NURS-FPX6030 Assessment 3 Intervention Plan Design
NURS-FPX6030 Assessment 3 Intervention Plan Design – Step-by-Step Guide
The first step before starting to write the NURS-FPX6030 Assessment 3 Intervention Plan Design, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.
It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NURS-FPX6030 Assessment 3 Intervention Plan Design
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list.
You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX6030 Assessment 3 Intervention Plan Design
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX6030 Assessment 3 Intervention Plan Design
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX6030 Assessment 3 Intervention Plan Design
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NURS-FPX6030 Assessment 3 Intervention Plan Design
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NURS-FPX6030 Assessment 3 Intervention Plan Design
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456
Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
NURS-FPX6030 Assessment 3 Intervention Plan Design Instructions
- Develop a 4-6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.
You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment. Have a look at NURS-FPX6030 Assessment 4 Implementation Plan Design.
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 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.
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.
Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.
You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.
Additional Requirements
- Length of submission: 4–6 double-spaced pages.
- Number of resources: 5–10 resources. (You may use resources previously cited in your literature review to contribute to this number. 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.
- Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.
- Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
- Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
- 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.
- Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
- Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
- Competency 4: Design patient- and population-centered care to improve health outcomes.
- Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.
- Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
- Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.
- Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
- Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
- Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.
- Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional requirements.
NURS-FPX6030 Assessment 3 Intervention Plan Design Example
Intervention Plan Design
Major Components of the Intervention Plan
Overall, the proposed intervention is a specialized patient education program offered to pregnant women at risk of the condition, particularly focusing on gestational hypertension. The intervention’s primary components include setting the project’s goal and objectives, identifying a strategy to meet and achieve the objectives, setting a realistic timeline, and devising a way to monitor and evaluate the intervention’s progress.
The overall goal of the intervention is to improve the knowledge of gestational hypertension in patients at high risk, thus reducing the adverse effects of the condition, including birth complications. The goal was set after realizing an increased number of gestational hypertension-related complications due to poor management of the condition. Since First Choice Women’s Clinic specifically focuses on prenatal, antenatal, maternity/labor, and delivery care, it is essential to focus on educating at-risk patients on the condition, thus improving patient outcomes and the quality of care services in the institution by preventing preventable complications.
The intervention objectives include improved knowledge of gestational hypertension management, better adherence to lifestyle modifications, and appropriate management of high blood pressure among gestational hypertensive patients before and after pregnancy. These objectives are a component that will significantly lead to an improvement in the identified need for increased gestational hypertension-related complications in the institution. As forementioned, the intervention strategy aimed at meeting the goal and achieving these objectives is specialized patient education on gestational hypertension. Studies show improved gestational hypertension management in patients who have received patient education (Kuklina, 2020). Therefore, the intervention was preferred over the current generalized patient education offered to all pregnant women.
The set timeline for implementing the intervention is twelve weeks. In the next twelve weeks, the specialized patient education program will be developed and presented to all identified patients at risk of gestational hypertension. The criteria that will be used to monitor the progress of the intervention implementation is the number of women in the specialized patient education program. An increase in the number of women taking the program will mean success in implementation. Over time, the intervention will be evaluated using the number of complication cases related to gestational hypertension.
Impact of Cultural Needs and Target Population/Setting Characteristics on the Development of the Intervention Plan Components
Different population groups may have different characteristics and also have differing cultural needs. According to Walters et al. (2020), considering cultural needs and target population characteristics enables the project team to develop culturally grounded interventions, thus promoting acceptance and minimizing possible resistance. Therefore, it is essential to consider the population and setting’s characteristics and cultural needs when planning the intervention plan design and its components to ensure that the target population embraces and accepts the intervention.
This project’s target population entails all women at risk of gestational hypertension who visit first choice women’s clinic, the target setting. Since the group has people from different ages and cultural backgrounds, it is worth noting that their characteristics and cultural needs are varied. For instance, women above 40 and below 20 have different cultural needs. Women above 40 need to be respected and involved in deciding on their treatment planning. Additionally, they might require simple and understandable language compared to women below 20 years old.
These different cultural needs and characteristics significantly impacted the development of the intervention plan design and components. For instance, the age differences required the target population to be divided into groups based on age, thus meeting the needs of each. Different groups led to an increase in the estimated timeframe for the project intervention. Moreover, considering that the target population has women from different cultural backgrounds, the patient educational intervention had to be delivered using different languages and forms to meet the cultural needs of all the women in the population. The consideration of cultural needs and group characteristics is based on the assumption that there is a manageable basis for effectively dividing the group.
Theoretical Nursing Models, Strategies from Other Disciplines, and Healthcare Technologies Relevant to the Intervention Plan
Healthcare interventions are often developed based on nursing theoretical models and other disciplines and employ relevant healthcare technology. One of the theoretical nursing models relevant to the intervention plan design is the Health Belief Model. Azadi et al. (2021) note that the health belief model proposes that patients are more likely to take preventive measures if they perceive the risk of a condition as severe and are personally susceptible to the disease.
In this project, the intervention aims at preventing birth complications related to gestational hypertension for at-risk women. Therefore, the theory supports patient education to help the population prevent and manage the condition appropriately. The strength of using this theory is that patients are likely to join the patient education program since all are at risk of the condition; thus, there are more chances of the intervention to succeed. The weakness is that not all at-risk women would not perceive themselves as susceptible to the condition or perceive it to be serious.
Adult learning strategies from the education discipline will be incorporated into the intervention. According to Mkhalalati and Taylor (2019), adults learn differently, and these differences should be incorporated into patient education. The patient education intervention, in this case, incorporated adult learning strategies, including using real-life experiences, keeping lessons short and relevant, providing feedback, and illustrating using examples. Additionally, the intervention will incorporate healthcare technology, including videoconferencing to facilitate patient education and mobile health platforms to communicate with patients. Using technology in patient education is likely to produce better outcomes despite being resource-intensive.
Intervention Plan Components Justification
The selected intervention plan components, the timeframe, the intervention strategy, and the method of assessing progress can address gestational hypertension needs in the target population or setting. According to Rabi et al. (2020), patient education is one of the best practices for preventing gestational hypertension and its related effects. The twelve weeks recommended timeframe is also appropriate for the patient education program.
Mkhalalati and Taylor (2019) note that adult learners need adequate learning time since they may not learn as fast as young learners, thus justifying the 12-week timeframe. Additionally, the intervention will be monitored using the number of women in the program and the outcomes. However, conflicting evidence shows that the number of patients taking patient education may not be effective in monitoring the program’s effectiveness (Pederson et al., 2019). Rather, the outcomes, such as reduced gestational hypertension complications, would be more effective.
Stakeholders, Policy, and Regulations’ Impact on the Intervention Plan Design
The relevant stakeholders in the proposed intervention in this project include health education specialists, patients and their families, doctors, nurses, and institutional leaders. Each stakeholder has different needs and priorities concerning patient education intervention. Therefore, they have a great impact on the intervention plan components. For instance, institutional leaders may dictate patient education methods and timeframe.
Institutional patient and health education policy will also impact the intervention since all projects must be developed per the institutional and governmental policies and regulations. These policies may also influence the strategies used for patient education and timeframe. The analysis assumes that all stakeholders know their roles in the project intervention, and the policies and regulations are considered before implementing the intervention.
Ethical and Legal Issues and Their Implications to the Intervention Plan
Different legal and ethical issues related to the healthcare practice of patient education may affect the intervention and its plan and design. In this case, the ethical issues related to patient education include health literacy and cultural sensitivity. Since patients have different health literacy levels, it is an ethical consideration to ensure that each patient is taught at their level. Thus, the intervention plan components, such as timing, may be affected since patients must be divided into groups based on their health literacy levels. Cultural sensitivity may also influence the choice of patient education delivery methods and materials.
In this case, medical malpractice is a legal issue related to patient education. If a care provider provides wrong or inaccurate information in patient education, they may face legal claims of medical malpractice (Kaplan, 2020). Therefore, the care provider should verify the information offered in patient education to ensure it is correct and accurate. There are knowledge gaps in specialized patient education in gestational hypertension since patient education for pregnant women is usually generalized. Further information would improve the intervention plan.
Conclusion
The intervention plan design includes defining the objective, intervention, timeline, and progress monitoring. In this intervention plan, several factors were considered, such as the underlying theoretical principles, involvement of stakeholders, adherence to policies, and ethical considerations. The health belief model served as the foundation for developing the plan. Moreover, institutional policies and existing health practices are essential factors when devising an intervention design to enhance the intervention’s acceptance.
References
Azadi, N. A., Ziapour, A., Lebni, J. Y., Irandoost, S. F., Abbas, J., & Chaboksavar, F. (2021). The effect of education based on the health belief model on promoting preventive behaviors of hypertensive disease in the staff of the Iran University of Medical Sciences. Archives of Public Health 79(1), 69. https://doi.org/10.1186/s13690-021-00594-4
Kaplan, B. (2020). Revisiting health information technology ethical, legal, and social issues and evaluation: telehealth/telemedicine and COVID-19. International Journal of Medical Informatics, 143, 104239. https://doi.org/10.1016/j.ijmedinf.2020.104239
Kuklina, E. V. (2020). Hypertension in pregnancy in the US—One step closer to better ascertainment and management. JAMA Network Open, 3(10), e2019364-e2019364. https://doi.org/10.1001/jamanetworkopen.2020.19364
Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal Of Medical Education and Curricular Development, 6, 2382120519840332. https://doi.org/10.1177/2382120519840332
Pedersen, C. A., Schneider, P. J., Ganio, M. C., & Scheckelhoff, D. J. (2019). ASHP National Survey of Pharmacy Practice in Hospital Settings: Monitoring and Patient education-2018. American Journal of Health-System Pharmacy: AJHP: Official Journal of the American Society of Health-System Pharmacists, 76(14), 1038–1058. https://doi.org/10.1093/ajhp/zxz099
Rabi, D. M., McBrien, K. A., Sapir-Pichhadze, R., Nakhla, M., Ahmed, S. B., Dumanski, S. M., Butalia, S., Leung, A. A., Harris, K. C., Cloutier, L., Zarnke, K. B., Ruzicka, M., Hiremath, S., Feldman, R. D., Tobe, S. W., Campbell, T. S., Bacon, S. L., Nerenberg, K. A., Dresser, G. K., Fournier, A., & Daskalopoulou, S. S. (2020). Hypertension Canada’s 2020 comprehensive guidelines for the prevention, diagnosis, risk assessment, and treatment of hypertension in adults and children. The Canadian Journal Of Cardiology, 36(5), 596–624. https://doi.org/10.1016/j.cjca.2020.02.086
Walters, K. L., Johnson-Jennings, M., Stroud, S., Rasmus, S., Charles, B., John, S., Allen, J., Kaholokula, J. K., Look, M. A., de Silva, M., Lowe, J., Baldwin, J. A., Lawrence, G., Brooks, J., Noonan, C. W., Belcourt, A., Quintana, E., Semmens, E. O., & Boulafentis, J. (2020). Growing from our roots: Strategies for developing culturally grounded health promotion interventions in American Indian, Alaska Native, and Native Hawaiian Communities. Prevention Science: The Official Journal of the Society for Prevention Research, 21(Suppl 1), 54–64. https://doi.org/10.1007/s11121-018-0952-z
