NURS FPX 6030 Assessment 4 Implementation Plan Design


NURS FPX 6030 Assessment 4 Implementation Plan Design

NURS FPX 6030 Assessment 4 Implementation Plan Design


Capella university

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name


Implementation Plan Design

At the forefront of nursing education, the National Council Licensure Examination (NCLEX) remains a critical milestone for nursing graduates. Recognizing the significance of effective educational strategies in achieving high NCLEX pass rates, Chippewa Valley Technical College is contemplating the adoption of a blended learning model. Drawing upon the pivotal PICOT question about the effectiveness of blended learning versus traditional in-person programs, this intervention plan has been meticulously crafted. Encompassing elements of leadership, management, and professional nursing practices, our approach seeks to integrate online modules with hands-on in-person sessions to enhance student preparedness (Elgohary et al., 2022). As we venture into this transformative phase, we must understand this comprehensive pedagogical shift’s strategic underpinnings, potential implications, and broad-spectrum benefits.

Management and Leadership

A multifaceted strategy encompassing leadership, management, and professional nursing practices is necessary to implement the blended learning model at Chippewa Valley Technical College. Each element must ensure interprofessional collaboration and impartially weigh both supportive data and potential challenges or conflicting viewpoints. Adopting a transformational leadership approach is pivotal. This leadership style inspires and motivates stakeholders by cultivating a shared vision. By engaging directly with faculty, students, and interdisciplinary professionals, leaders can elucidate the aim of the blended learning model: elevating NCLEX pass rates. It is crucial to embrace an open dialogue, acknowledging the value of the blended approach’s enthusiastic endorsements and some educators’ reservations.

The concerns may stem from a perceived loss of the traditional classroom intimate, interpersonal dynamic. Leaders can promote a more unified and collaborative approach by addressing these concerns while highlighting the potential benefits of a blended model (Jowsey et al., 2020). Participative management is essential. It involves actively seeking and valuing feedback from all stakeholders. As the blended learning model is integrated, some faculty members may voice concerns about the efficacy of online modules or the potential tech challenges students might face. By considering this feedback, adjustments can be made to better align with faculty and student needs. This collaborative approach ensures stakeholders feel heard and invested in the program’s success.

Every piece of conflicting data or alternate perspective is not a hurdle but an opportunity to refine the approach. Prioritizing Evidence-Based Practice (EBP) is fundamental. This ensures integrating the latest research and patient care data with clinical expertise and patient preferences (Hsieh & Chen, 2020). In the blended learning context, modules should be continuously updated with contemporary research in nursing education. The curriculum should adapt if emerging research reveals reservations about blended learning’s efficacy or emphasizes specific techniques’ effectiveness. For instance, according to Hilty et al. (2020), while VR simulations might engage specific learners, they may alienate those uncomfortable with such advanced technology. Recognizing these disparities and ensuring module flexibility can help in addressing such concerns.

Change Implication Associated with Proposed Strategies

The introduction of a blended learning model, underpinned by transformational leadership, holds the potential to substantially alter the educational setting of LPNs at Chippewa Valley Technical College. This shift to blended learning may enhance the quality of care by producing more engaged graduates and, consequently, better prepared for the NCLEX exams. The quality enhancement arises from a combination of flexible online learning, allowing students to learn at their own pace, and in-person sessions that enrich understanding. However, this change might face resistance, especially from stakeholders comfortable with the conventional teaching approaches, which could momentarily affect the educational experience (Elgohary et al., 2022).

Incorporating participative management to oversee this change could lead to a more inclusive learning environment. By actively involving faculty and students in decision-making processes about the intervention, the overall experience of care, in this case, the educational journey, is expected to be enriched. This inclusive strategy fosters a sense of ownership among stakeholders, ensuring smoother implementation. Still, while participative management can enhance the quality and experience of the educational process, it might entail additional administrative costs due to the iterative feedback and decision-making processes. Adopting EBP as a professional nursing practice in the curriculum ensures that students are trained with the most current and validated methodologies, boosting the quality of care they will offer in their professional capacities.

NURS FPX 6030 Assessment 4 Implementation Plan Design

Although EBP promises better patient outcomes and a superior educational experience, its constant evolution requires continuous updates to the curriculum. This might intermittently increase costs due to necessary training and curriculum revisions (Hsieh & Chen, 2020).  As we venture into this blended learning model, there remain uncertainties—sustainability of costs, technological adaptability, and the pace at which curriculum updates can be incorporated. Specifically, concerns arise about how quickly faculty can adapt to new technological tools and the continuous financial commitment required to keep the technology updated, highlighting the importance of continuous evaluation and feedback integration. 

Delivery Methods

For the intervention plan at Chippewa Valley Technical College aiming to improve NCLEX pass rates via a blended learning model, selecting delivery methods is pivotal to ensure efficacy. Utilizing online platforms to disseminate weekly modules and bi-weekly quizzes offers flexibility. This method is apt because it caters to diverse student backgrounds and learning paces, allowing learners to engage with the content at their convenience. Such an approach minimizes time and geographical barriers, hence promoting broader student participation, which is integral to improving the overall quality of the project (Elgohary et al., 2022). In addition to the online components, in-person sessions are crucial. Tailored for practicals and discussions, these sessions embed the Flipped Classroom approach. This method is beneficial as it allows students to apply their online learning practically, promoting more profound understanding and retention. The face-to-face interactions foster peer learning, enable real-time feedback, and provide opportunities for students to clarify doubts, enriching the learning experience.

Furthermore, integrating monthly online simulations is a progressive step in the intervention plan. These simulations offer students hands-on experience, mimicking real-world clinical scenarios, vital for their future roles. Given the evolving nature of healthcare and the importance of practical experience in nursing education, these simulations are both appropriate and essential. Their inclusion promises to elevate the overall quality of the project by ensuring students are not just theoretically sound but also practically adept, better preparing them for the NCLEX and their subsequent professional roles (Elgohary et al., 2022). The chosen delivery methods are based on the assumptions that students have reliable internet access, possess basic digital literacy skills, and that a blend of online and in-person sessions optimally supports varied learning styles and preferences.

Technological Evaluation for Proposed Delivery Methods

The current technological landscape offers various options to bolster our proposed delivery methods—for instance, according to Hilty et al. (2020), Learning Management Systems (LMS) is paramount. LMS platforms like canvas or blackboard streamline managing and tracking online coursework, ensuring educators and students have a seamless experience. These systems’ efficiency and comprehensive features are crucial in making our delivery methods more effective. LMS has the most substantial positive impact among the current options due to its versatility and widespread adoption in educational settings. Emerging technological advancements present an exciting horizon. Virtual Reality (VR) platforms stand out, promising to revolutionize nursing education by providing a more immersive learning experience.

These platforms allow students to step into realistic clinical scenarios, enhancing their hands-on skills without the constraints of traditional settings. Such an immersive approach can bridge the gap between theory and practice, significantly enhancing the efficacy of our delivery methods. It is anticipated that, among the nascent technologies, VR could have the most profound positive influence on the learning experience. However, there remains an area of uncertainty concerning the wide-scale adoption of VR, such as its cost, equipment requirements, and ensuring it aligns with data protection and privacy regulations. Addressing these concerns and exploring how VR can be seamlessly integrated would undeniably refine our approach (Zhao et al., 2022). 

Stakeholders, Policies, and Regulations

Implementing the blended learning model in LPN education necessitates a deep understanding of all relevant stakeholders. Key players include the students, who will directly engage with the new learning modules; the faculty, responsible for delivering content in this novel format; and the academic institution’s administrative and technical staff, ensuring the smooth operation of the technological aspects. The successful deployment of the intervention rests heavily on addressing the unique needs of each stakeholder. Students may require additional resources or training to adapt, faculty might benefit from professional development opportunities to familiarize themselves with blended learning pedagogies, and the institution should be prepared for potential technical challenges. In the regulatory realm, it is paramount that our intervention aligns with the specific standards outlined by the National Council of State Boards of Nursing (NCSBN).

This body oversees the consistency and quality of nursing education, ensuring that graduates are well-prepared for their roles in healthcare settings (Smiley & Martin, 2023). Similarly, strict adherence to the provisions and guidelines of the Title VIII Nursing Workforce Development Act is crucial. This legislation is designed to bolster the quality of nursing education, ensuring that nursing students acquire essential knowledge and develop the skills necessary for contemporary healthcare environments. Additionally, garnering support from local nursing organizations and alumni networks outside these formal regulations can be invaluable. Their expertise, financial contributions, or mentorship could be significant catalysts, making transitioning to a blended learning model more seamless and practical. It is, however, predicated on the assumption that these external entities recognize the value and potential of a blended learning approach in modern nursing education (Flaubert et al., 2021).

Policy Consideration 

One existing policy that could benefit the intervention plan is the “Continuing Education and Professional Development” policy, which many nursing colleges have adopted. Fares et al. (2019)  inherently stress the importance of continuously evolving and updating educational methodologies. Interpreting this existing policy in the context of our proposed blended learning approach serves as foundational support. This existing policy could significantly bolster our implementation efforts by providing a recognized framework that acknowledges the need for varied and modern teaching methods, hence easing the integration of the blended learning system.

However, a new policy dubbed the “Blended Learning Standardization and Oversight” could be proposed to accommodate the unique requirements of blended learning and address some of its challenges. This policy would emphasize the creation of a dedicated committee within the institution to oversee the effective execution of the blended learning approach. The committee’s primary tasks would be to ensure that the technological tools employed are current and that the content delivered aligns with the highest pedagogical standards. This new policy consideration aims to enhance the quality of the blended learning experience, offering both students and educators a clear framework within which to operate (Elgohary et al., 2022). Nevertheless, while it seeks to maintain a high standard, care must be taken to ensure it does not inhibit educators’ autonomy or stifle innovative teaching methods.


The intervention plan’s timeline is approximately 9 to 18 months, split into two phases. The “Development Phase” takes 3 to 6 months, focusing on finalizing online content, selecting technology platforms, and faculty training. Given the importance of tech selection, a buffer is incorporated, and a pilot test will be conducted with a group of students to address challenges. The subsequent “Implementation Phase” will last 6 to 12 months, introducing the program to all students. The timeline might vary based on student body size, adaptability, and potential tech issues. Maintaining quality and flexibility throughout is essential. Additionally, unforeseen technological challenges in scalability and functionality could introduce delays, thereby warranting the potential need to adjust this timeline. It is paramount to remain flexible, ensuring that quality is maintained in the rush to adhere to time constraints. 


Elgohary, M., Palazzo, F. S., Breckwoldt, J., Cheng, A., Pellegrino, J., Schnaubelt, S., Greif, R., & Lockey, A. (2022). Blended learning for accredited life support courses – A systematic review. Resuscitation Plus10, 100240.

Fares, S., Dumit, N. Y., & Dhaini, S. R. (2019). Basic and continuing education needs of nurses instrument: Development and validation. International Nursing Review67(1), 92–100.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. National Academies Press (US).

Hilty, D. M., Randhawa, K., Maheu, M. M., McKean, A. J. S., Pantera, R., Mishkind, M. C., & Rizzo, A. “Skip.” (2020). A review of telepresence, virtual reality, and augmented reality applied to clinical care. Journal of Technology in Behavioral Science5(2), 178–205.

NURS FPX 6030 Assessment 4 Implementation Plan Design

Hsieh, P.-L., & Chen, S.-H. (2020). Effectiveness of an evidence-based practice educational intervention among school nurses. International Journal of Environmental Research and Public Health17(11), 4063.

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.

Smiley, R., & Martin, B. (2023). Simulation in nursing education: Advancements in regulation, 2014–2022. Journal of Nursing Regulation14(2), 5–9.

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.


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