\NURS FPX 6030 Assessment 3 Intervention Plan Design


NURS FPX 6030 Assessment 3 Intervention Plan Design

NURS FPX 6030 Assessment 3 Intervention Plan Design


Capella university

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name


Intervention Plan Components 

The primary intervention plan is designed to address the decline in NCLEX passing rates among Licensed Practical Nursing students at Chippewa Valley Technical College by adopting a Blended Learning Model. This innovative approach utilizes the Flipped Classroom Model, enabling students to engage in online coursework before attending in-person sessions. This structured methodology allows for enhanced instructional time and provides flexibility, ensuring a more profound, comprehensive understanding of the material (Kumar et al., 2021). Central to this intervention are weekly online modules that offer students a consistent learning trajectory, ensuring they are well-acquainted with pivotal concepts crucial for their profession. Further, bi-weekly online quizzes are incorporated to gauge their grasp and understanding continuously. These quizzes serve dual purposes – they provide immediate feedback and allow for prompt addressing of knowledge gaps.

Complementing this is integrating monthly online simulations meticulously designed to mirror real-world clinical environments. These simulations empower students to apply and test their theoretical knowledge in practice-like scenarios, bridging the gap between academic learning and real-world applicability. The effectiveness of this blended learning approach, anchored by the flipped classroom model, lies in its potential for consistent student engagement. By frontloading theoretical content online, the model ensures that in-person sessions are reserved for more profound discussions, practical applications, and problem-solving (Senali et al., 2022). As for evaluating this intervention’s success, it will be predominantly gauged by a noticeable increase in NCLEX passing rates. Additional measures of success will include heightened student activity and interaction with online modules and positive endorsements from both students and faculty regarding the efficacy and benefits of the blended learning approach.

Impact of Cultural Needs and Characteristics on the Intervention Plan 

The Chippewa Valley Technical College hosts a diverse population of Licensed Practical Nursing students. This diversity encompasses not only racial and ethnic backgrounds but also varying life commitments, educational experiences, and generational perspectives. Recognizing these cultural needs and characteristics is pivotal in crafting an effective and inclusive intervention. To delve deeper, this diversity indicates a broad spectrum of learning preferences, technological familiarity, and varying cultural nuances, which directly influence the educational interventions required. The target population’s cultural needs and characteristics involve diverse backgrounds with different levels of familiarity with digital tools and varying comfort levels with traditional classroom settings. For instance, younger students might be more tech-savvy and prefer digital platforms, while older students may appreciate traditional teaching methods (Halasa et al., 2020).

There might also be students from backgrounds where collaborative and group-based learning is the norm, while others might be used to a more individualistic learning style. These cultural insights were essential in shaping our intervention approach. Therefore, the flipped classroom model is not merely an instructional design choice but a strategic approach to cater to this varied demographic. It provides flexibility, accommodating different learning paces and styles, thereby respecting individual and cultural differences (Kumar et al., 2021). Chippewa Valley Technical College possesses a distinct educational culture that transcends beyond its physical infrastructure. This culture encapsulates the institution’s values, expectations, and norms, integral to its identity.

The cultural need is for a progressive learning environment that bridges traditional methods with innovative techniques to produce competent nurses. This institutional culture further underscores the necessity of the blended model, ensuring the intervention is aligned with the college’s broader educational mission. The blended learning approach aligns with this need by offering a combination of face-to-face instruction with online methodologies (Smith et al., 2023). However, some assumptions underlie this intervention. One of the primary assumptions is that most students will gravitate towards and prefer this flexible model, seeing it as an advantage that addresses their individual and cultural learning needs. Another assumption is that the faculty, despite their varied experiences and teaching styles, will recognize the value of this model, undergo the necessary training, and adapt effectively to ensure its successful implementation.

Theoretical Foundations 

Our intervention, predicated on the Blended Learning Model, synergizes with distinct theoretical nursing models, interdisciplinary strategies, and advanced healthcare technologies. Delving deeper, Peplau’s Nurse-Patient Relationship Model is pertinent to our approach. Within the scope of our intervention, which relies heavily on the blended learning model and particularly the flipped classroom technique, Peplau’s model accentuates the evolving relationship dynamics between educators and students. This transition—from orientation to resolution—parallels the students’ journey from absorbing online content to applying this knowledge in the real-world scenarios replicated in our simulations. While Peplau’s model, with its collaborative learning focus, complements the flipped classroom environment, it might need fine-tuning to cater to more significant classroom dynamics rather than individual interactions.

Among nursing models, Peplau’s will undeniably shape our intervention, enhancing the educator-student relationship within the blended learning framework (Smith et al., 2023).  From an interdisciplinary strategy perspective, Problem-Based Learning (PBL) integrates seamlessly with our initiative. As our intervention employs monthly online simulations replicating clinical environments, PBL pivots around resolving real-world problems. This strategy, which harmonizes with our emphasis on real-world application through simulations, fosters an environment where students apply theoretical knowledge in practical settings. The prowess of PBL lies in encouraging hands-on application; however, its success is contingent on the quality of problems, requiring educators to curate challenges reflective of actual clinical situations (Senali et al., 2022). In the technological realm, Virtual Reality (VR) emerges as a linchpin for our intervention.

Our emphasis on VR provides students with an immersive experience and equips them to navigate complex clinical scenarios, a fundamental component of our blended learning approach. The efficacy of VR in converting theoretical learning into tangible skills is unmatched. But its adoption has challenges. There’s a learning curve associated with VR, and its high costs might pose budgetary concerns. VR promises to be the cornerstone of the various tech tools, enhancing the depth and breadth of our intervention’s clinical simulations (Smart et al., 2020). To encapsulate, our intervention, tailored to elevate NCLEX passing rates, is a mosaic of nursing theories, multidisciplinary strategies, and innovative technologies, all meticulously integrated to offer students a comprehensive, experiential learning journey.

Justifying Intervention Through Contemporary Evidence & Best Practices

Our intervention plan, grounded in the Blended Learning Model, is firmly rooted in evidence and best practices from the literature, and we have integrated these findings to optimize the educational outcomes for our students. Regarding theoretical nursing models, the Nurse-Patient Relationship Model by Peplau is foundational to our approach. Peplau’s model champions the significance of evolving interpersonal relationships, which, in our context, translates to the educator-student dynamics in the blended learning environment. Schlairet & Rubenstein (2019) have emphasized that such a relationship-centric approach not only aids academic success but also prepares students for real-world nursing scenarios where interpersonal skills are paramount.

Turning to strategies from other disciplines, our decision to incorporate Problem-Based Learning (PBL) is backed by its proven efficacy in enhancing real-world problem-solving skills. The alignment of PBL with our online simulations is not coincidental but intentional, ensuring students can apply their theoretical knowledge in practical scenarios. As per Senali et al. (2022), PBL has been lauded for deepening understanding and improving retention, making it a linchpin in our intervention. Lastly, the inclusion of healthcare technologies like Virtual Reality (VR) is justified by the burgeoning evidence of its efficacy in medical education. VR’s immersive capabilities transform the learning experience, bridging theoretical knowledge with practical application. Zhao et al. (2022) highlight VR’s role in improving retention and engagement, making it a logical choice for our intervention.

Stakeholder, Policy, and Regulations

Understanding the intricate needs of stakeholders is fundamental for the optimal rollout of our intervention plan. In the backdrop of our blended learning model, primary stakeholders include students, faculty, and the academic institution. Students, often balancing responsibilities, seek adaptability in their academic endeavors. Our blended model is tailored to cater to such needs, ensuring a harmonious balance between their academic and personal commitments. As the bedrock of this educational shift, the faculty needs holistic training. Such training is aimed at capacitating them to seamlessly blend their age-old teaching methodologies with this innovative approach (Jowsey et al., 2020). Institutions, on their part, are driven by the goal of either retaining or elevating their academic prestige.

Improving NCLEX passing rates is a testimony to their undiluted commitment to educational preeminence. Navigating through healthcare policy and regulations is a cornerstone for our intervention’s success. An essential policy that dovetails with our initiative is the Title VIII Nursing Workforce Development Act. The act, at its core, promotes and improves the health of the nation by advancing education and training in the nursing workforce. It emphasizes the need for equitable, high-quality nursing education and underscores financial support for educational institutions (Flaubert et al., 2021). By anchoring our blended learning model around this policy, we respond to its mandates and reiterate our commitment to imparting unparalleled nursing education. Yet, while policies set the direction, the benchmarks outlined by governing bodies crystallize the path. The National Council of State Boards of Nursing (NCSBN) is particularly pertinent.

The NCSBN sets public health, safety, and welfare standards in nursing practice. For our intervention, aligning with the NCSBN standards ensures our blended learning model meets the quality and safety standards for nursing education. Adhering to these standards directly influences our intervention design, ensuring students are prepared in line with the highest professional benchmarks. Embedded within this analysis are assumptions. We predict that the stakeholders, especially faculty, will be open to training and the impending transition. Moreover, our intervention’s alignment with the present NCSBN standards also presupposes that these standards, though susceptible to change, will be met, and future adaptations will be undertaken as these standards transform (Smiley & Martin, 2023).

Ethical and Legal Implications 

In the endeavor to transition to a blended learning model for nursing education, we grapple with several pressing ethical and legal concerns that mandate our earnest attention and strategic mitigation. A paramount ethical concern centers around equitable access and inclusion. Acknowledging that students come with varied technological proficiencies and backgrounds is crucial. Not every student might have the same level of accessibility to the digital tools and resources crucial for blended learning. This disparity may widen existing gaps, leading to an unequal learning experience for some.

As we move forward, we must ensure that no section of the student population feels excluded or disadvantaged. This commitment to equity is not just a nod to educational fairness but echoes the foundational principles of healthcare itself. Another ethical dimension to consider is the preservation of student data privacy. The proliferation of online learning components amplifies the risk of data breaches or unauthorized access to sensitive student information. Every digital tool, platform, or resource we incorporate needs to be rigorously vetted for its data protection protocols. From an organizational perspective, these ethical issues take on a broader significance. For instance, any perceived lack of fairness or instances of data breaches could lead to significant student dissatisfaction, potentially stalling the transition to the blended model and demanding immediate remedial action (Smiley & Martin, 2023).

NURS FPX 6030 Assessment 3 Intervention Plan Design

On the legal front, strict adherence to established educational standards, such as those mandated by the National Council of State Boards of Nursing (NCSBN), remains non-negotiable. These standards are in place to ensure the quality and credibility of our education. Any deviation could jeopardize our institution’s accreditation and, by extension, the prospects of our students. Incorporating digital resources also introduces potential copyright challenges. As educators, we need to be acutely aware of the legalities surrounding the use of online content. Unauthorized use or distribution could tarnish our institution’s reputation and expose us to legal repercussions. Legal considerations also have a cascading effect on the broader healthcare practice.

Suppose our graduates are perceived as less qualified due to any lapses in our adherence to standards. In that case, it might shadow their professional capabilities, affecting patient trust and care quality. Lastly, it is essential to recognize the limitations in our current understanding. While we strive for comprehensive planning, gaps remain in our knowledge of individual student preferences and their readiness for a blended learning approach (Smiley & Martin, 2023). Although this model’s immediate benefits are straightforward, questions about its long-term efficacy and cost-effectiveness persist. Such uncertainties underscore our approach’s importance of continuous assessment, feedback incorporation, and flexibility.


Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573912/

Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open7(4). https://doi.org/10.1002/nop2.492

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 Practice44, 102775. https://doi.org/10.1016/j.nepr.2020.102775

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 Access9, 85151–85197. https://doi.org/10.1109/access.2021.3085844

Schlairet, M. C., & Rubenstein, C. (2019). Senior NCLEX-RN coaching model. Nurse Educator44(5), 250–254. https://doi.org/10.1097/nne.0000000000000644

Senali, M. G., Iranmanesh, M., Ghobakhloo, M., Gengatharen, D., Tseng, M.-L., & Nilsashi, M. (2022). Flipped classroom in business and entrepreneurship education: A systematic review and future research agenda. The International Journal of Management Education20(1), 100614. https://doi.org/10.1016/j.ijme.2022.100614

NURS FPX 6030 Assessment 3 Intervention Plan Design

Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing instructional technology to the demands of nursing education. CIN: Computers, Informatics, Nursing38(1), 18–27. https://doi.org/10.1097/cin.0000000000000565

Smiley, R., & Martin, B. (2023). Simulation in nursing education: Advancements in regulation, 2014–2022. Journal of Nursing Regulation14(2), 5–9. https://doi.org/10.1016/s2155-8256(23)00086-8

Smith, R. M., Gray, J. E., & Homer, C. S. E. (2023). Common content, delivery modes and outcome measures for faculty development programs in nursing and midwifery: A scoping review. Nurse Education in Practice70, 103648. https://doi.org/10.1016/j.nepr.2023.103648

Zhao, F., Sochacki, D., Witenko, J., & Kogan, R. (2022). The impact of virtual reality toward telemedicine: A qualitative study. Lecture Notes in Computer Science, 201–214. https://doi.org/10.1007/978-3-031-17902-0_15

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