Phillip October 3, 2023 No Comments

NURS FPX 6030 Assessment 4 Implementation Plan Design

NURS FPX 6030 Assessment 4 Implementation Plan Design

Student Name

Capella University

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name


Implementation Plan Design

Building upon our findings from the previous assessment, Assessment 4 delves deeper into the critical dimensions of implementing our intervention plan. This analysis focuses on the indispensable roles of management and leadership, nursing practices, implications of change, delivery methodologies, technologies in use, and the interplay of stakeholders, policies, and regulations to implement blended learning approach for LPN students to increase NCLEX passing rates. We aim to provide a holistic perspective on the complexities and considerations for successfully realizing our intervention in the educational realm.

Management and Leadership

Management and Leadership Strategies 

Leadership and management strategies are pivotal in implementing a blended learning approach for LPN students. Embracing the Servant Leadership Approach ensures that the needs and feedback of team members, including faculty, IT specialists, and students, are prioritized. This approach is paramount for our intervention. Ensuring inter-professional collaboration, this leadership style fosters trust and mutual respect among different professionals, ensuring the intervention is finely tuned to cater to every participant, thereby solidifying the effectiveness of the blended learning model for LPN students (Nurlaili, 2023).

On the management front, the Participatory Management Approach emphasizes the collective involvement of all stakeholders in decision-making. This not only brings to the table the unique perspectives of faculty, IT professionals, and students but also strengthens the blended learning model’s comprehensiveness (Akwataghibe et al., 2022). For inter-professional collaboration, involving each stakeholder fosters a sense of collective ownership and commitment to the intervention’s objectives. Regular feedback sessions further enhance this collaboration, ensuring the blended learning model remains effective while addressing emergent challenges in real time.

Nursing Practices

Incorporating evidence-based nursing practices into our nursing curriculum is non-negotiable. Our curriculum remains current and relevant by merging the latest research findings with real-world clinical expertise. Ongoing collaboration between educators and practitioners will be a cornerstone of this approach, addressing real-world nursing challenges, ensuring quality, and fostering collaboration across all disciplines. Conflicting views about the ratio of online to face-to-face learning or the specific content to include in the curriculum should be addressed openly within the task force, ensuring that decisions made serve the larger goal of improving NCLEX passing rates without compromising the quality of nursing education (Mallette et al., 2021).

Implications of Change

By weaving together servant leadership, participatory management, and evidence-based practices, our LPN education intervention is primed for a transformative impact on the nursing landscape. At the heart of this transformation lies the uplifted quality of curriculum. Servant leadership ensures educators are finely tuned to the pressing needs of LPN students. It ensures a curriculum that’s both comprehensive and in touch with real-world challenges. When synergized with the inclusive nature of participatory management, this approach guarantees that the curriculum is up-to-date and resonant with the evolving demands of healthcare. As evidence-based practices become the backbone of our intervention, LPNs graduate equipped with the latest and most efficient care techniques (Mallette et al., 2021).

Beyond the quality of curriculum, there is a profound ripple effect on the students’ learning experience. A curriculum molded by servant leadership and participatory management helps students too showcase their input in learning. Moreover, these strategies’ significant impact on blended learning approach helps students to effectively understand their course, enabling them to achieve positive results in NCLEX. It also assists in nurturing future nursing professionals who would apply evidence-based and effective knowledge in creating an atmosphere where patients will feel genuinely valued. This sense of inclusivity and empowerment naturally extends to cost efficiencies.

NURS FPX 6030 Assessment 4 Implementation Plan Design

LPNs trained in such an environment are poised to use resources judiciously. This frugality, combined with the precision of evidence-based practices, minimizes the likelihood of superfluous treatments, thus fostering cost savings. Integrating participatory management further ensures that resources are allocated effectively, eliminating unnecessary expenses (Kumar et al., 2021). It demands careful orchestration, especially when balancing varied perspectives. Nonetheless, with a focus on proactive resolution, our LPN education intervention is designed to consistently deliver top-tier care quality, enriched patient experiences, and prudent cost management.

Delivery and Technology

To successfully implement our intervention and elevate the project’s quality, we have identified a three-pronged approach. Firstly, a Learning Management System (LMS) will be employed. The LMS will facilitate structured online content delivery, allowing students to access course materials, quizzes, and feedback forums anytime, anywhere. Secondly, we propose in-person Problem-Based Learning (PBL) sessions. These sessions are invaluable as they foster a collaborative learning environment. It encourages students to apply theoretical knowledge, solve real-world problems, and engage in critical thinking. Lastly, to bridge the gap between theory and practice without the risks associated with real-world scenarios, Virtual Reality (VR) simulations will be incorporated.

NURS FPX 6030 Assessment 4 Implementation Plan Design

These simulations allow students to experience and navigate real-world challenges in a controlled, risk-free setting (Dey, 2023). The combined use of LMS, PBL, and VR is designed to cater to diverse learning styles. The LMS offers flexibility and ensures that course materials are accessible and standardized. PBL sessions, on the other hand, allow for deeper engagement and collaboration among peers. At the same time, VR simulations offer an immersive learning experience, allowing students to practice their skills in lifelike scenarios without real-world consequences. By adopting this multifaceted delivery method, we expect improved student engagement, better knowledge retention, and enhanced practical skills application.

The success of this approach hinges on a few assumptions. We assume all students have reliable internet access, are familiar with essential digital tools, and can effectively navigate the LMS platform. Additionally, the institution is presumed to effectively provide the necessary infrastructure and resources for conducting PBL sessions and VR simulations (Ravi et al., 2021).

Current and Emerging Technologies 

In current technologies, the LMS is a centralized platform, facilitating LPN students with easy access to course materials, webinars, virtual discussion forums, and quizzes. Added features for real-time feedback and individualized progress tracking optimize the blended learning experience. On the horizon of emerging technologies, the LMS promises even greater adaptability. The introduction of Artificial Intelligence (AI) offers tailored learning pathways, adjusting to individual student progress. Further enrichment is anticipated with Augmented Reality (AR) modules, set to provide a more immersive and interactive learning backdrop (Dey, 2023).

In its current form, PBL primarily revolves around in-person interactions, where students collaborate, discuss, and problem-solve using real-world scenarios. Using digital tools such as whiteboards and projection systems facilitates more transparent communication and documentation during these sessions. As we look towards emerging technologies, enhancing these in-person sessions might involve more advanced interactive tools, perhaps leveraging AI insights or real-time data analytics, ensuring that key learning objectives are met and allowing educators to adjust session content dynamically based on student feedback (Skochelak, 2020).

NURS FPX 6030 Assessment 4 Implementation Plan Design

CVT College’s VR setups are a testament to the evolution of immersive education, enabling students to confront realistic clinical scenarios in a controlled environment. This hands-on experience is further enriched by software tailored for nursing challenges, honing students’ decision-making skills. However, the future of VR in education looks even more riveting. With the infusion of wearables and haptic feedback, simulations are set to mimic the tactile sensations inherent to nursing care closely. With advanced AI integrations, which adapt scenario complexities based on a student’s performance, VR promises an unparalleled, adaptive learning experience (Dey, 2023). There are concerns about how well students will adapt to new technologies like AR in LMS and haptic feedback in VR. Additionally, while PBL is conducted in person, we must determine its effectiveness when combined with digital tools.

Stakeholder, Policy, and Regulations

The blended learning initiative at CVT College involves key stakeholders: faculty, LPN students, and IT professionals. Faculty members need comprehensive training to use the LMS, PBL, and VR tools effectively. LPN students require access to these technologies and proper guidance for optimal utilization. IT professionals play a crucial role in ensuring seamless integration. One specific healthcare regulation that impacts our intervention plan is the “Family Educational Rights and Privacy Act (FERPA).” FERPA safeguards student education records and necessitates strict anonymization of patient data or student records used in VR simulations, LMS modules, or other teaching materials (Rees, 2023).

Adherence to FERPA is critical to protect identities and maintain confidentiality within the blended learning environment. Our analysis assumes that stakeholders are open to technological changes in education, the institution can support or upgrade the necessary tech infrastructure, and healthcare regulations, particularly FERPA, remain consistent, ensuring a seamless intervention implementation.

Policy Considerations for Intervention Support

The “Health Information Technology for Economic and Clinical Health (HITECH) Act” encourages the adoption and meaningful use of health information technology in healthcare settings. Adhering to the HITECH Act can provide CVT College with potential incentives or grants for adopting compliant technologies (Apathy et al., 2022). This can streamline the integration of our blended learning approach by financially supporting our tech-infused education initiatives and ensuring that our platforms meet standardized criteria. The act’s emphasis on secure and meaningful use of technology aligns with our intervention, enhancing the chances of its successful implementation.


The proposed time frame for our intervention is 12 months. This realistic period allows for technology integration, the development of courses, and quiz applications, the development of online discussion platforms, and stakeholder feedback. Factors impacting timing include technology procurement and setup, faculty familiarity and knowledge of digital tools, and regulatory approvals. Technology setup may vary, taking 2-4 months, while courses and application development may take 3-5 months, factoring in potential learning curves. Regulatory approvals could introduce delays, impacting the timeline by 1-2 months. Collectively, these factors necessitate flexibility in our proposed schedule to account for unforeseen challenges. Other challenges that may impede implementation are the availability of technologies for students and their adaptability to digital learning methods.


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Apathy, N. C., Howe, J. L., Krevat, S. A., Hettinger, A. Z., Bates, D. W., Classen, D. C., & Ratwani, R. M. (2022). Electronic health record legal settlements in the US Since the 2009 Health Information Technology for Economic and Clinical Health Act. JAMA Health Forum, 3(11), e223872. 

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

Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE Access, 9, 85151–85197. 

Mallette, C., Yonge, O., Arnold, E. C., & Boggs, K. U. (2021). Arnold and Boggs’s Interpersonal Relationships – E-Book. Elsevier Health Sciences. 

Nurlaili, N. (2023). Measuring the competitive-high quality graders of vocational school with leadership style: A case study in Samarinda. Journal of Social Studies Education Research, 14(2), 142–167. 

Ravi, P., Ismail, A., & Kumar, N. (2021). The pandemic shifted to remote learning under resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 1–28. 

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Skochelak, S. E. (2020). Health Systems Science: Health Systems Science E-Book. Elsevier Health Sciences.