NURS-FPX6030 Assessment 4 Implementation Plan Design

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NURS-FPX6030 Assessment 4 Implementation Plan Design – Step-by-Step Guide

The first step before starting to write the NURS-FPX6030 Assessment 4 Implementation 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 4 Implementation 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 4 Implementation 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 4 Implementation 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 4 Implementation 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 4 Implementation 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 4 Implementation 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 4 Implementation Plan Design Instructions

  • Develop a 4-6 page plan that will allow your intervention to be implemented in 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 5 Evaluation 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.

Even the best intervention plan will not be effective without a sound and reasonable approach to implementing it. The implementation of the same intervention plan can vary drastically between different care settings, based on the culture of the care setting, the resources available, and the stakeholders involved in the project, as well as the specific policies already in place. A successful implementation plan blends contemporary and emerging best practices and technology with an understanding of the on-the-ground realities of a specific care setting and the target population for an intervention. By synthesizing these various considerations it is possible to increase the likely success of the implementation and continued sustainability of an intervention plan.

Preparations

  • Read Guiding Questions: Implementation 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 are the needs of your stakeholders that are relevant to your target population and need?
  • What applicable health care policy and regulations are relevant to your target population and need?
  • How will these considerations impact the development of your Intervention Plan Design assessment?
  • How can you work these considerations into the development of your Implementation Plan Design assessment?

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.

Your implementation plan design will be the third section of your final project submission. The goal for this is to design a plan that will allow your intervention to be theoretically implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the health care setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate 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 the Guiding Questions: Implementation 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, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.

Reminder: these instructions are an outline. Your heading for this this section should be Management and Leadership and not Part 1: Management and Leadership.

Part 1: Management and Leadership
  • Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
  • Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.
Part 2: Delivery and Technology
  • Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
  • Evaluate the current and emerging technological options related to the proposed delivery methods.
Part 3: Stakeholders, Policy, and Regulations
  • Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
  • Propose existing or new policy considerations that would support the implementation of an intervention plan.
Part 4: Timeline
  • Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Address Generally Throughout

  • Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
  • Communicate implementation plan in a way that clearly illustrate the importance of interprofessional collaboration to create buy-in from the audience.

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: 3–6 resources. (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.
  • Propose existing or new policy considerations that would support the implementation of an intervention plan.
  • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
  • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
  • Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
  • Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.
  • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
  • Evaluate the current and emerging technological options related to the proposed delivery methods.
  • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  • Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

  • Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.
  • Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements.

NURS-FPX6030 Assessment 4 Implementation Plan Design Example

Implementation Plan Design

An implementation plan design entails the process that should be followed to achieve set goals in a project or intervention. The design entails an outline that serves as the roadmap for the implementation process, including the action steps or activities that will be followed to achieve the project/intervention objectives. The focus need in this project is gestational hypertension. The proposed intervention is a specialized patient education program focused on gestational hypertension.

Its primary objective is to enhance understanding of the condition, encourage lifestyle adjustments, and ensure effective management of high blood pressure during and after pregnancy and postpartum will be offered to a group of at-risk pregnant women. The target setting for implementing the intervention is First Choice Women’s Clinic. This essay presents the vital considerations relevant to the design of the implementation plan, which include management and leadership, delivery methods and technology, stakeholders, policy and regulation, and the timeline for implementing the intervention.

Strategies for Leading, Managing, and Implementing Professional Nursing Practices

The application of professional nursing practices is vital in enhancing Interprofessional collaboration during the implementation of an intervention plan. Interprofessional collaboration is crucial to the success of a project or intervention, as it enables the team, comprising members from different disciplines, to work together effectively (Folkman et al., 2019). Therefore, it is essential to identify the leadership and management strategies that would facilitate professional nursing practices and thus enhance collaboration. The strategies that will be used to lead, manage, and implement professional nursing practices to ensure Interprofessional collaboration include shared decision-making, task and power delegation, effective communication, and having a clear goal/vision.

Shared decision-making is one of the strategies that enhance Interprofessional collaboration. The strategy enhances active participation from all team members since it shows them they have a significant role in the project. According to Keshmiri et al. (2022), shared decision-making in healthcare and healthcare interventions promotes better decisions since different perspectives are considered. Tasks and power will also be delegated while implementing the proposed project intervention. Folkman et al. (2019) note that delegating power to team members empowers them and enhances their confidence in participating in the team.

Effective communication is also essential in ensuring Interprofessional collaboration. It is essential to encourage two-way communication between project leaders and team members, thereby enabling them to work together effectively. Moreover, effective two-way communication helps overcome miscommunications, promotes the provision of feedback, and facilitates clarifications, which are essential for implementing an intervention plan. In addition, defining and communicating a clear goal enhances Interprofessional collaboration by ensuring the members work together to achieve the goal.

Furthermore, the proposed strategies to manage Interprofessional collaboration include identifying conflict resolution mechanisms, developing shared values and respect for each other, and respecting and utilizing team members’ capabilities. While working with a team that comprises professionals from different disciplines, conflict may sometimes be inevitable. Vaseghi et al. (2022) note that identifying conflict resolution mechanisms is vital in managing and maintaining Interprofessional collaboration.

Shared values and cultivating respect for one another also help the team appreciate each other’s work, thus enabling them to work cohesively. Additionally, team members’ capabilities in relation to the intervention should be utilized to enhance maximum performance and promote goal achievement. Other perspectives in the leadership and management of interprofessional teams include servant leadership, which is particularly effective when implementing interventions, as it promotes interprofessional collaboration by supporting team members in achieving their goals (Vaseghi et al., 2022).

Change Implications Associated with the Proposed Strategies

The proposed leadership and management strategies will significantly lead to changes that will improve the quality and experience of care while controlling costs. Shared decision-making, setting a clear goal, and communicating effectively will help enhance interprofessional collaboration and enable the team to work together to address the needs of gestational hypertension in the target setting and population. For instance, shared decision-making and power delegation will enable the team to develop a specialized patient education program that incorporates different perspectives, thus strengthening it. Additionally, the program will incorporate various aspects, thereby enhancing the quality and experience of care.

Managing Interprofessional collaboration through effective conflict resolution approaches, shared values, and respect will lead to a change in how the team delivers care services. According to Ohta et al. (2019), conflicts and disrespect among team members hinder interprofessional collaboration, resulting in inefficiencies such as duplication of efforts and miscommunication. The proposed strategies will enhance Interprofessional collaboration, improve care quality, and improve efficiency. Therefore, the change led by the team will enhance care quality and improve the patient experience within the institution.

According to Hersh et al. (2022), gestational hypertension considerably raises the cost of care during and after pregnancy, including maternal and infant hospitalizations resulting from the related complications. The weight of the costs falls on the individual, who has to cater for hospital expenses, and the institution, for running costs. The proposed strategies aim to change the knowledge and management of gestational hypertension, thereby reducing complications and, consequently, lowering costs. A major area of uncertainty in using specialized patient education to improve quality, experience and care costs is that it is unclear how many patients in the program would adhere to the education, thus impacting these outcomes. 

Appropriate Delivery Methods to Implement an Intervention which will Improve the Project Quality

The choice of intervention delivery considerably impacts the quality of the project, its success, and the sustainability of its outcomes. According to Stellefson et al. (2020), the delivery of patient education determines its outcomes and success in the target population. The choice of appropriate delivery methods for implementing a project intervention depends on the nature of the intervention, the characteristics of the target population, and the nature of the intervention itself. The most suitable delivery methods for this patient education intervention include in-person group sessions, online workshops, handouts, and discussions.

 The target population comprises women from diverse cultural backgrounds and age groups, necessitating the use of various methods. Younger women are more likely to embrace the online delivery of patient education, as opposed to women in the target population who are younger. Additionally, group teaching and discussions will help patients interact with one another, thereby supporting each other.

The handouts will serve as additional sources of patient education information and reach at-risk patients who cannot attend face-to-face or online sessions. The proposed delivery methods are expected to enhance project quality, as they are more likely to yield success, given the nature of the intervention and population characteristics. These delivery methods are proposed assuming the required materials for imparting gestational hypertension educational content are readily accessible in the institution and ready to be utilized.

Current and Emerging Technological Options Related to the Proposed Delivery Methods

Technology is a vital consideration in every design plan for implementation. The current and emerging technological options related to the proposed delivery methods include videoconferencing, telehealth, simulations, and virtual reality teaching. These technological options will enhance patient education content delivery by simplifying it to facilitate a better understanding for the target population.

Additionally, the use of simulations and virtual reality to deliver patient education will provide patients with real-life examples that they can relate to, and also attract young pregnant women, who are a major at-risk group for gestational hypertension. Telehealth and videoconferencing will help reach more patients remotely, thus increasing the target population. Therefore, applying technology in the intervention delivery methods will increase project success and lead to positive outcomes. However, further information on the effectiveness of technological applications in a diverse target population would improve the analysis of technological options in patient education.

Stakeholders, Regulatory Implications, and Potential Support Impacting the Implementation of the Intervention

The considerations that would impact the implementation of the proposed intervention include stakeholders, relevant regulations, and potential support. The relevant stakeholders in patient education focusing on gestational hypertension include the nurses, physicians, midwives, institutional leaders, patients and their families. Understanding the role, needs, and priorities of each stakeholder in the project will considerably contribute to its success. Nagraj et al. (2019) note that effective stakeholder engagement in an implementation entails understanding stakeholder roles, needs and priorities, thus devising a way to meet them. Therefore, actively engaging stakeholders and understanding their differences will promote the success of implementing the intervention.

Regulatory implications also impact the implementation of an intervention considerably. The institutional and governmental regulations related to patient education would support its implementation. For example, if the institution advises against using a certain patient education delivery method, it would be dropped, regardless of whether it was included in the initial intervention plan.

Additionally, potential support from the institution’s leaders, including acceptance and provision of financial resources, is needed to implement the intervention successfully. Inadequate support and buy-in from institutional leaders could even lead to the cancellation of the intervention; hence, it is vital to seek support first. The analysis assumes that stakeholders will participate freely, that regulatory and institutional requirements are clear, and that the project team receives the necessary support and buy-in from the target institution.

Policy Considerations Supporting the Implementation of the Intervention Plan

Existing and new institutional policies may significantly support the design of an implementation plan. In this case, the target setting has an institutional policy supporting health promotion initiatives. Patient education is one of the health promotion initiatives aimed at improving patient outcomes, care quality, and reducing costs. Therefore, the policy will support the implementation of the proposed intervention, as it aims to improve patient outcomes by reducing complications related to gestational hypertension. However, new policies discouraging patient education delivery methods in the implementation plan may limit its implementation.

Proposed Implementation Timeline

The proposed timeline for implementing the intervention is twelve weeks. A twelve-week timeframe is appropriate for the intervention, as it is adequate to carry out all the activities related to the intervention, including developing the educational content and its delivery. The factors that could force a timeline revision include approval delays from institutional leaders and financial constraints. 

Conclusion

The successful implementation of an intervention requires various factors to be taken into account during implementation. These factors include management and leadership, delivery methods and technology, policy considerations, stakeholder involvement, and the proposed timeline. The impact and implications of these considerations differ depending on the specific target population and setting. The factors explored above will influence the implementation of the proposed intervention design in the target setting and population.

References

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in interprofessional collaboration in health care. Journal of Multidisciplinary Healthcare, 12, 97–107. https://doi.org/10.2147/JMDH.S189199

Hersh, A. R., Mischkot, B. F., Greiner, K. S., Garg, B., & Caughey, A. B. (2022). Maternal and infant hospitalization costs associated with hypertensive disorders of pregnancy in a California cohort. The Journal of maternal-fetal & neonatal Medicine: the Official Journal of the European Association of Perinatal Medicine, the Federation of Asia and Oceania Perinatal Societies, the International Society of Perinatal Obstetricians, 35(21), 4208–4220. https://doi.org/10.1080/14767058.2020.1849096

Keshmiri, F., Rezai, M., & Tavakoli, N. (2020). The effect of interprofessional education on healthcare providers’ intentions to engage in interprofessional shared decision‐making: Perspectives from the theory of planned behaviour. Journal of Evaluation in Clinical Practice, 26(4), 1153–1161. https://doi.org/10.1111/jep.13379

Nagraj, S., Hinton, L., Praveen, D., Kennedy, S., Norton, R., & Hirst, J. (2019). Women’s and healthcare providers’ perceptions of long-term complications associated with hypertension and diabetes in pregnancy: a qualitative study. BJOG: An International Journal of Obstetrics and Gynaecology, 126 Suppl 4(Suppl Suppl 4), 34–42. https://doi.org/10.1111/1471-0528.15847

Ohta, R., Ryu, Y., & Katsube, T. (2019). Care managers in rural Japan: Challenges to interprofessional collaboration. Home Health Care Services Quarterly, 38(4), 270–285. https://doi.org/10.1080/01621424.2019.1673867

Stellefson, M., Paige, S. R., Chaney, B. H., & Chaney, J. D. (2020). Evolving Role of Social Media in Health Promotion: Updated Responsibilities for Health Education Specialists. International Journal of Environmental Research and Public Health, 17(4), 1153. https://doi.org/10.3390/ijerph17041153

Vaseghi, F., Yarmohammadian, M. H., & Raeisi, A. (2022). Interprofessional Collaboration Competencies in the Health System: A Systematic Review. Iranian Journal of Nursing and Midwifery Research, 27(6), 496–504. https://doi.org/10.4103/ijnmr.ijnmr_476_21