NURS FPX 6030 Assessment 3 Intervention Plan Design

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