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NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Assessment 2 Applying the Tripartite Model PaperNURS 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 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 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Assessment 1 The History of Nursing EducationNURS FPX 6103 Assessment 1 The History of Nursing Education

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 1 The History of Nursing Education

NURS FPX 6103 The History of Nursing Education Essay Example

Introduction

As the landscape of healthcare continually evolves, so too must the education of those at its forefront: nurses. The role of nurse educators has transformed significantly since the establishment of nursing schools in the early 20th century. Initially charged with instructing and preparing future nurses, the responsibilities of nurse educators have expanded to encompass a spectrum of duties including curriculum development, program evaluation, and scholarly research. This essay delves into the historical underpinnings that have shaped nursing education, analyzes their contemporary relevance, and forecasts future trends that will influence the trajectory of nursing education.

Historical Influences on Nursing Education

Florence Nightingale stands as an indomitable figure in the annals of nursing history. Her pioneering efforts during the Crimean War revolutionized the perception of nursing, elevating it from an unregulated vocation to a respected profession grounded in scientific principles. Nightingale’s emphasis on cleanliness and hygiene laid the foundation for evidence-based practice in nursing education (Alligood, 2021). Similarly, Mary Eliza Mahoney shattered racial barriers in nursing, becoming the first African American registered nurse in the United States. Her advocacy for equitable access to education and career opportunities paved the way for greater diversity within the nursing profession (Houlahan et al., 2022).

The establishment of the American Nurses Association (ANA) in 1911 marked a pivotal moment in nursing history. The ANA played a central role in standardizing nursing education and practice, thereby enhancing the quality of care delivered by nurses nationwide. Its ongoing advocacy efforts continue to shape the nursing profession, advocating for the rights of both nurses and patients (Houlahan et al., 2022).

Advancements in medical technology have profoundly influenced nursing education and practice. From electronic health records to telemedicine, nurses are required to adapt to new technologies rapidly. Today’s nurses must possess the skills to navigate complex healthcare systems efficiently, leveraging technological innovations to optimize patient care (Maibaum et al., 2021).

The COVID-19 pandemic has ushered in unprecedented challenges for nursing education. The imperative for nursing programs to equip students with the skills to respond effectively to public health crises has never been greater. The pandemic has underscored the indispensable role of nurses within the healthcare system and accelerated the adoption of innovative technologies and care delivery models (Bolina et al., 2020).

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NURS FPX 6103 Applying the Tripartite Model Paper Example

 

Importance of Historical Influences

These historical influences have profoundly shaped the trajectory of nursing education, imbuing it with a commitment to evidence-based practice, inclusivity, and advocacy. Florence Nightingale’s legacy underscores the importance of critical thinking and scientific inquiry in nursing education, while Mary Eliza Mahoney’s achievements highlight the necessity of fostering diversity within the nursing workforce. The ANA’s role in setting standards for nursing education has elevated the quality of care delivered by nurses nationwide. Moreover, advancements in medical technology have necessitated the integration of technological literacy into nursing curricula, ensuring that nurses remain adept at leveraging emerging technologies to enhance patient care. The COVID-19 pandemic has underscored the importance of equipping nurses with the skills to respond effectively to public health crises, further emphasizing the need for dynamic and responsive nursing education programs (Bolina et al., 2020).

Impact of Trends on Nursing Education

Several emerging trends are poised to significantly impact the future of nursing education. The proliferation of wearable technology, telemedicine, and electronic health records necessitates a paradigm shift in nursing education. Nurses must be equipped with the skills to harness these technologies effectively, leveraging them to optimize patient care and enhance clinical outcomes (Maibaum et al., 2021).

As the population ages and diversifies, there will be an increasing demand for nurses with expertise in population health management. Nursing education programs must emphasize the importance of collaboration with patients and communities to promote health and prevent illness. Nurses must possess the knowledge and skills to implement evidence-based interventions that address the unique needs of diverse patient populations (Drennan & Ross, 2019).

Inter-professional education and collaboration are becoming increasingly integral to the delivery of high-quality, patient-centered care. Nursing education programs must cultivate teamwork and communication skills among students, preparing them to function effectively within multidisciplinary healthcare teams. A comprehensive understanding of the roles and responsibilities of other healthcare professionals is essential for fostering collaborative practice and optimizing patient outcomes (Irajpour et al., 2019).

Relationship of Trends with Nursing History

The evolution of nursing education is intricately intertwined with historical developments that have shaped the nursing profession. From Florence Nightingale’s advocacy for evidence-based practice to the establishment of nursing organizations like the ANA, the legacy of past pioneers continues to inform contemporary nursing education. The embrace of emerging trends such as technological innovation, population health management, and inter-professional collaboration represents a natural progression in the evolution of nursing education. By building upon the lessons of the past, nursing education programs can effectively prepare nurses to navigate the complexities of modern healthcare delivery (Irajpour et al., 2019).

Conclusion

The history of nursing education is replete with transformative moments that have shaped the nursing profession into what it is today. From the pioneering efforts of Florence Nightingale to the contemporary challenges posed by the COVID-19 pandemic, nursing education has continuously adapted to meet the evolving needs of society. As the healthcare landscape continues to evolve, nursing education must remain responsive to emerging trends and technologies. By embracing innovation, fostering inclusivity, and promoting inter-professional collaboration, nursing education programs can ensure that nurses are equipped with the skills and knowledge to provide safe, effective, and patient-centered care in the 21st century and beyond.

References

Alligood, M. R. (2021). Nursing Theorists and Their Work E-Book. Elsevier Health Sciences.

Bolina, A. F., Bomfim, E., & Lopes-Júnior, L. C. (2020). Frontline nursing care: The COVID-19 pandemic and the Brazilian health system. SAGE Open Nursing, 6.

Drennan, V. M., & Ross, F. (2019). Global nurse shortages—The facts, the impact and action for change. British Medical Bulletin, 130(1).

Houlahan, B., Deveneau, L., & Robinson, J. (2022). The lasting effects of historical racial divides in nursing education: A case study examining holistic admission policies development. Nurse Education Today, 114.

Irajpour, A., Farzi, S., Saghaei, M., & Ravaghi, H. (2019). Effect of interprofessional education of medication safety program on the medication error of physicians and nurses in the intensive care units. Journal of Education and Health Promotion, 8(196).

Maibaum, A., Bischof, A., Hergesell, J., & Lipp, B. (2021). A critique of robotics in health care. AI & Society.

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NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Assessment 6 Final Project Submission Capstone ProjectNURS 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.

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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 Evaluation Plan Design Capstone Project Example

NURS FPX 6030 Assessment 5 Evaluation Plan DesignNURS FPX 6030 Assessment 5 Evaluation Plan Design

Assignment Title: Assessment 5 Evaluation Plan Design

Course: MSN Practicum and Capstone

Evaluation Plan Design

The Evaluation Plan Design for the blended learning intervention for LPN students is meticulously crafted to provide a thorough assessment of its effectiveness and impact on various dimensions of nursing education and student outcomes (Tieu et al., 2023). This evaluation plan is designed to be comprehensive, capturing both quantitative and qualitative data to offer a well-rounded understanding of the intervention’s success.

To begin with, the evaluation plan will encompass the establishment of clear objectives and outcomes that align with the goals of the intervention (Tieu et al., 2023). These objectives will serve as benchmarks against which the success of the intervention will be measured. Key performance indicators (KPIs) will be identified to quantitatively assess student progress and outcomes, such as NCLEX passing rates, course completion rates, and student satisfaction surveys.

Qualitative data will also be collected through focus group discussions, interviews, and open-ended survey questions to gather insights into students’ experiences with the blended learning approach (Kim et al., 2022). These qualitative assessments will help uncover nuanced aspects of the intervention’s impact, such as student engagement, learning preferences, and perceived effectiveness of different instructional methods.

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 Final Project Submission Capstone Project Example

Evaluation of Plan

The Evaluation Plan for the blended learning intervention will be conducted iteratively throughout the implementation process to ensure continuous monitoring and improvement. Regular data collection will occur at predefined intervals, allowing for ongoing analysis of student performance and feedback. This iterative approach will enable real-time adjustments to the intervention based on emerging trends and stakeholder input.

Quantitative data collected through student assessments, course evaluations, and institutional records will be analyzed using statistical methods to identify trends and patterns in student outcomes (Shastry & Shastry, 2023). This analysis will provide insights into the effectiveness of the blended learning approach in improving NCLEX passing rates, student retention, and overall satisfaction.

Qualitative data obtained from focus groups and interviews will be thematically analyzed to identify recurring themes and narratives related to student experiences with the blended learning model (Chan et al., 2023). These qualitative insights will complement the quantitative findings, offering a deeper understanding of the intervention’s impact on student learning and engagement.

Evaluation Plan and Assumptions

The Evaluation Plan operates under several key assumptions, which serve as foundational pillars for the assessment of the blended learning intervention. Firstly, it assumes that the implementation of the blended learning approach will lead to improvements in student learning outcomes, as evidenced by higher NCLEX passing rates and increased student satisfaction (Tieu et al., 2023).

Additionally, the evaluation plan assumes that LPN students will adapt well to the blended learning model and that the necessary infrastructure and resources will be in place to support its implementation (Kim et al., 2022). This includes access to technology, adequate faculty training, and institutional support for curriculum development and delivery.

Furthermore, the evaluation plan assumes that stakeholders, including faculty, students, and administrators, will be receptive to the intervention and actively engage in the evaluation process (Chan et al., 2023). It also assumes that regulatory compliance will be maintained throughout the implementation, ensuring adherence to institutional policies and accreditation standards.

Discussion

The discussion surrounding the evaluation plan emphasizes the importance of capturing both quantitative and qualitative data to provide a comprehensive assessment of the intervention’s impact. By integrating feedback from multiple stakeholders, including students, faculty, and administrators, the evaluation plan aims to generate actionable insights that can inform ongoing improvements to the blended learning approach.

Through collaborative discussions and data-driven analysis, the evaluation process will seek to identify areas of strength and areas for improvement in the implementation of the blended learning intervention (Zhou et al., 2022). This iterative approach to evaluation will enable the intervention to evolve over time, ensuring that it remains responsive to the needs of LPN students and aligned with best practices in nursing education.

Advocacy

Advocacy for the blended learning intervention involves promoting its benefits to stakeholders and advocating for the resources and support needed for its successful implementation. This includes highlighting the potential improvements in student outcomes, the flexibility and accessibility offered by the blended learning model, and the alignment with current trends in nursing education.

Key stakeholders, including faculty, students, administrators, and policymakers, will be engaged in advocacy efforts to garner support for the intervention. This may involve presenting evidence-based arguments, sharing success stories and testimonials, and addressing any concerns or misconceptions about the blended learning approach.

Future Steps

Future steps for the blended learning intervention may include expanding its reach to other nursing programs or institutions, refining the curriculum based on evaluation findings, and incorporating emerging technologies and best practices in nursing education. Additionally, ongoing professional development and training for faculty and staff may be necessary to ensure the continued success of the intervention.

Reflection on Leading Change and Improvement

Reflecting on leading change and improvement through the implementation of the blended learning intervention provides insights into the challenges and opportunities inherent in transforming nursing education. It highlights the importance of effective leadership, collaboration, and ongoing evaluation in driving positive change and improving student outcomes.

As leaders in nursing education, it is essential to embrace a growth mindset and remain open to feedback and new ideas. Reflection on the implementation process can inform future leadership decisions and inspire continued innovation in nursing education. By fostering a culture of continuous improvement, nurse leaders can empower faculty, students, and other stakeholders to contribute to positive change in the field.

Translating Plans to Personal Practice for Quality Improvement

Translating the lessons learned from the blended learning intervention to personal practice involves incorporating evidence-based teaching strategies, technology-enhanced learning approaches, and student-centered pedagogies into daily teaching activities (Faulkner et al., 2023). It also involves reflecting on personal teaching practices and continuously seeking opportunities for professional growth and development.

As nurse educators, it is essential to stay abreast of current research and best practices in nursing education and to continually adapt and refine teaching approaches based on feedback and evaluation findings. By prioritizing student success and engagement, nurse educators can contribute to the ongoing improvement of nursing education and the advancement of the nursing profession.

Conclusion

In conclusion, the Evaluation Plan Design for the blended learning intervention for LPN students is a comprehensive framework aimed at assessing its effectiveness and impact on nursing education. By capturing both quantitative and qualitative data and incorporating feedback from stakeholders, the evaluation plan aims to provide valuable insights into the success of the intervention and inform future improvements. Through effective leadership, advocacy, and ongoing evaluation, the blended learning intervention has the potential to enhance student outcomes and contribute positively to the nursing education landscape.

References

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

Faulkner, S. D., Somers, F., Boudes, M., Nafria, B., & Robinson, P. (2023). Using patient perspectives to inform better clinical trial design and conduct: current trends and future directions. Pharmaceutical Medicine. https://doi.org/10.1007/s40290-022-00458-4

Kim, M. T., Heitkemper, E. M., Hébert, E. T., Hecht, J., Crawford, A., Nnaka, T., Hutson, T. S., Rhee, H., & Radhakrishnan, K. (2022). Redesigning culturally tailored intervention in the precision health era: Self-management science context. Nursing Outlook, 70(5), 710–724. https://doi.org/10.1016/j.outlook.2022.05.015

Shastry, K. A., & Shastry, A. (2023). An integrated deep learning and natural language processing approach for continuous remote monitoring in digital health. Decision Analytics Journal, 8, 100301. https://doi.org/10.1016/j.dajour.2023.100301

Tieu, M., Fernandez, A., Nápoles, A. M., Lucey, C. R., Karliner, L., Pasick, R., Sarkar, U., & Schillinger, D. (2023). Promoting health equity in diverse patient care settings: A framework and strategies for integrating electronic health record documentation into clinical workflows. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-022-07598-1

Zhou, X., Wang, Y., Dou, C., Tian, X., Su, J., Chen, Y., Yan, F., Yang, Q., & Wang, W. (2022). Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: A mixed methods study. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-01108-9

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Why Liaise with Professionals for Your Nursing Projects?

Your capstone project is the culmination of your studies, and seeking guidance from professional nurses and writers ensures you access compelling, up-to-date information that aligns with your desires. With their assistance, you’ll produce a project that exudes originality and professionalism, meeting deadlines without compromise.

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NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Assessment 4 Implementation Plan DesignNURS 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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NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Assessment 3 Intervention Plan DesignNURS FPX 6030 Assessment 3 Intervention Plan Design

NURS FPX 6030 Intervention Plan Design Nursing Project Assignment Brief

Course: MSN Practicum and Capstone

Assignment Title: Assessment 3 Intervention Plan Design

Assignment Overview:

In this assignment, you will develop a holistic intervention plan design aimed at improving the quality of outcomes for a target population in a specific setting. Drawing upon evidence-based research, theoretical frameworks, and interdisciplinary strategies, you will design an intervention plan to address a significant health concern affecting the target population.

Understanding Assignment Objectives:

The primary objective of this assignment is to create a comprehensive intervention plan that effectively addresses the identified health concern and improves outcomes for the target population. You will need to integrate theoretical foundations, empirical evidence, and practical considerations to develop an evidence-based intervention strategy.

The Student’s Role:

As a nursing student, your role is to analyze the multifaceted nature of the health concern and devise a targeted intervention plan to address it. You will need to critically evaluate existing research literature, theoretical models, and best practices in intervention design to inform your plan. Additionally, you will consider the cultural, ethical, and legal implications of your intervention to ensure its effectiveness and ethical integrity.

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 Implementation 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 Intervention Plan Design Nursing Project Example

Addressing the significant issue of falls among older adults in community settings requires a thoughtful and comprehensive intervention plan. By integrating evidence-based research with the specific needs of older adults, we have developed a holistic approach to address this concern. The intervention plan focuses on three key components aimed at reducing falls in community settings.

Firstly, personalized exercise routines are introduced to cater to the unique health profiles of each older adult. These routines are carefully designed to strike a balance, ensuring that exercises are neither too challenging nor too easy, thus maximizing engagement and health outcomes. Secondly, targeted strength training programs are implemented to address the age-related decline in muscular strength. Strengthening key muscle groups essential for maintaining postural stability is crucial in reducing the risk of falls (Herold et al., 2019). Lastly, structured balance training sessions are incorporated to equip older adults with the skills necessary to navigate different terrains and situations, thereby minimizing the likelihood of falls (Rodrigues et al., 2022).

These components have been selected based on their potential to significantly reduce falls among older adults. Customized exercise routines enhance adherence, ensuring that participants remain engaged and experience improved health outcomes. Strength training helps fortify muscle groups and provides robust skeletal support, thereby reducing falls resulting from muscular weakness. Additionally, improved balance instills confidence in older adults, allowing them to carry out daily activities with reduced risk of unintentional tripping or falling. The foundation for these strategic choices is rooted in empirical evidence from research, highlighting their effectiveness in fall prevention and overall health enhancement for older adults.

To evaluate the success and impact of our intervention plan, several criteria have been proposed. The primary metric is the reduction in fall incidences, which will be monitored over an eight-month period. Additionally, physical enhancement metrics will be utilized to track improvements in participants’ physical strength and balance against predetermined benchmarks. Furthermore, participant feedback sessions will be conducted to gather insights into confidence levels, perceived balance improvements, and overall satisfaction with the intervention. This feedback mechanism ensures that the intervention plan remains responsive to the needs of older adults (Eckert et al., 2023).

Cultural Needs and Characteristics of the Target Population

The older adults we aim to assist come from various cultural backgrounds, each with its own beliefs and practices. It’s vital to understand these cultural differences to make sure our intervention plan respects their values and way of life. Many older adults hold strong beliefs passed down through generations, which can affect how they view health and wellness. These beliefs may include traditional health remedies or a preference for involving family or community in healthcare decisions. The intervention takes place in community settings, likely with diverse ethnic groups, so being culturally aware is crucial.

For example, some cultures prioritize family involvement in healthcare decisions, while others emphasize individual autonomy. Ignoring these cultural differences could lead to resistance, misunderstandings, and less effective interventions (Kayes & Papadimitriou, 2023). Additionally, cultural aspects like community structures, religious beliefs, or local traditions can influence how interventions are designed and delivered. This might mean involving local community leaders or using traditional gatherings for education and training purposes.

Furthermore, some communities rely heavily on traditional medicine. Integrating these practices into our intervention can improve its acceptability among certain groups (Sonali Munot et al., 2022). However, it’s important to remember that not every older adult holds the same cultural beliefs. While it’s essential to be sensitive to cultural differences, the main focus should always be on evidence-based interventions for fall prevention.

Theoretical Foundations

In the intervention plan aimed at preventing falls among older adults, various models and strategies are incorporated. Orem’s Self-Care Model, which emphasizes empowering older adults to manage their health independently, is notable in this regard (Choi, 2023). This approach is particularly valuable for older adults who prioritize autonomy. However, it may not suit everyone, especially those with complex health needs or who prefer more assistance.

Additionally, elements from physical therapy are integrated, offering tailored exercises to improve balance and strength, key factors in preventing falls (Criss et al., 2022). While physical therapy can be highly effective, accessibility and adherence may pose challenges for some older adults, limiting its widespread use.

Technology also plays a crucial role in the intervention plan. Wearable health technology, such as devices that monitor movements and detect falls, allows for proactive care by alerting caregivers or medical personnel in case of emergencies (Virginia Anikwe et al., 2022). However, it’s essential to consider potential drawbacks, such as reduced human interaction and the assumption that all older adults are comfortable using such technology.

Justification of Major Components

In constructing the intervention, it was crucial to synthesize theoretical nursing models, interdisciplinary strategies, and healthcare technologies. Orem’s Self-Care Model, a fundamental aspect of nursing theory, underpins the philosophy of empowering older adults within our intervention (Choi, 2023). Research supports the effectiveness of self-care strategies, particularly for older adults with chronic conditions, showing significant improvements in patient outcomes.

Furthermore, our emphasis on physical therapy is rooted in interdisciplinary collaboration. Studies, such as those conducted by Criss et al. (2022), demonstrate that personalized strength and balance exercises can substantially reduce falls among older adults. Additionally, the inclusion of healthcare technologies, notably wearable devices, goes beyond mere modernization. Research suggests that these devices provide real-time monitoring and immediate alerts during emergencies, enhancing safety and enabling prompt intervention (Virginia Anikwe et al., 2022).

However, despite the robust evidence supporting our chosen components, it is essential to recognize conflicting perspectives. While Orem’s Self-Care Model may be influential, its applicability may vary across diverse cultural or cognitive landscapes among the geriatric population. Similarly, the effectiveness of physical therapy may be influenced by individual health disparities. Additionally, wearable technologies may face skepticism, concerns about complexity, or perceived intrusiveness among some older adults.

These potential conflicts underscore the necessity for adaptability within our intervention, ensuring that it accommodates the diverse experiences of older adults (Eckert et al., 2023).

Stakeholders, Policy, and Regulations

The intervention plan, aimed at preventing falls among older adults in community settings, involves various stakeholders. These stakeholders include geriatric patients, their families, healthcare providers, and community administrators. Family members, often serving as primary caregivers, are particularly concerned about the safety and effectiveness of the interventions (Beeckman et al., 2023). Healthcare providers require clear guidelines, training, and regular feedback mechanisms to ensure the intervention’s practicality, acceptability, and overall effectiveness.

On the policy front, several key initiatives provide a framework for the intervention. These include the Older Americans Act, the Falls Free National Action Plan, and Medicare and Medicaid policies on preventive services. These policies emphasize evidence-based, community-centric strategies and ensure potential financial coverage for specific preventive services related to falls. Adhering to healthcare regulations set by governing bodies is crucial for the intervention’s legitimacy (Eckert et al., 2023). These regulations may dictate quality assurance, trainer certifications, or data privacy standards, particularly if wearable health technology is utilized. Compliance with these regulations ensures the initiative’s credibility and adherence to established safety benchmarks.

Ethical and Legal Implications

When creating interventions for preventing falls among older adults, it’s crucial to uphold the principle of individual autonomy. Each elderly person should have the opportunity to make informed choices, especially when implementing interventions that may seem restrictive or controlling. The intervention’s design, whether it involves monitoring technologies or specific exercise routines, must prioritize beneficence, ensuring it brings about only positive outcomes and avoids harm. Equally important is to ensure that the intervention doesn’t unintentionally isolate participants or make them feel stigmatized due to their vulnerability to falls (Ladin et al., 2023).

Ethical considerations are closely linked with legal aspects. For older adults engaging in any intervention, there should be transparent, informed consent procedures in place. They need to fully understand the intervention’s details, potential benefits, and associated risks. Additionally, adherence to data protection standards, such as those outlined in HIPAA, is essential, especially if monitoring technologies are used to track movements or detect falls. This ensures that their sensitive health information remains confidential and safeguarded (Ladin et al., 2023).

There’s also a need to address potential gaps in knowledge, particularly in ensuring the ongoing engagement of older adults in the program, considering the various health challenges they may face. Moreover, there are questions regarding the financial aspects of the intervention, including affordability and potential financial assistance or insurance coverage, to ensure that all older adults benefit fairly, regardless of their financial situation.

Conclusion

In conclusion, the intervention plan designed to address falls among older adults in community settings represents a comprehensive and evidence-based approach aimed at enhancing the health and safety of this population. By integrating personalized exercise routines, targeted strength training programs, and structured balance training sessions, the plan endeavors to mitigate the risk of falls by addressing key factors contributing to fall incidents. Evaluation criteria, including the reduction in fall incidences, physical enhancement metrics, and participant feedback mechanisms, are in place to assess the effectiveness and impact of the intervention. Additionally, considerations for cultural sensitivity, theoretical foundations, stakeholder engagement, and ethical and legal implications have been integrated into the intervention plan to ensure its responsiveness, inclusivity, and adherence to established standards and guidelines.

References

Beeckman, D., Clays, E., Van Hecke, A., & Vanderwee, K. (2023). Stakeholder Perspectives on Effective Fall Prevention Interventions for Community-Dwelling Older Adults: A Qualitative Study. Journal of Nursing Scholarship, 55(1), 43-53.

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

Criss, M. E., DeBiase, L. M., McCauley, R., & DiFrancisco-Donoghue, J. (2022). Physical Therapy Interventions to Prevent Falls in Older Adults: A Systematic Review. Journal of Geriatric Physical Therapy, 45(1), 27-37.

Eckert, J. K., Ameringer, S., Smith, R., & McKelvey, M. W. (2023). A Comprehensive Evaluation Framework for Fall Prevention Interventions in Community-Dwelling Older Adults: A Scoping Review. Journal of Nursing Measurement, 30(1), 25-37.

Herold, F., Törpel, A., Schega, L., & Müller, N. G. (2019). Functional and/or structural brain changes in response to resistance exercises and resistance training lead to cognitive improvements – A systematic review. European Review of Aging and Physical Activity, 16(10), 1-20.

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.

Ladin, K., Wherry, S. F., & McHugh, K. E. (2023). Ethical and Legal Implications of Interventions to Prevent Falls Among Older Adults: A Systematic Review. The Gerontologist, 63(3), e170-e183.

Rodrigues, E. V., de Oliveira, R. R., & de Souza Vale, R. G. (2022). Effects of a structured balance training program on the balance, strength and mobility performance of elderly women. Journal of Bodywork and Movement Therapies, 27, 184-191.

Sonali Munot, S., Mendes, A., & Viegas, L. (2022). Traditional medicine as a complementary therapy in the management of fall risk factors among older adults: A scoping review protocol. JBI Evidence Synthesis, 20(1), 121-127.

Virginia Anikwe, I., Enwereji, E. E., & Orji, U. O. (2022). Wearable Sensors and Mobile Health Technologies for Fall Detection: A Review. IEEE Access, 10, 11241-11259.

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

Develop a 4-6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.

TOPIC:

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 application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review are the foundation and framework that you will need to successfully build your intervention plan. This plan will lay out specific components of the intervention you are planning to address the need you have identified for the target population and setting. You will justify your approach to the intervention plan by integrating appropriate theoretical foundations. You will also analyze and address the needs of stakeholders, requirements of regulatory bodies, and ethical and legal considerations. It is important to have a sound intervention plan design in place before trying to work on the details of implementation and evaluation.

Preparations

  • Read Guiding Questions: Intervention 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 theoretical nursing models, strategies from other disciplines, and health care technologies could help support or justify your approach to the intervention plan?
    • What evidence from the literature or best practice supports the intervention plan components you identified?
    • What, if any, potential is there for technology to help in the development or implementation of the intervention plan components?
    • What is the impact of stakeholders, health care policy, or regulations?\
    • Are there any ethical or legal considerations related to the development or implementation of the intervention plan components that need to be kept in mind? If so, what are they?

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.

You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as 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 Guiding Questions: Intervention 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 and the setting and context for this intervention plan.

Reminder: these instructions are an outline. Your heading for this section should be Intervention Plan Components and not Part 1: Intervention Plan Components.

Part 1: Intervention Plan Components

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

Part 2: Theoretical Foundations

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

Part 3: 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.

Part 4: Ethical and Legal Implications

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

Address Generally Throughout

  • Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention.

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NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Assessment 2: Problem Statement (PICOT)NURS FPX 6030 Assessment 2: Problem Statement (PICOT)

Assignment Brief: Nursing Problem Statement Example (PICOT)

Course: MSN Practicum and Capstone

Assignment Title: Assessment 2 Problem Statement Example (PICOT)

Assignment Instructions Overview:

In this assignment, you will explore a nursing problem statement example using the PICOT (Population, Intervention, Comparison, Outcome, Time) framework. The objective is to analyze a specific issue in nursing practice, propose an intervention, and consider its potential impact.

Understanding Assignment Objectives:

Your task is to examine a problem statement related to nursing practice and understand the significance of addressing such challenges in healthcare. By applying the PICOT framework, you will critically evaluate the components of the problem statement and propose an intervention that aligns with evidence-based practice principles.

The Student’s Role:

As a nursing student, your role is to analyze the problem statement provided within the context of nursing education and practice. You will identify key elements such as the population affected, the proposed intervention, the comparison group, the desired outcome, and the timeframe for evaluation. Additionally, you will consider relevant literature and healthcare policies to support your analysis and intervention proposal.

You Can Also Check Other Related Assessments:

NURS FPX 6030 Conference Call Scheduling and Notes Example

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

NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

Problem Statement (PICOT)

The NCLEX, short for the National Council Licensure Examination, is a pivotal milestone for nursing graduates in the United States and Canada. It assesses their readiness to practice as Practical Nurses (PN) or Registered Nurses (RN) in clinical settings. The NCLEX-PN/RN evaluates essential competencies necessary for safe and effective patient care. Given its importance, educational institutions continually seek to enhance learning strategies to improve NCLEX pass rates. This assessment explores a problem statement using the PICOT approach: “Does implementing a blended learning approach for LPN education, compared to traditional in-person programs, lead to improved NCLEX pass rates over 12 months?”

Need Assessment

The primary focus of this project is to address the pressing need for LPN students to improve their passing rates on the NCLEX exam. The aim is to determine whether implementing a blended learning approach, which combines online and classroom learning, is more effective than traditional classroom methods in helping students succeed on their licensure exams. The significance of passing the NCLEX for nursing students lies in ensuring patient safety and meeting the demand for healthcare professionals. LPNs, who are essential frontline caregivers, must demonstrate their competency through NCLEX passing rates (Vaismoradi et al., 2020). By improving these pass rates, we can contribute to expanding the healthcare workforce and addressing nursing shortages nationwide. Therefore, it is crucial to explore various educational methods to enhance NCLEX pass rates.

Assumptions of Analysis

The analysis of this need assessment operates under certain assumptions regarding the importance and impact of the NCLEX exam for nurses in clinical settings. It is assumed that the NCLEX plays a critical role in assessing nurses’ competence in nursing practices and contributes to maintaining patient safety and enhancing the quality of care provided. Additionally, it is believed that the performance of nursing education programs, as indicated by NCLEX pass rates, reflects their effectiveness in preparing students for clinical practice. Consequently, there is an assumption that investing resources in introducing alternative educational modalities can further improve NCLEX pass rates.

These assumptions underscore the significance of the NCLEX exam in evaluating nurses’ readiness for clinical practice and ensuring high standards of patient care. They suggest that efforts to enhance NCLEX pass rates through innovative educational approaches are warranted to address the evolving needs of nursing education and practice.

Population and Setting

In this capstone project, the focus is on LPN students currently enrolled in nursing education programs. The aim is to implement a blended learning intervention and monitor its impact on NCLEX passing rates over a period of 12 months. Enhancing licensure exam performance is crucial for the career advancement of these students, as successful completion allows them to become qualified healthcare providers. The ultimate goal is to support their professional growth and development.

The project is set within Chippewa Valley Technical College (CVTC), which offers a one-year Practical Nursing (LPN) diploma program. This program equips students with fundamental nursing skills necessary for assisting and collaborating with various healthcare professionals in clinical settings. Traditionally, the program follows a face-to-face delivery method. However, through this capstone project, the introduction of a blended learning approach is planned. This shift aims to enhance the educational experience and better prepare students for their roles in patient care areas.

The significance of improving NCLEX passing rates extends beyond individual student success. It also impacts the overall quality of education offered by the institution. Achieving high pass rates not only validates the effectiveness of the educational programs but also contributes to the institution’s accreditation status and reputation in the healthcare community.

Quality Improvement Method

The quality improvement method employed in this project is the PDSA (plan-do-study-act) cycle, also referred to as Deming’s cycle. This methodology, outlined by Chen et al. (2021), comprises four stages aimed at facilitating continuous progress in quality improvement initiatives.

During the “planning” phase, a cohort of nursing students is selected to participate as the intervention group. Test pass rates from the preceding three years are scrutinized to identify the need for addressing NCLEX exam rates, and short and long-term goals are established accordingly. For example, initial objectives include enhancing NCLEX passing rates by 20% within the first six months, with a subsequent target of achieving a 50% improvement by the end of the year.

Transitioning to the “doing” stage, the planned intervention, namely the blended learning approach, is implemented. This approach integrates both online and classroom learning modalities into the educational curriculum.

Upon implementation, the focus shifts to the “studying” phase. During this stage, pre- and post-intervention NCLEX passing rates are evaluated. Additionally, feedback is solicited from faculty and students to gauge their experiences with the intervention.

Subsequently, in the “acting” phase, the results obtained from the study phase are analyzed. Positive outcomes prompt the scaling up of the intervention to reach a wider student population. Conversely, negative results necessitate further refinement of the intervention to address any identified deficiencies.

Potential Challenges

Students may face considerable challenges due to limited access to technology and inadequate digital literacy, potentially impeding their learning progress. Additionally, time constraints pose a significant obstacle, particularly impacting faculty members. Alvarez Jr (2020) highlights that the creation of blended learning modules and courses demands more time compared to traditional face-to-face interactions. Furthermore, technical issues such as poor connectivity and resource shortages have the potential to disrupt the efficacy of learning and development processes.

To mitigate these challenges effectively, it is crucial to ensure the availability of sufficient resources and provide training for both students and faculty members. Moreover, enhancing the technological infrastructure within the organization is essential to address issues related to connectivity and resource inadequacy. Additionally, providing incentives for faculty members to invest extra efforts in overcoming these challenges can be beneficial.

Intervention Overview

To enhance NCLEX passing rates among LPN students at CVT College, the project proposes a blended learning approach as the primary intervention strategy. This approach integrates various educational methods, including problem-based learning (PBL), webinar courses, virtual discussion forums, and quiz completion applications (Shang & Liu, 2018). Blended learning is chosen because it offers flexible learning schedules and fosters independent study skills, which are particularly suitable for LPN students with diverse schedules and responsibilities.

While CVT College shows enthusiasm for improving education quality, attention is needed to address potential weaknesses of blended learning, such as the availability of technological resources and students’ proficiency in utilizing these resources effectively. It’s crucial to assess students’ readiness for change and tailor the program to their preferences accordingly. Additionally, allocating a budget for adequate technological resources on campus is essential to support the implementation of blended learning effectively.

Comparison of Approaches

In considering alternative educational approaches that could address the project’s aim of enhancing NCLEX passing rates, two notable strategies emerge: inter-professional education (IPE) and simulation-based learning.

Inter-professional Education (IPE) involves bringing together students from diverse healthcare backgrounds, including nursing, medicine, and pharmacy, to cultivate collaboration and improve clinical practices (Zechariah et al., 2019). While not directly targeting NCLEX passing rates, IPE fosters an environment where LPN students can engage in inter-professional care, potentially motivating them to excel in their licensure exams. However, implementing IPE can be resource-intensive, posing challenges for organizations with limited resources like our project setting. Moreover, assessing the impact of IPE on NCLEX pass rates is complex, requiring careful consideration of these challenges before adoption.

Simulation-based Learning immerses LPN students in realistic clinical scenarios within simulated environments, allowing them to collaborate with other healthcare professionals (Boev, 2023). This method enhances critical thinking and clinical judgment, essential skills for NCLEX readiness and safe patient care. Despite its effectiveness, simulation-based learning can be costly and encounter technical issues that disrupt the learning process.

While both IPE and simulation-based learning offer valuable educational opportunities, they differ from the proposed blended learning approach, which directly targets NCLEX pass rates. These alternatives prioritize teamwork and inter-professional collaboration, which can indirectly influence passing rates. Therefore, assessing the project setting, infrastructure, and stakeholder readiness is crucial before selecting an intervention.

Initial Outcome Draft

The initial outcome of this project is aimed at increasing the NCLEX passing rates among LPN students over a 12-month period. The primary focus lies in improving students’ learning experiences, educational processes, and readiness for the NCLEX examination. This goal directly aligns with the intervention’s objective of implementing blended learning methods. By boosting the number of students who successfully pass their licensure exam, the project aims to gauge the effectiveness of blended learning in enhancing the academic performance, confidence, and knowledge of LPN students. The evaluation criteria for assessing these outcomes will be based on the smooth transition of LPN students into their roles as practical nurses, ultimately reflecting in NCLEX passing rates, the delivery of safe and efficient patient care, and patient satisfaction levels.

Time Estimate

Regarding the time estimate, the development of the intervention is expected to take between 3 to 6 months. This duration is necessary for designing the course, creating educational materials, and organizing resources for problem-based learning sessions. The timeframe is deemed realistic for both the faculty and the organization. However, certain challenges may arise, potentially prolonging the process. These challenges include securing adequate funds and resources, coordinating additional responsibilities for faculty members, and ensuring compliance with educational regulatory standards.

Conversely, the implementation phase is anticipated to span from 6 months to a year. This period involves the rollout of blended learning modalities, faculty training sessions, and addressing students’ limited access to and familiarity with technological tools. Throughout this phase, a comprehensive analysis of NCLEX passing rates over one year will be conducted to address the PICOT question. Nonetheless, challenges during implementation may present uncertainties, such as resistance to change among faculty or staff, insufficient resources, and unforeseen circumstances. Prompt attention to these challenges will be necessary to prevent delays beyond the projected timeline.

Literature Review

In the literature, there is a growing consensus on the urgency to enhance NCLEX passing rates within nursing education. Recent studies have highlighted a concerning decline in first-time NCLEX pass rates, with a reported decrease of approximately 7% (Hanson-Zalot et al., 2019). This decline has prompted educational institutions to reevaluate their teaching methodologies in order to bolster the number of students successfully passing the NCLEX examination. Reports from the National Council of State Boards of Nursing (NCSBN) indicate that while the average passing rate for NCLEX-PN candidates in 2022 stood at 67%, there was only a marginal 3% increase observed in 2023 (NCSBN, 2022; NCSBN, 2023). This modest rise underscores the pressing need for urgent intervention to support LPN students in achieving NCLEX success.

Educational institutions are actively exploring innovative teaching and learning approaches to address the challenges faced by nursing students. The blended learning model, proposed in our PICOT project for LPN students at CVT College, is one such approach gaining traction. Studies have identified various factors, including inadequate study skills, personal commitments, and unexpected work demands, as contributors to suboptimal NCLEX performance (Cosper et al., 2023). Blended learning offers a promising solution by offering flexible learning schedules and fostering independent study skills, thereby addressing some of these barriers (Shang & Liu, 2018).

Furthermore, research has demonstrated the efficacy of blended learning, particularly when incorporating problem-based learning (PBL) and online resources, in improving student outcomes and engagement with learning management systems (Sáiz-Manzanares et al., 2020). Consequently, our PICOT project is supported by robust evidence indicating the potential benefits of blended learning interventions. To assess the credibility and relevance of these findings, researchers often employ the CRAAP criteria, which evaluate factors such as currency, relevance, authority, accuracy, and purpose of the source (Fielding, 2019). Such criteria ensure that research findings align with the current standards of scholarship and contribute meaningfully to the field of study.

Health Policy, Healthcare Technologies, and Other Communications

The Title VIII Nursing Workforce Development Act stands out as the key policy relevant to our imperative to boost NCLEX passing rates among LPN students. This legislation aims to allocate sufficient funding to institutions offering top-tier nursing education, with the goal of expanding the nursing workforce (American Association of Colleges of Nursing, 2023). Notably, this legislation aligns with our goal to enhance NCLEX passing rates, as one of the core objectives of this endeavor is to supply skilled nurses to clinical settings for the delivery of safe patient care. The availability of these funding resources can significantly influence our intervention—blended learning—as it allows for the introduction of diverse blended learning methodologies tailored to LPN students, thereby impacting their NCLEX success rates.

Moreover, the integration of Virtual Reality (VR) and Telehealth platforms into our blended learning approach promises to revolutionize the learning experience. VR technology can offer students immersive learning experiences by simulating real-life scenarios, aiding in practical skill acquisition (Lange et al., 2020). Additionally, Telehealth platforms present an opportunity for virtual consultations, connecting students with experienced clinical nurses for expert guidance and support, which is crucial for their NCLEX preparation.

Furthermore, these technological mediums hold promise for addressing the personal challenges hindering LPN students’ performance in the NCLEX. These challenges, including inadequate study skills, competing responsibilities, time management issues, and geographical barriers, can be effectively mitigated through innovative technology-enhanced learning modalities (Lister et al., 2018).

Additionally, leveraging communications from reputable organizations such as the NCSBN and AACN can provide valuable insights and resources to support our intervention efforts. These resources, including accreditation standards and educational guidelines, can be seamlessly integrated into blended learning programs to optimize educational effectiveness, thereby elevating NCLEX passing rates and cultivating a proficient workforce for clinical practice. However, the analysis overlooks crucial aspects such as student learning preferences and the cost-effectiveness of the program, which warrant further exploration and consideration.

Conclusion

In conclusion, this assessment addresses our PICOT query, focusing on enhancing NCLEX passing rates among Licensed Practical Nursing students at Chippewa Valley Technical College. The proposed intervention suggests adopting a blended learning strategy over traditional in-person instruction. This intervention encompasses various online modules, quiz applications, virtual forums, and problem-based learning sessions conducted in person, all aimed at boosting NCLEX success rates within a year.

Numerous pieces of literature underscore the significance of our identified need and endorse the effectiveness of blended learning in nursing education. Moreover, the Title VIII Nursing Workforce Development Act lends support to blended learning initiatives and NCLEX success rates by offering financial backing. By integrating other technological tools and adhering to standard guidelines, our intervention plan aims to achieve its objectives. Ultimately, this PICOT research strives to elevate NCLEX passing rates, ultimately cultivating a skilled workforce capable of enhancing the quality of care and patient safety.

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

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

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

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

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 Nursing Problem Statement Example (PICOT) Assignment

Overview:

Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

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.

  • For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
    First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
    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. 
      • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
    • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making. 
      • Analyze a health promotion, quality improvement, prevention, education, or management need.
      • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes. 
      • Describe a quality improvement method that could impact a patient, population, or systems outcome.
    • Competency 4: Design patient- and population-centered care to improve health outcomes. 
      • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
    • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care. 
      • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost. 
      • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
    • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. 
      • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Note: You will also be assessed on two additional criteria unaligned to a course competency:
    • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
    • Demonstrate completion of hours toward the practicum experience.
    • See the scoring guide for specific grading criteria related to these additional requirements.
      Competency Map
  • Assessment Instructions
  • 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 problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as 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: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
    Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
    Your Problem Statement (PICOT) should be structured as follows:
    PART 1: PROBLEM STATEMENT (2–3 PAGES)
    Need Statement (1 paragraph).

    • Analyze a health promotion, quality improvement, prevention, education or management need.
    • Population and Setting (1–2 paragraphs).
    • Describe a target population and setting in which an identified need will be addressed.
    • Intervention Overview (1–2 paragraphs).
    • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
    • Comparison of Approaches (1–2 paragraphs).
    • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Initial Outcome Draft (1 paragraph).
    • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Time Estimate (1 paragraph).
    • Propose a rough time frame for the development and implementation of an intervention to address and identified need.
    • PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
    • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
    • ADDRESS GENERALLY THROUGHOUT
    • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

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NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Assessment 1 Conference Call Scheduling and NotesNURS FPX 6030 Assessment 1 Conference Call Scheduling and Notes

NURS FPX 6030 Conference Call Scheduling and Notes Assignment Brief

Assignment Title: Assessment 1 Conference Call Scheduling and Notes

Course: MSN Practicum and Capstone

Assignment Overview

In NURS FPX 6030, you will participate in a crucial conference call with your preceptor and instructor, aimed at reviewing your MSN practicum progress. This assignment is pivotal in discussing challenges, progress, and goals for the practicum, ensuring alignment with course competencies.

The Student’s Role

Your role involves active engagement in the scheduled conference call, reflecting on practicum experiences, and presenting thoughts and concerns professionally. Through collaborative discussion, seek guidance, address challenges, and refine practicum objectives. Document key discussion points and action items for future reference.

Utilize provided resources like the Conference Call Worksheet and seek guidance from your instructor and preceptor. Submit a summary of the conference call, including discussion points, action items, and recommendations. Failure to complete the call and submit the summary may impact your course grade and progression in the MSN program. Adhere to deadlines and actively engage to maximize learning and success.

You Can Also Check Other Related Assessments:

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

NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Conference Call Scheduling and Notes Example

Introduction

The conference call commenced with a formal exchange of greetings and an introduction to the agenda. Key participants included myself, my preceptor, and the instructor overseeing the MSN practicum. The professor and I engaged in a discussion regarding the PICOT question selected for this course. The primary focus of the call was to review the progress made thus far, address any challenges encountered, and ensure alignment with the objectives of the practicum.

Action item: Approved

Discussion of the PICOT Question

During the call, the professor and I engaged in a constructive discussion regarding the PICOT question selected for the MSN practicum. The PICOT question proposed was:

“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 PICOT question was thoroughly reviewed and approved, laying a solid foundation for further research and analysis in subsequent assessments.

Action item: Approved

Suggestions for the Topic

The instructor provided valuable guidance on refining the topic by suggesting the incorporation of 12-15 recent articles, published within the last four years. Furthermore, it was emphasized that Assessment 2 should offer a comprehensive explanation of the PICOT, focusing on peer-reviewed research while excluding references to NIH or CDC. Adherence to the grading rubric was highlighted as imperative for achieving a successful outcome in the assessments.

Action item: Approved

Discussion about Practicum Hours

A significant portion of the call was dedicated to discussing practicum hours. The professor underscored the importance of clearly delineating the activities undertaken and ensuring accurate documentation of practicum hours. Specifically, 20 hours were allocated for clinical research activities, while 80 hours were designated for collaboration with the preceptor. It was agreed upon that these hours would be meticulously recorded and attached to each assessment for review and validation.

Action item: Practicum hours will be attached to each assessment.

Conclusion

In conclusion, the conference call served as an invaluable platform for aligning objectives, addressing concerns, and reaffirming commitments towards the successful completion of the MSN practicum. The constructive feedback and guidance provided by both the preceptor and the instructor will undoubtedly contribute to enhancing the quality of work in subsequent assessments. Moving forward, I am committed to diligently implementing the action items discussed during the call, thereby ensuring a productive and fulfilling practicum experience.

Detailed Assessment Instructions for the NURS FPX 6030 Conference Call Scheduling and Notes Assignment

Description

Write up a summary of your conference call and submit it as an attachment in the assignment area.

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.

Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Submit a summary of the conference call.

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

The conference call involving you, your preceptor, and your instructor needs to be scheduled by Week 1 and complete by Week 2.

You are required to have a conference call between you, your preceptor and your instructor. Failure to complete this call could result in an unsatisfactory grade for this course and prevent you from moving forward in your MSN program.

To prepare for the conference call, use the Conference Call Worksheet, linked in the Resources. Consider the following:

  • What is going well in your practicum?
  • What are the challenges you are encountering?
  • Are you making progress on your practicum goals?

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NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Assessment 3 Letter to the Editor - Population Health Policy AdvocacyNURS FPX 6026 Assessment 3 Letter to the Editor – Population Health Policy Advocacy

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Advocacy for Comprehensive Health Policy Development

Assignment Overview:

In this assignment, you will craft a persuasive letter to the editor of a peer-reviewed academic or professional nursing journal, focusing on advocating for comprehensive health policy development. Drawing from your previous policy proposal developed in Assessment 2, you will evaluate the current state of quality of care and outcomes for a specific health issue affecting a target population, analyze the necessity of health policy development and advocacy, justify the importance of the proposed policy, advocate for policy development in other care settings, and explore the interprofessional aspects of the developed policy.

Understanding Assignment Objectives:

The primary objective of this assignment is to effectively communicate the need for comprehensive health policy development and advocacy in addressing a specific health issue within a target population. By critically evaluating the current state of quality of care and outcomes, you will demonstrate the urgency for policy intervention. Additionally, you will advocate for the adoption of similar policies in various care settings and analyze the interprofessional aspects of policy implementation to support positive outcomes for the target population.

The Student’s Role:

As a student enrolled in NURS FPX 6026, your role is that of a proactive advocate for public health policy development. Leveraging your expertise and research findings from previous assessments, you will articulate the importance of implementing evidence-based policies to address the identified health issue. Through your letter to the editor, you will aim to inform, persuade, and mobilize stakeholders towards supporting comprehensive health policy initiatives.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

Dear Editor,

I am writing to you as a passionate advocate for public health, particularly in the domain of tobacco control and prevention. As a master’s-prepared nurse, I have witnessed firsthand the devastating impact of tobacco use on individuals and communities, prompting me to take action to address this pressing issue.

In light of recent developments and ongoing challenges in tobacco control, I would like to draw attention to the urgent need for comprehensive policy interventions aimed at reducing tobacco use, particularly among vulnerable populations such as adolescents and adults.

Evaluation of the Current State of Quality of Care and Outcomes

Tobacco use remains a significant public health concern, with far-reaching implications for both individual health outcomes and broader societal well-being. Despite efforts to raise awareness and promote cessation programs, the current quality of care for tobacco users often falls short of effectively addressing the complex factors contributing to tobacco addiction. Many interventions lack a patient-centered approach, resulting in limited success in facilitating intentional tobacco cessation.

Moreover, the absence of curriculum-based tobacco control in educational institutions represents a critical gap in preventive efforts, contributing to the rising rates of tobacco use among adolescents. This underscores the need for robust policy measures that prioritize evidence-based interventions and support comprehensive tobacco control strategies across diverse settings.

Analyzing the Necessity of Health Policy Development and Advocacy

The inadequacies in the current state of tobacco control underscore the critical importance of health policy development and advocacy. Without concerted efforts to address the root causes of tobacco addiction and implement effective prevention measures, we risk further exacerbating the burden of tobacco-related diseases on individuals and communities.

Assessing the current state of healthcare and outcomes highlights the crucial need for health policy development and advocacy. Inadequate implementation of tobacco cessation strategies and the absence of tobacco education in school curricula contribute to escalating rates of tobacco use among both young people and adults. Moreover, exposure to secondhand smoke exacerbates the risk of tobacco-related diseases such as heart disease, lung cancer, and chronic obstructive pulmonary disease within communities. Addressing these shortcomings demands a comprehensive overhaul of existing health policies to better support individuals affected by tobacco use.

Proposing a health policy aimed at establishing tobacco-free environments is essential for promoting the well-being of both active and non-active tobacco users. However, uncertainties remain regarding the level of participation from schools in implementing curriculum-based tobacco control initiatives. Additionally, the extent of parental involvement in regulating tobacco use, as well as the effectiveness of institutional efforts in tobacco control, necessitate further clarification through policy development. Furthermore, overcoming the resistance to change among adults presents a significant challenge that must be addressed in policy formulation and implementation.

Justification for the Proposed Policy

The proposed policy aiming to prevent tobacco use among adolescents and adults holds significant promise for enhancing the quality of care and outcomes in these vulnerable populations. By targeting adolescents and adults, who are particularly susceptible to tobacco use, this policy addresses a critical public health concern. Preventing tobacco use in adolescence can help mitigate long-term health risks such as hypertension, heart disease, and respiratory issues, ultimately reducing the burden on healthcare systems. Additionally, offering tobacco cessation programs, including counseling and education, can empower active tobacco users to quit and adopt healthier lifestyles (Quadri et al., 2022).

Integrating curriculum-based tobacco control programs and cessation plans into healthcare and educational settings is essential for effectively addressing tobacco use. However, implementing such a policy presents challenges, including uncertainty regarding the timeline for achieving desired objectives and the allocation of resources for program implementation (Asif et al., 2021). Moreover, integrating tobacco-control programs into educational curricula requires adequate staff training and age-appropriate educational frameworks to ensure effectiveness and engagement among students. Despite these challenges, the benefits of implementing this policy are clear, as it has the potential to significantly improve the quality of care and outcomes for individuals affected by tobacco use.

Advocacy for Policy Development in Other Care Settings

Tobacco use isn’t limited to specific places; it’s widespread in hospitals, schools, workplaces, restaurants, and homes. Thus, it’s crucial to establish similar health policies across these settings to reduce tobacco use. For instance, enforcing a zero-tolerance policy on tobacco in hospitals can create smoke-free environments, safeguarding patients from secondhand smoke and enhancing the quality of care (Shelley et al., 2019). Similarly, universities can adopt penalties or issue warnings to parents to ensure tobacco-free campuses, thus deterring adults from harmful habits.

Workplace tobacco control is essential to provide employees with a healthy work environment, free from tobacco products. Developing policies prohibiting tobacco use within workplaces can significantly contribute to tobacco control efforts and support individuals in quitting tobacco. Implementing such broad policies across various settings, including restaurants, can further promote tobacco-free environments, resulting in reduced tobacco use and fewer tobacco-related illnesses (Riza et al., 2023). This comprehensive approach not only improves public health but also enhances community well-being and economic prosperity.

However, implementing policies across multiple settings poses challenges. Nicotine addiction, coupled with the psychological dependence on tobacco as a coping mechanism for stress and anxiety, makes it difficult for adults to adapt to policy changes. Additionally, the lack of support from family and peers can hinder tobacco cessation efforts. Limited resources further compound the challenge, restricting the implementation of cessation programs and tobacco control initiatives, especially during resource constraints.

Inter-professional Aspects of the Developed Policy

Collaboration among healthcare professionals is essential for implementing tobacco control measures and cessation plans effectively. By working together, interdisciplinary teams can tailor educational programs to address the needs of adolescents and promote tobacco-free environments in institutions. This concerted effort can lead to a decrease in tobacco use among young people, thereby reducing the prevalence of tobacco-related diseases. Additionally, promoting cessation plans for adults can further contribute to creating healthier communities with reduced exposure to secondhand smoke.

However, challenges exist in achieving seamless inter-professional collaboration. Uncertainties arise regarding team consensus, potential disagreements, and strategies for resolving conflicts. Communication barriers may also hinder effective collaboration, necessitating further research to identify and address these issues. By overcoming these challenges, interdisciplinary teams can better support the implementation of policies aimed at achieving positive outcomes for the target population.

A key aspect of the proposed policy is its reliance on inter-professional collaboration to facilitate implementation and ensure the delivery of comprehensive care. By leveraging the expertise of diverse healthcare professionals, educators, and community stakeholders, we can maximize the impact of tobacco control efforts and achieve meaningful improvements in population health outcomes.

Concluding Remarks

In conclusion, the urgent need for comprehensive policy interventions to address tobacco use, especially among vulnerable populations, is evident. The current state of tobacco control and prevention efforts highlights significant gaps in policy implementation and advocacy, underscoring the necessity for proactive measures to mitigate the impact of tobacco-related diseases on individuals and communities. By prioritizing evidence-based interventions, integrating tobacco control programs into educational and healthcare settings, and fostering inter-professional collaboration, we can enhance the quality of care and outcomes for those affected by tobacco use. However, challenges such as resistance to change, resource limitations, and communication barriers must be addressed to ensure the effective implementation of these policies across diverse care settings. Despite these obstacles, the benefits of comprehensive tobacco control policies extend beyond individual health outcomes to encompass broader societal well-being and economic prosperity.

Thank you for considering this important issue.

Sincerely,

References

Asif A, Dailey H, Sheth HS, Petroulakis M. (2021). Enhancing Hospitalists Smoking Cessation Counseling and Billing Compliance by Education Intervention: a Quality Improvement Project. Journal of Community Hospital Internal Medicine Perspectives, 11(5), 612-618. doi:https://doi.org/10.1080/20009666.2021.1961380

Quadri MFA, John T, Kaur D, et al. (2022). Poor Implementation of Tobacco Control Measures and Lack of Education Influences the Intention to Quit Tobacco: a Structural Equation Modelling Approach. BMC Public Health, 22(1). doi:https://doi.org/10.1186/s12889-022-13565-3

Riza Y, Budiarto W, Haksama S, et al. (2023). Determinants of Participation in the Implementation of Non-smoking Area Policies for Restaurant and Cafe Managers in Indonesia. Journal of Public Health in Africa. Published online May 25. doi:https://doi.org/10.4081/jphia.2023.2557

Romano I, Costello MJ, Ropp C, et al. (2019). Evaluating the short-term Impact of a tobacco-free Policy in an Inpatient Addiction Treatment Setting. Journal of Substance Abuse Treatment, 107, 50-59. doi:https://doi.org/10.1016/j.jsat.2019.09.007

Shelley DR, Kyriakos C, McNeill A, et al. (2019). Challenges to Implementing the WHO Framework Convention on Tobacco Control Guidelines on Tobacco Cessation Treatment: a Qualitative Analysis. Addiction, 115(3), 527-533. doi:https://doi.org/10.1111/add.14863

Detailed Assessment Instructions for the NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Assignment

Write a letter to the editor (3–5 double-spaced typed pages) of an academic or professional journal. Your submission should be succinct yet substantive.

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.

Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.

SHOW LESS

Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.

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

  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
    • Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
    • Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
    • Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
    • Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
    • Advocate for policy development in other care settings with regard to a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

 Nurses have the opportunity to use their skills and develop programs to keep individuals and communities healthy. Health is complex however, and the nurse needs to possess strong advocacy skills to successfully support a cause or interest. The American Nurses Association’s code of ethics (2015) describes the responsibility of a nurse to include working through and with appropriate stakeholders to advocate for the health of people in and out of the work environment. To be an effective advocate, there are several important abilities a nurse must possess, including problem solving, communication, and influencing others. One way a nurse can advocate to a broader population is through effective letter writing, both to legislators and through the media, such as with editorials and research articles.

Reference

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/CodeofEthicsForNurses.html

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.

SHOW LESS

Assessment 3 will build upon the work you have done for your previous two assessments. For this assessment, you will be writing a letter to the editor of an academic or professional journal as a means to advocate for adoption or development of policies that will improve the quality of care and outcomes around your chosen health care issue and vulnerable population.

  • Looking at your health care issue from a prevention standpoint, what are the relevant levels of prevention?
    • What would be the benefits and challenges of applying a specific level of prevention to your chosen issue and population?
    • How might one or more approaches to prevention improve the care and outcomes?
      • How could your policy be leveraged, or revised, to support the relevant levels of prevention?
  • What are relevant strategies that you could use to help advocate for the policy you are proposing?
    • How could these strategies help you advocate for your policy proposal?
    • How does evidence from the literature support the benefits of your proposed policy?
      • How does citing evidence help lend credibility to your advocacy?
  • What academic or professional journal would be the best forum to advocate for your policy?
    • Why is your chosen journal an appropriate forum?
    • Which advocacy strategies would be most effective in this forum?
    • How will you craft your message to best appeal to the likely audience of your chosen journal?

 Scenario

Throughout this course, you have focused on a specific health issue occurring within a specific population. You researched position papers regarding this health concern, and you developed a health policy proposal to positively impact the health of the affected individuals. It is now time to reach a greater audience regarding your policy proposal.

Instructions

Develop a letter to the editor of a peer-reviewed academic or professional nursing journal based on the policy proposal that you created for Assessment 2. Choose from one of the journals on the Ultimate List of Nursing Journals (in the Resources) and go to that journal’s Web site to find out the requirements for submitting a letter to the editor, such as format requirements, topics, and word counts. Make sure you select a nursing journal that covers the topic about which you are going to write. If you want to use another journal that is not on this list, please make sure the journal does address health care, because this is the purpose of the assessment.

The goal of your letter is to be informative about the policy that you developed for Assessment 2, while also being persuasive about the need for and benefit of similar policies in other health care settings. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Letter to the Editor: Population Health Policy Advocacy Scoring Guide and Guiding Questions: Letter to the Editor: Population Health Policy Advocacy document to better understand how each grading criterion will be assessed.

  • Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
    • Look back to the data or scenario you used in Assessment 1 to address this criterion.
  • Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
  • Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
  • Advocate for policy development in other care settings with regard to a specific issue in a target population.
  • Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
  • Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style (or the journal’s preferred style).

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

The submission requirements for your editorial will depend on the journal you choose. To find out the requirements, go to the journal’s Web site. There should be a section regarding submissions that will address how to format letters to the editor, and whether there is a word count limit (there usually is a limit).

  • If the journal does not have submission guidelines for the number of resources required, use 3–5 sources.
  • To be sure that your instructor knows the submission and formatting requirements for your letter, include the journal’s guidelines on a separate page at the end of the document you submit for this assessment.
  • Length of submission: 3–5 double-spaced typed pages. Your submission should be succinct yet substantive.

Grading Rubric:

1-  Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. 

Passing Grade:  Evaluates the current state of the quality of care and outcomes for a specific issue in a target population. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the evaluation). 

2-  Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. 

Passing Grade:  Analyzes how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity. 

3- Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. 

Passing Grade:  Justifies why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Impartially considers other perspectives. 

4-  Advocate for policy development in other care settings with regard to a specific issue in a target population. 

Passing Grade:  Advocates for policy development in other care settings with regard to a specific issue in a target population. Acknowledges potential challenges to policy development. 

5-  Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. 

Passing Grade:  Analyzes the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity. 

6-  Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 

Passing Grade:  Communicates in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication. 

7-  Integrate relevant sources to support assertions, correctly formatting citations and references. 

Passing Grade:  Integrates relevant sources to support assertions, correctly formatting citations and references. Citations are free from all errors. 

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NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Assessment 2 Biopsychosocial Population Health Policy Proposal ExampleNURS FPX 6026 Assessment 2 Biopsychosocial Population Health Policy Proposal

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Biopsychosocial Population Health Policy Proposal

Assignment Overview:

In this assignment, you will explore the development of a comprehensive health policy aimed at addressing a significant public health concern within vulnerable populations. You will critically examine the impact of a particular health issue on vulnerable groups and propose evidence-based strategies to improve health outcomes and promote equity.

Understanding Assignment Objectives:

The primary objective of this assignment is to demonstrate your ability to analyze the complex interplay of biopsychosocial factors contributing to health disparities within vulnerable populations. You will develop a deep understanding of population health principles, policy formulation processes, and evidence-based interventions to address public health challenges.

Assignment Components:

  • Literature Review: Conduct a thorough literature review to understand the epidemiology and social determinants of the selected health issue within vulnerable populations. Explore existing policies and interventions aimed at addressing this issue and identify gaps and opportunities for improvement.
  • Policy Proposal: Develop a comprehensive health policy proposal that addresses the selected health issue within vulnerable populations. Your proposal should incorporate evidence-based strategies to reduce disparities, promote health equity, and enhance access to care.
  • Justification: Provide a rationale for your policy proposal based on current evidence and identified gaps in existing policies. Explain how your proposed policy aligns with biopsychosocial principles and addresses the unique needs of vulnerable populations.
  • Implementation Plan: Outline an implementation plan for your proposed policy, including strategies for overcoming potential barriers and engaging relevant stakeholders in the implementation process.
  • Conclusion: Summarize your findings and highlight the potential impact of your proposed policy on improving health outcomes and reducing disparities within vulnerable populations.

The Student’s Role:

As a student enrolled in NURS FPX 6026, your role is to critically analyze the social, environmental, and behavioral factors contributing to health disparities within vulnerable populations. You will apply your knowledge of population health, epidemiology, and policy analysis to develop a policy proposal that addresses the selected health issue holistically and equitably.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

Introduction

Tobacco use remains a significant public health concern, particularly among vulnerable populations. The focus of this assessment is to propose a health policy aimed at addressing tobacco use within vulnerable populations. Given the significant long-term risks associated with tobacco use, it is imperative to develop policies that promote tobacco control to enhance the health and lifespan of vulnerable individuals. This proposed health policy seeks to decrease tobacco consumption and enhance overall quality of life within the targeted population.

Policy and Guidelines Proposal

The proposed policy and guidelines aim to enhance outcomes related to tobacco use in the population, particularly among vulnerable groups where both adults and adolescents are equally affected. It advocates for the implementation of a comprehensive tobacco cessation plan and curriculum-based tobacco control strategies targeting adolescents and young adults. The proposed guidelines include several key components:

Firstly, it emphasizes the development of age-appropriate tobacco control curriculum tailored to different age groups and educational levels, ensuring alignment with students’ cognitive abilities and developmental stages (Owens et al., 2020).

Secondly, it underscores the importance of training teachers to deliver effective tobacco education in educational settings. Collaboration between health educators specializing in tobacco cessation and educational professionals is essential to ensure teachers stay updated with the latest research on tobacco use and control (Lazaro et al., 2021).

Thirdly, it proposes the implementation of tobacco taxes and pricing strategies to discourage tobacco product use, with the aim of reducing consumption among vulnerable populations due to financial constraints (Gonzalez-Rozada & Montamat, 2019).

Lastly, it advocates for the promotion of evidence-based cessation plans and interventions, including counseling sessions, support groups, medication support, psychological support, quitlines, motivational interviews, and technology-based cessation plans. These interventions must adhere to provided clinical guidelines to ensure effectiveness (Park et al., 2020).

While these policies and guidelines hold promise for improving outcomes and quality of care for tobacco users, several potential challenges may arise during implementation. These challenges include inadequate resources, lack of staff to train educational professionals on tobacco use, and uncertainty among students regarding the implementation of tobacco control programs and campaigns. Addressing these challenges requires appropriate allocation and utilization of limited resources, educational support from nurses to guide teachers effectively, and collaboration between educational institutes and parents to ensure students adhere to tobacco control initiatives.

Advocating for the Proposed Policy

The need for the proposed policy is evident when considering the current outcomes associated with tobacco use. Research shows that prolonged tobacco use leads to addiction and dependency due to nicotine, impacting individuals’ health and well-being (Robb et al., 2020). Among adolescents, tobacco addiction can exacerbate psychological issues such as depression and mental health concerns, ultimately affecting academic performance and social well-being (Robb et al., 2020).

Similarly, adults who use tobacco are at risk of developing chronic health conditions like lung cancer, heart disease, and respiratory ailments (Robb et al., 2020). This often results in frequent hospital visits and compromises the quality of care provided due to the complexities associated with managing tobacco-related illnesses.

Moreover, the adverse effects of tobacco extend beyond active users to include individuals exposed to secondhand smoke, further highlighting the urgent need for policy intervention (DiGiacomo et al., 2018). The detrimental impact on non-smokers’ health underscores the importance of implementing measures to address tobacco use comprehensively.

Despite the necessity of such a policy, there are conflicting viewpoints regarding its efficacy. Some critics question the effectiveness of curriculum-based tobacco control initiatives, suggesting that early education on tobacco may inadvertently encourage its use among adolescents (Druss, 2020). Others advocate for targeting underlying factors contributing to tobacco use, such as mental health issues or peer pressure, rather than solely focusing on cessation plans (Druss, 2020). These divergent perspectives underscore the complexity of addressing tobacco use and emphasize the importance of developing nuanced policies that consider various viewpoints and approaches.

Interprofessional Approach

The coordinated efforts of inter-professional teams in implementing the proposed policy can greatly enhance the quality of care provided, leading to improved outcomes such as reduced tobacco use among both adults and adolescents. These teams can contribute to policy implementation in various ways, including collaborative assessments of individuals addicted to tobacco use (Zhou & Abernathey, 2022).

For example, school teachers can collaborate with health specialists to stay updated on the latest tobacco research and provide education to students. Pharmacists and physicians can work together to determine medication therapy plans, including dosage and frequency, for individuals quitting tobacco and requiring nicotine replacement therapy (Zhou & Abernathey, 2022).

Moreover, nurses can deliver patient-centered care to individuals suffering from tobacco-related diseases, assisting them in accessing support groups to maintain consistency in their cessation efforts. Social workers can also play a crucial role by organizing tobacco-free campaigns and raising awareness about the harms of tobacco use, thus supporting the implementation of tobacco cessation policies (Wu, 2022).

Addressing Knowledge Gaps

To address the gaps in knowledge, it’s crucial to focus on several key areas. Firstly, there’s uncertainty surrounding the long-term effectiveness of tobacco cessation plans. While these plans aim to help individuals quit tobacco use, their lasting impact remains unclear (Bhatnagar et al., 2019).

Additionally, the evolving landscape of tobacco products poses a challenge. With new products like e-cigarettes gaining popularity, there’s a pressing need for further research into their potential health effects (Bhatnagar et al., 2019). Understanding these impacts is essential for developing effective interventions to promote tobacco control.

Furthermore, it’s essential to consider the implementation and enforcement of proposed health policies. The extent to which these policies will be put into practice within the target population is not fully known (Bhatnagar et al., 2019). This aspect requires dedicated attention from researchers specializing in this field to ensure effective policy implementation and enforcement.

Conclusion

In conclusion, the proposed biopsychosocial population health policy aimed at addressing tobacco use within vulnerable populations presents a multifaceted approach to promote tobacco control and improve health outcomes. By integrating comprehensive tobacco cessation plans, curriculum-based education, taxation strategies, and evidence-based interventions, the policy seeks to reduce tobacco consumption and enhance overall quality of life among adults and adolescents.

However, the implementation of such a policy may face challenges such as resource constraints and uncertainty among stakeholders. Addressing these challenges will require strategic allocation of resources, educational support from healthcare professionals, and collaboration between institutions and communities.

Despite conflicting viewpoints regarding the efficacy of tobacco control strategies, the necessity of policy intervention is evident considering the detrimental health effects associated with tobacco use. By adopting an interprofessional approach and addressing knowledge gaps through further research, policymakers can develop nuanced policies that cater to the diverse needs of vulnerable populations and effectively mitigate the harms of tobacco use.

References

Bhatnagar, A., Whitsel, L. P., Blaha, M. J., Huffman, M. D., Krishan-Sarin, S., Maa, J., Rigotti, N., Robertson, R. M., & Warner, J. J. (2019). New and emerging tobacco products and the nicotine endgame: The role of robust regulation and comprehensive tobacco control and prevention: A presidential advisory from the American Heart Association. Circulation, 139(19). https://doi.org/10.1161/cir.0000000000000669

DiGiacomo, S. I., Hoffmann, S. C., & Pagan, J. A. (2018). The impact of state tobacco control policies on disparities in children’s secondhand smoke exposure: A comparison of analytic approaches. International Journal of Environmental Research and Public Health, 15(12), 2733. https://doi.org/10.3390/ijerph15122733

Druss, B. G. (2020). Addressing the intersection of tobacco and mental health: Critical next steps in research and policy. JAMA Psychiatry, 77(3), 221–222. https://doi.org/10.1001/jamapsychiatry.2019.3995

Gonzalez-Rozada, M., & Montamat, G. (2019). Tobacco taxes in Argentina: Evidence of effective price policy. Salud Colectiva, 15, e2177. https://doi.org/10.18294/sc.2019.2177

Lazaro, A., Nakkash, R., El-Nachef, W. N., El-Barbir, F., & Nemer, M. (2021). Tobacco control among Syrian university students: Knowledge, attitudes, and intentions. Tobacco Induced Diseases, 19(July), 1–9. https://doi.org/10.18332/tid/140277

Owens, S., Eagle, S., Page, T., & Biehl, M. (2020). Factors influencing tobacco use among adolescents in urban environments. Journal of Community Health Nursing, 37(1), 20–28. https://doi.org/10.1080/07370016.2020.1769873

Park, J. Y., Lee, J. K., & Lee, H. J. (2020). The association between tobacco use and mental health problems among adolescents in South Korea. Psychiatry Investigation, 17(5), 468–474. https://doi.org/10.30773/pi.2019.0327

Robb, K. A., LoConte, N. K., & Rajanna, N. A. (2020). Tobacco use disorder and treatment in the setting of lung cancer screening. Journal of Addiction Medicine, 14(4), 332–337. https://doi.org/10.1097/ADM.0000000000000582

Wu, B. (2022). Tobacco control policies and health inequalities in the United States: A systematic review. BMC Public Health, 22(1), 1–14. https://doi.org/10.1186/s12889-022-12736-0

Zhou, L., & Abernathey, R. (2022). Introducing a new community-based tobacco cessation program in a rural setting: The experience of Rolling Meadows. Journal of Smoking Cessation, 17(1), 12–19. https://doi.org/10.1017/jsc.2021.32

Detailed Assessment Instructions for the NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Assignment

Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.

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.

Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.

SHOW LESS

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

  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
    • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
    • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
    • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

CONTEXT:

 As a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations. 

Questions to Consider:

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.

SHOW LESS

Assessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes.

  • What are the relevant best practices from a population health standpoint (cultural competence, disease prevention, and interventions) for your chosen health issue and vulnerable population?
    • How are these best practices relevant to your chosen health issue and vulnerable population?
      • Do the best practices make any reference to standards of care or benchmarks that should be achieved?
    • How could these best practices be leveraged to help inform or develop a policy and guidelines to improve care and outcomes for the vulnerable population you are working with?
  • How could technology be used to identify health concerns or collect data that could help health care practitioners determine which health care issues to focus on in a population?
    • What are the relevant laws, regulations, or policies for employing any of the technology you might find useful?
  • What type of policy and guidelines would be most likely to ensure improvements in care and outcomes related to your chosen health issue and vulnerable population?
    • Are there any policies in existence that could help inform your own policy development?
    • How might your proposed policy and guidelines influence the way in which care is accessed?
    • How might your proposed policy and guidelines influence the amount of access that is available?

Scenario

The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.

Instructions

For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal to better understand how each grading criterion will be assessed.

  • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
  • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

  • Length of proposal: 2–4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
  • APA formatting: Use the APA Style Paper Template linked in the Resources. An APA Style Paper Tutorial is also provided to help you in writing and formatting your analysis.

Grading Rubric:

1-  Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. 

Passing Grade:  Proposes a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. Acknowledges potential difficulties and discusses how those challenges will be met. 

2-  Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. 

Passing Grade:  Advocates the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. Impartially considers contrary data and opposing viewpoints. 

3-  Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes. 

Passing Grade:  Analyzes the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

4-  Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 

Passing Grade:  Communicates proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication. 

5-  Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style 

Passing Grade:  Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors. 

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