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NURS FPX 6030 Assessment 3 Intervention Plan Design

Student Name

Capella University

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name:


Intervention Plan Design

Based on the PICO(T) question related to LPN faculty training for effective use of diverse teaching methods, we have developed an interventional plan for Metropolitan Community College. Through this project, we aim to examine the efficiency of faculty training related to different teaching methods, such as case-based teaching, simulation, and interprofessional education, compared to no training to enhance the effective use of these diverse teaching methods in the LPN curriculum. We planned to analyze the substantiality of the project over one semester. This assessment presents the comprehensive interventional plan along with the plan’s theoretical, regulatory, ethical, and legal considerations. 

Intervention Plan Components 

The interventional plan to enhance the effective use of diverse teaching methods in Metropolitan Community College focuses on faculty training using a three-pronged approach – case-based teaching, simulation, and interprofessional education. Case-based teaching, for instance, will guide faculty in developing and delivering case-based modules for LPN students through intensive workshops. These workshops will provide real-life or hypothetical patient care scenarios, facilitating students’ critical thinking and problem-solving abilities (Sapeni & Said, 2020).

Similarly, simulation training will involve hands-on workshops for faculty to learn the effective use of simulators, perform debriefing sessions to maximize student learning outcomes and design realistic patient care scenarios to integrate into the LPN curriculum. This intervention will enable faculty to create simulated environments for LPN students, bridging the gap between theory and practice to develop clinical competencies and decision-making abilities (Mulyadi et al., 2021). These interventions improve the faculty’s ability to create engaging learning experiences and incorporate advanced teaching methods to connect clinical practices with theoretical knowledge. On the other hand, interprofessional education will allow faculty members to collaborate with educators from various healthcare domains.

NURS FPX 6030 Assessment 3 Intervention Plan Design

This component focuses on developing a collaborative environment, breaking down silos, and enhancing communication skills through comprehensive workshops and interactive sessions. Ultimately, faculty will integrate interprofessional education into the LPN curriculum to prepare students for teamwork in clinical settings (Bogossian et al., 2023). These interventions are the best option to promote active learning and critical thinking among the students to prepare them for a dynamic healthcare field. Moreover, these interventions build a passage between theory and practice and foster collaboration aligning with contemporary healthcare and patient requirements to provide holistic patient care.

The plan’s success can be evaluated on specific criteria – faculty’s engagement in the training program and their effective use of advanced teaching methods during classes. Moreover, we will examine students’ satisfaction with the curriculum through their feedback and academic results. Widely, we will assess students’  clinical competencies through patient safety, improved nursing practices, and overall patient health outcomes. Pre- and post-intervention faculty interviews, student feedback, and performance indicators such as clinical competencies and course results are tools to evaluate the success.

Cultural Needs and Characteristics of Population and Setting

The cultural needs and descriptions of the PICO(T) population and setting significantly impact our interventional plan. Diversified educational backgrounds, for example, are one of the crucial cultural needs recognized among LPN faculty. Acknowledging this diversity, the training program will remain flexible and adaptable according to the different needs by integrating various presentation and learning formats and learning styles and preferences. The literature expanding the idea claims that widening culturally diverse education is essential to enhance learning experiences and influence behaviors, thus creating an inclusive environment (Markey et al., 2023). Faculty trained in culturally sensitive surroundings will incorporate these principles into their teaching styles.

This improves student learning outcomes, which is also connected to the student diversity in our Project setting, Metropolitan Community College. Since the setting embraces student diversity, our interventions will be tailored to prioritize inclusivity through various teaching methods that resonate with various cultural circumstances to create an equitable and supportive learning environment (Charania & Patel, 2022). Overall, to meet the cultural needs of LPN faculty and the setting, the interventional plan will shape case studies, simulations, and interprofessional education scenarios in a precise way to incorporate diverse cultural perspectives, fostering an inclusive and culturally sensitive training program. Moreover, the plan will align with the college’s cultural values and policies, ensuring that intervention components resonate with the institution’s commitment to diversity, equity, and inclusion within the faculty and student population. 

Theoretical Foundations 

The Health Belief Model (HBM) focuses on the role of individuals’ beliefs and opinions in decision-making related to their health and impacting their health behaviors (Zewdie et al., 2022). This theory can be applied to our interventional plan, where faculty’s understanding and views about the benefits of advanced teaching methods will impact their use of such methods in curriculum development, making it the most impactful model for our intervention. However, simplifying the complex behavioral change might neglect socio-cultural factors influencing the educational landscape.

Another theory, Diffusion of Innovations, explores the process of adopting innovations (Silva et al., 2022). It provides insights into the stages of adoption to facilitate faculty to embrace innovative teaching methods into the nursing curriculum. Yet, this theory may overlook individual variations such as diversity in the faculty population, which may require a nuanced approach, ensuring that the differences of each faculty member are precisely considered while making the training programs. Additionally, andragogy, a concept extracted from educational psychology, highlights experiential and self-directed learning. Including this strategy in nursing, faculty training recognizes that professors are adult learners and must gain insights from their active participation (Mukhalalati & Taylor, 2019) through case-based and simulation training.

NURS FPX 6030 Assessment 3 Intervention Plan Design

Yet, faculty members may have different learning styles, so one method fitting all might challenge this strategy, necessitating a balance between experiential learning and flexibility. Another strategy that impacts our interventional plan is business management techniques related to quality improvement. By incorporating these strategies into faculty training, teaching methods can continue to be effective and improve the culture of continuous improvement. However, the challenges associated with this strategy are variations in organizational cultures and resistance to change. The most impactful strategy is andragogy, which recognizes faculty as adult learners and highlights the importance of active engagement. 

Technologies like Virtual Simulation (VS) provide risk-free and realistic environments for training and education. It improves coordination and connects theory to the real world (Gao & Zhu, 2023). Through these technologies, faculty members can implement creating and executing simulations to increase their proficiency before inclusion in the nursing curriculum. However, access to VS platforms and faculty knowledge of its utilization are specific points of concern. Learning Management Systems (LMS), an integrated platform for distributing online course materials and promoting communication (Xin et al., 2021), is another effective technology for facilitating structured training and learning approaches by giving faculty members access to training resources whenever convenient. These resources can be further integrated into the curriculum for LPN students. Technical issues and varied digital literacy are two hindering factors correlated with this technology requiring prompt actions. 

Justification of Interventional Plan

The interventional plan can be justified through these theories, strategies, and healthcare technologies as follows: 

  • Since the HBM focuses on an individual’s perception and beliefs that impact behavioral change, it is considered an essential model for planning educational interventions (Alinejad et al., 2023). Faculty training can be successful in their beliefs and motivation to enhance nursing education. It guides the design, ensuring that case-based teaching, simulation, and interprofessional education encourage faculty to integrate diverse teaching methods to improve student learning outcomes. However, the conflicting perspective is its integration of only personal beliefs, neglecting institutional and environmental factors. 
  • Similarly, Adult Learning Theory justifies the plan by recognizing faculty as adult learners with diverse preferences. It influences the design of educational training programs by emphasizing active, experiential learning approaches (Mukhalalati & Taylor, 2019), such as in our project, case-based teaching and simulation to ensure interventions cater to varied learning styles and enhance active participation. Likewise, interprofessional education motivates interaction among faculty members from diverse disciplines, stressing the concept of shared experiences and adult learning. Nevertheless, some faculty might prefer instructional learning as compared to experiential learning. This contrary perspective necessitates modifications in the interventional plan. 

NURS FPX 6030 Assessment 3 Intervention Plan Design

  • Virtual simulation platforms justify the plans that resonate with one of the interventional components, simulation. It is essential as it mimics real-world scenarios, creating patient care environments for faculty to practice and integrate the teaching method into future curricula. These technologies build a bridge between practice and theory (Gao & Zhu, 2023), enabling faculty to understand the evolving nature of healthcare settings to prepare for a future competent healthcare workforce. Accessibility and familiarity with the technology can be conflicting perspectives affecting the interventional design. 

Stakeholders, Policy, and Regulations 

The Primary stakeholders of our PICO(T) project are LPN faculty, nursing students, and administrators at Metropolitan Community College. The needs of LPN faculty impact the design of intervention components as they are the targeted population of the project. Tailoring training to their diverse backgrounds ensures engagement and effectiveness. On the other hand, the final anticipated outcome of the project is to improve student learning experiences and academic and clinical performances. Thus, aligning interventional components according to student needs ensures faculty develops the curriculum that prepares students for future healthcare settings. Lastly, admin support is crucial for the successful implementation of the plan. Hence, aligning with organizational goals encourages leadership support and institutional backing for sustained faculty development.

The healthcare policies impacting interventional plan components are the Higher Education Opportunity Act and the Health Insurance Portability and Accountability Act (HIPAA). The former is a law that affects higher education by promoting federal funding and institutional accreditation (Wang & Zegers, 2023). This policy impacts our interventional design as rigorous training programs, including technological integration (simulation), require extensive financial resources to ensure seamless processing. The HIPAA act, on the next lane, motivates the protection of data privacy and security, where the plans incorporate technological mediums. As the project may incorporate healthcare technologies like e-simulations and remote learning environments, we will require tight adherence to tech-related regulations (Jones et al., 2023). 

Additionally, several regulations from governing bodies, such as the American Association of Colleges of Nursing (AACN), impact the use of training methodologies in adherence to the accreditation standards of this body. The guidelines and standards of education set by AACN can be used as a comprehensive framework to improve the efficacy of faculty training programs and nursing education. The plan assumes that faculty engagement and active participation are crucial for successful implementation. Moreover, compliance with regulations ensures the project is grounded in credibility, accreditation standards, and healthcare policies. 

Ethical and Legal Implications 

Ethical issues around the project involve respecting faculty autonomy in training participation and ensuring informed consent. Moreover, safeguarding confidentiality in case-based discussions and simulations is another crucial ethical concern (Jones et al., 2023). Addressing these issues through informed decision-making and robust security protocols is crucial to upholding the ethical principles in faculty training and nursing education. These issues impact faculty’s teaching practices and eventual goals, emphasizing the importance of respecting diverse student perspectives, maintaining confidentiality and cultural sensitivity, and fostering a safe learning environment. Organizations must prioritize ethical conduct through transparent communication, faculty involvement, and cultural competence. 

Legal considerations involve compliance with state nursing board regulations, accreditation standards, and intellectual property laws related to faculty training and development programs. Adherence to these legal requirements is essential for maintaining the educational program’s integrity and credibility and receiving eligible accreditations (Pullen, 2022). Legal issues influence faculty learning practices and integrate diverse teaching methods, ensuring adherence to state regulations related to nursing education. Organizational changes must align with legal requirements, necessitating ongoing legal compliance training and support for faculty. Legal issues impact the development of simulation scenarios and case studies, ensuring compliance with intellectual property laws and state regulations. 


Alinejad, N., Bijani, M., Malekhosseini, M., Nasrabadi, M., Harsini, P. A., & Jeihooni, A. K. (2023). Effect of educational intervention based on health belief model on nurses’ compliance with standard precautions in preventing needle stick injuries. BMC Nursing22, 180. https://doi.org/10.1186/s12912-023-01347-0 

Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2023). The implementation of interprofessional education: A scoping review. Advances in Health Sciences Education28(1), 243–277. https://doi.org/10.1007/s10459-022-10128-4 

Charania, N. A. M. A., & Patel, R. (2022). Diversity, equity, and inclusion in nursing education: Strategies and processes to support inclusive teaching. Journal of Professional Nursing42, 67–72. https://doi.org/10.1016/j.profnurs.2022.05.013 

Gao, Y., & Zhu, X. (2023). Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students. BMC Nursing22(1), 367. https://doi.org/10.1186/s12912-023-01534-z 

Jones, H. M., Ammerman, B. A., Joiner, K. L., Lee, D. R., Bigelow, A., & Kuzma, E. K. (2023). Evaluating an intervention of telehealth education and simulation for advanced practice registered nurse students: A single group comparison study. Nursing Openhttps://doi.org/10.1002/nop2.1620 

NURS FPX 6030 Assessment 3 Intervention Plan Design

Markey, K., Graham, M. M., Tuohy, D., McCarthy, J., O’Donnell, C., Hennessy, T., Fahy, A., & O’Brien, B. (2023). Navigating learning and teaching in expanding culturally diverse higher education settings. Higher Education Pedagogies8(1), 2165527. https://doi.org/10.1080/23752696.2023.2165527 

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development6, 2382120519840332. https://doi.org/10.1177/2382120519840332 

Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R.-H., & Lee, B.-O. (2021). Effects of simulation technology-based learning on nursing students’ learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today107, 105127. https://doi.org/10.1016/j.nedt.2021.105127

Pullen, R. L. J. (2022). The importance of accreditation. Nursing Made Incredibly Easy20(3), 47. https://doi.org/10.1097/01.NME.0000824636.94923.af

Sapeni, M. A.-A. R., & Said, S. (2020). The effectiveness of case-based learning in increasing critical thinking of nursing students: A literature review. Enfermería Clínica30, 182–185. https://doi.org/10.1016/j.enfcli.2019.07.073 

Silva, T. I. M., Braz, P. R., Cavalcante, R. B., & Alves, M. (2022). Diffusion of innovations theory and its applicability in research studies on nursing and health. Texto & Contexto – Enfermagem31, e20210322. https://doi.org/10.1590/1980-265x-tce-2021-0322 

NURS FPX 6030 Assessment 3 Intervention Plan Design

Wang, J., & Zegers, C. (2023). Creating a shared agenda to achieve health equity. Springer EBooks, 145–157. https://doi.org/10.1007/978-3-031-29746-5_11 

Xin, N. S., Shibghatullah, A. S., Subaramaniam, K. A., & Wahab, M. H. A. (2021). A systematic review for online learning management system. Journal of Physics: Conference Series1874(1), 012030. https://doi.org/10.1088/1742-6596/1874/1/012030 

Zewdie, A., Mose, A., Sahle, T., Bedewi, J., Gashu, M., Kebede, N., & Yimer, A. (2022). The health belief model’s ability to predict COVID-19 preventive behavior: A systematic review. SAGE Open Medicine10, 20503121221113668. https://doi.org/10.1177/20503121221113668 

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