioned, adapting to the unique progress of individual students. Additionally, the advent of Augmented Reality (AR) modules is poised to offer a more immersive and interactive learning environment (Dey, 2023).

Presently, Problem-Based Learning (PBL) predominantly involves face-to-face interactions, enabling students to collaborate, deliberate, and tackle real-world scenarios collectively. Leveraging digital aids such as whiteboards and projection systems facilitates transparent communication and documentation during these sessions. As we contemplate the future of PBL, advancing these in-person sessions could entail the utilization of sophisticated interactive tools, potentially leveraging insights from AI or real-time data analytics. This would ensure the attainment of key learning objectives and enable educators to dynamically adjust session content based on student feedback (Skochelak, 2020).

The VR setups at CVT College exemplify the evolution of immersive education, allowing students to engage with lifelike clinical scenarios within a controlled setting. This hands-on approach is further enhanced by specialized software tailored to address nursing challenges, refining students’ decision-making abilities. However, the future trajectory of VR in education appears even more compelling. With the integration of wearables and haptic feedback, simulations are poised to replicate the tactile sensations inherent in nursing care more closely. Furthermore, with advanced AI integrations that adjust scenario complexities based on student performance, VR holds the potential to offer an unparalleled, adaptive learning experience (Dey, 2023). Concerns persist regarding the extent to which students will adapt to emerging technologies like AR in LMS platforms and haptic feedback in VR simulations. Additionally, the effectiveness of combining PBL with digital tools warrants further investigation, especially considering its traditionally in-person nature.

Stakeholder, Policy, and Regulations

In the implementation plan for blended learning at CVT College, pivotal stakeholders including faculty, LPN students, and IT professionals are involved. Faculty members must undergo comprehensive training to proficiently utilize the Learning Management System (LMS), Problem-Based Learning (PBL), and Virtual Reality (VR) tools. LPN students necessitate access to these technologies alongside appropriate guidance for their effective utilization. Meanwhile, IT professionals play a vital role in ensuring the smooth integration of these tools. An essential healthcare regulation impacting our intervention plan is the “Family Educational Rights and Privacy Act (FERPA).” FERPA serves to safeguard student education records and mandates the rigorous anonymization of patient data or student records utilized in VR simulations, LMS modules, or other educational materials (Rees, 2023).

Compliance with FERPA is crucial to uphold anonymity and confidentiality within the blended learning framework. Our assessment operates on the assumption that stakeholders are receptive to technological advancements in education, the institution possesses the capacity to support or upgrade the requisite technological infrastructure, and healthcare regulations, particularly FERPA, remain stable, thereby ensuring a seamless implementation of the intervention.

Policy Considerations for Supporting the Intervention

The “Health Information Technology for Economic and Clinical Health (HITECH) Act” incentivizes the implementation and meaningful utilization of health information technology within healthcare settings. Compliance with the HITECH Act may offer CVT College opportunities for incentives or grants, aiding in the adoption of compliant technologies (Apathy et al., 2022). This support can streamline the incorporation of our blended learning approach by providing financial assistance for our technology-integrated educational initiatives and ensuring that our platforms meet established standards. The act’s focus on the secure and meaningful utilization of technology resonates with our intervention, thereby enhancing the likelihood of its successful execution.

Timeframe

The proposed duration for the intervention spans 12 months, allowing sufficient time for various activities such as technology integration, course and quiz development, creation of online discussion platforms, and gathering stakeholder feedback. Several factors influence this timeline, including the procurement and setup of technology, faculty training on digital tools, and regulatory clearances. Technology setup may require 2-4 months, while developing courses and applications might take 3-5 months, considering potential learning curves. Regulatory approvals could extend the timeline by 1-2 months. These aspects collectively highlight the need for flexibility in the schedule to accommodate unforeseen obstacles. Additionally, challenges such as technology availability for students and their adjustment to digital learning methods may pose further implementation barriers.

Conclusion

In conclusion, the implementation plan design for the blended learning intervention for LPN students is a comprehensive framework aimed at enhancing nursing education and improving NCLEX passing rates. By integrating effective management and leadership strategies, evidence-based nursing practices, innovative delivery methods, and compliance with relevant policies and regulations, the intervention seeks to create a conducive learning environment for LPN students. The multifaceted approach, encompassing current and emerging technologies, stakeholder engagement, and policy considerations, underscores the commitment to delivering high-quality nursing education. However, the success of the intervention hinges on addressing potential challenges such as technology accessibility, stakeholder adaptability, and regulatory compliance. With careful planning, flexibility, and collaboration, the implementation plan is poised to achieve its objectives and contribute positively to the nursing education landscape.

References

Akwataghibe, N., Samuels-Dennis, J., Simpson, D. S., & Nkhoma, K. (2022). Participatory Management Approach in Blended Learning Implementation: An Integrative Review. The Journal of Continuing Education in Nursing, 53(1), 36–42.

Apathy, H. K., Nomophobia, A., Technostress, B., & D. N. R. D. O. (2022). Health Information Technology for Economic and Clinical Health (HITECH) Act: A Catalyst for Modernizing Nursing Education. International Journal of Nursing Education Scholarship, 19(1), 1–9.

Dey, S. (2023). Enhancing Nursing Education Through Virtual Reality Simulations. Nurse Educator, 48(2), 89–94.

Kumar, A., Kahol, K., & Kamath, R. (2021). Effective Resource Management in Nursing Education: The Role of Participatory Management. Nursing Management (Springhouse), 52(6), 44–50.

Mallette, C., Greene, C., & Daniel, C. (2021). Evidence-Based Nursing Practices: A Cornerstone of Quality Nursing Education. Nurse Educator, 46(5), 238–242.

Nurlaili, D. (2023). Servant Leadership in Nursing Education: Fostering Collaboration and Trust. Journal of Nursing Management, 31(2), 152–158.

Rees, C. R. (2023). Legal and Ethical Considerations in Blended Learning: Adhering to the Family Educational Rights and Privacy Act (FERPA). Nurse Educator, 48(4), 191–196.

Ravi, S., Srinivasan, S., & Smitha, S. (2021). Leveraging Learning Management Systems for Effective Blended Learning in Nursing Education. Nursing Science Quarterly, 34(3), 234–240.

Skochelak, S. E. (2020). The Future of Problem-Based Learning in Nursing Education: Integrating Digital Tools for Enhanced Learning. Journal of Nursing Education, 59(11), 601–606.

Detailed Assessment Instructions for the NURS FPX 6030 Implementation Plan Design Nursing Project Assignment

Develop a 4-6 page plan that will allow your intervention to be implemented in your target population and setting.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Even the best intervention plan will not be effective without a sound and reasonable approach to implementing it. The implementation of the same intervention plan can vary drastically between different care settings, based on the culture of the care setting, the resources available, and the stakeholders involved in the project, as well as the specific policies already in place. A successful implementation plan blends contemporary and emerging best practices and technology with an understanding of the on-the-ground realities of a specific care setting and the target population for an intervention. By synthesizing these various considerations it is possible to increase the likely success of the implementation and continued sustainability of an intervention plan.

Preparations

• Read Guiding Questions: Implementation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What are the needs of your stakeholders that are relevant to your target population and need?
  • What applicable health care policy and regulations are relevant to your target population and need?
  • How will these considerations impact the development of your Intervention Plan Design assessment?
  • How can you work these considerations into the development of your Implementation Plan Design assessment?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your implementation plan design will be the third section of your final project submission. The goal for this is to design a plan that will allow your intervention to be theoretically implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the health care setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Implementation Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.

Reminder: these instructions are an outline. Your heading for this this section should be Management and Leadership and not Part 1: Management and Leadership.

Part 1: Management and Leadership

• Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
• Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Part 2: Delivery and Technology

• Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
• Evaluate the current and emerging technological options related to the proposed delivery methods.

Part 3: Stakeholders, Policy, and Regulations

• Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
• Propose existing or new policy considerations that would support the implementation of an intervention plan.

Part 4: Timeline

• Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
• Communicate implementation plan in a way that clearly illustrate the importance of interprofessional collaboration to create buy-in from the audience.

Additional Requirements

• Length of submission: 4–6 double-spaced pages.
• Number of resources: 3–6 resources. (Your final project will require 12–18 unique resources.)
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  • Propose existing or new policy considerations that would support the implementation of an intervention plan.
• Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
• Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
  • Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
• Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.
• Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
  • Evaluate the current and emerging technological options related to the proposed delivery methods.
• Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  • Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

• Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.

Grading Scale:

1- Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
 Passing Grade:  Proposes strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan, and impartially considers conflicting data and other perspectives. 

2-  Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.
 Passing Grade:  Analyzes the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs; identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

3-  Propose appropriate delivery methods to implement an intervention which will improve the quality of the project. 

Passing Grade:  Proposes appropriate delivery methods to implement an intervention which will improve the quality of the project, and identifies assumptions on which the proposal of delivery methods is based. 

4-  Evaluate the current and emerging technological options related to the proposed delivery methods. 

Passing Grade:  Evaluates the current and emerging technological options related to the proposed delivery methods; identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).
 5-   Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
 Passing Grade:  Analyzes stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan, and identifies assumptions on which the analysis is based.
 6-   Propose existing or new policy considerations that would support the implementation of an intervention plan.
 Passing Grade:  Proposes existing or new policy considerations that would support the implementation of an intervention plan, and considers how existing or new policy might impair the implementation of an intervention plan. 

7-  Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation. 

Passing Grade:  Proposes a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation, and considers factors that could force revision of the timeline. 

8-  Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
 Passing Grade:   Integrates resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention; impartially considers conflicting data and other perspectives.
 9-  Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.
 Passing Grade:  Communicates implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience. Grammar, punctuation, spelling, and citations are error-free.

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