NURS FPX 6030 Assessment 3 Intervention Plan Design NURS-FPX 6030 MSN Practicum and Capstone Intervention Plan Design

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 impa