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Assessment 4: Implementation Plan Design

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Student Name

Capella University

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Course Name

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Prof Name

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Mar 26, 2024
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Implementation Plan Design:
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Building upon the insights gleaned from the previous assessment, this phase delves deeper into
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the intricacies of implementing the intervention plan aimed at boosting NCLEX passing rates for
LPN students. The analysis encompasses management and leadership dynamics, nursing
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practices, implications of change, delivery methodologies, technology integration, and

stakeholder engagement. The overarching objective is to provide a comprehensive framework
for the successful execution of a blended learning approach tailored to meet the needs of LPN
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students.
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Management and Leadership:

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Effective leadership and management strategies are critical for the successful execution of the
intervention plan. Adopting a Servant Leadership Approach prioritizes the needs and feedback
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of all stakeholders, fostering inter-professional collaboration and trust. Similarly, the Participatory
Management Approach ensures collective involvement in decision-making, harnessing diverse
perspectives to enhance the comprehensiveness of the blended learning model. By fostering
collaborative ownership and commitment, these strategies lay the foundation for successful
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implementation.

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Nursing Practices:

The integration of evidence-based nursing practices into the curriculum is essential to ensure its
relevance and efficacy. Ongoing collaboration between educators and practitioners will address
real-world nursing challenges and maintain quality standards. Conflicting views should be
openly addressed within the task force, ensuring decisions align with the overarching goal of
enhancing NCLEX passing rates while upholding the quality of nursing education.

Implications of Change:

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The intervention is poised to have transformative impacts on nursing education and practice. By

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integrating servant leadership, participatory management, and evidence-based practices, the
curriculum will be finely tuned to meet the needs of LPN students and align with real-world
healthcare challenges. This approach guarantees an up-to-date curriculum resonant with

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evolving healthcare demands, ultimately enhancing patient outcomes and cost efficiencies.

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Delivery and Technology:

A three-pronged delivery approach comprising a Learning Management System (LMS),

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in-person Problem-Based Learning (PBL) sessions, and Virtual Reality (VR) simulations will
cater to diverse learning styles. These technologies offer flexibility, engagement, and practical
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skills application. Future enhancements may include AI-driven personalized learning pathways
and AR modules for more interactive experiences.
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Stakeholder Engagement and Policy Considerations:

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Key stakeholders, including faculty, LPN students, and IT professionals, play vital roles in the
intervention's success. Faculty require comprehensive training to utilize digital tools effectively,
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while students need access to technologies and guidance. Adherence to policies such as
FERPA safeguards student privacy, while initiatives like the HITECH Act incentivize the adoption
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of compliant technologies.
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Timeframe:

The proposed timeframe for intervention implementation is 12 months, allowing for technology
integration, curriculum development, and stakeholder engagement. Flexibility is essential to
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accommodate unforeseen challenges and ensure successful execution.

In conclusion, the implementation plan emphasizes effective leadership, evidence-based

practices, stakeholder engagement, and technological integration. By addressing these critical
dimensions comprehensively, the intervention is poised to enhance NCLEX passing rates and
contribute to the advancement of nursing education and practice.
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References
Akwataghibe, N. N., Ogunsola, E. A., Broerse, J. E. W., Agbo, A. I., & Dieleman, M. A. (2022).
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https://doi.org/10.1371/journal.pone.0264304

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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
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3(11), e223872. https://doi.org/10.1001/jamahealthforum.2022.3872

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85151–85197. https://doi.org/10.1109/access.2021.3085844
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Mallette, C., Yonge, O., Arnold, E. C., & Boggs, K. U. (2021). Arnold and Boggs’s Interpersonal
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https://books.google.com/books?hl=en&lr=&id=KohOEAAAQBAJ&oi=fnd&pg=PA463&dq=+Lea
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Nurlaili, N. (2023). Measuring the competitive-high quality graders of vocational school with
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Ravi, P., Ismail, A., & Kumar, N. (2021). The pandemic shifted to remote learning under
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resource constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2),

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1–28. https://doi.org/10.1145/3476055

Rees, C. (2023). The Protection of student data privacy in Wisconsin school board policies.
Theses and Dissertations–Education Sciences. https://doi.org/10.13023/etd.2023.071
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Skochelak, S. E. (2020). Health Systems Science: Health Systems Science E-Book. Elsevier
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+%22+EHR+Faculty+members+excited+about+new+teaching+methodologies

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