NURS-FPX 6030 Assessment 3 Intervention Plan Design

Capella University NURS-FPX 6030 Assessment 3 Intervention Plan Design – Step-By-Step Guide

This guide will demonstrate how to complete the Capella University  NURS-FPX 6030 Assessment 3 Intervention Plan Design  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX 6030 Assessment 3 Intervention Plan Design 

Whether one passes or fails an academic assignment such as the Capella University  NURS-FPX 6030 Assessment 3 Intervention Plan Design   depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for  NURS-FPX 6030 Assessment 3 Intervention Plan Design  

The introduction for the Capella University  NURS-FPX 6030 Assessment 3 Intervention Plan Design   is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for  NURS-FPX 6030 Assessment 3 Intervention Plan Design 

After the introduction, move into the main part of the  NURS-FPX 6030 Assessment 3 Intervention Plan Design   assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for  NURS-FPX 6030 Assessment 3 Intervention Plan Design  

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for  NURS-FPX 6030 Assessment 3 Intervention Plan Design  

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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The process of proposing and implementing an intervention to help solve a clinical problem requires a careful plan. Therefore, an appropriate intervention plan should be formulated to help as a guide in the whole process (Oikarainen et al.,2019). In the previous weeks, various aspects of the project have been explored. The identified clinical problem was the gap between a senior-year nursing student and a new nurse. This gap is a hindrance in practice as these senior-year nursing students find it challenging when they join the profession as new nurses. As such, it is important to use appropriate interventions to help bridge this gap. The implication is that the new nurses will feel prepared to undertake their roles as registered nurses hence better job satisfaction and performance. As such, the purpose of this current assignment is to design an intervention plan. 

The Intervention Plan Components 

The Major Components 

The proposed intervention has particular components which will help bridge the gap between senior nursing students and the new nurse. The targeted career planning and internship integrated with mentorship intervention will take place among the senior nursing students as they are about to enter the job market as registered nurses (Tuomikoksi et al.,2020). One of the components includes targeted career planning to help the senior students have a better grasp of what their career entails and what they should do to ensure that they appropriately carry out their roles as new nurses.  

The other component is assigning mentors to the students. These mentors accomplish mentorship programs that better prepare the senior nursing students to appropriately begin their work as new nurses (Tuomikoksi et al.,2020). These components can lead to targeted improvements. For example, targeted career planning ensures that the senior nursing students are in the know of what the career expects, their responsibilities when they enter the profession, and what they need to do to successfully start their careers as new nurses. The mentorship and internship component ensures that the students get the required hands-on skills and knowledge needed in the work setting. These components are the best options since they can be accessible to senior nursing students. 

Impact of Cultural Needs and Characteristics of the Population and Setting  

It is important to assess the cultural needs and characteristics of the target population. While the senior nursing students may not have a specific culture, they have a common characteristic. For instance, they are novices and lack experience when they get employed as new nurses (Sterner et al.,2019). Therefore, such information is key in developing the intervention; the intervention should have aspects that improve their competence and makes them more prepared to enter the profession. They are also in a period of learning; hence they will be able to participate effectively in the program.  

The setting also has cultural needs that impact the project. As part of the culture in nursing schools, practicum forms part of the training and contributes to the final grade. However, internships are independent of school requirements. Therefore, as part of the intervention, internships will be integrated with mentorship programs for better results. The specific characteristic of the setting is the presence of faculty members who can be brought along to be mentors. Therefore, the internship programs should be made part of the faculty and supervised by these members. 

Theoretical Foundations 

Theoretical foundations are key in the implementation of inventions as they provide frameworks upon which the implementation of the intervention aspects can be accomplished. One of the theoretical models relevant to the intervention plan is Benner’s model of novice to expert. This theory asserts that nurses develop understanding and skills over time through a strong educational foundation and personal experiences (Smith, 2019). The other model is Cultural Care Diversity & Universality by Madeleine Leininger, which focuses on cultural care. Benner’s model is more appropriate and will most impact the design of the intervention plan components. The theory focuses on making nurses competent as they grow from novices to experts. 

Strategies from other disciplines can also be relevant to the intervention plan. One of them is the root cause analysis, a strategy applied in engineering as a problem-solving approach. It is used to understand the underlying problem. It can be applied to evaluate the cause of the disconnect and formulate an intervention that appropriately addresses it. The other strategy is the Failure Modes and Effects Analysis which was first used by the U.S. military and then NASA to help predict and evaluate possible failures and unrecognized hazards. It can be used to predict potential failures of the planned intervention. The route cause analysis will mostly impact the intervention.   

Healthcare technologies are also relevant to the intervention plan. For example, the internet of things can be used to enhance the intervention by allowing senior nursing students to access mentorship programs remotely and even give feedback. Robotics and simulation (Verma et al.,2018) can also be used during the internship program to enhance skill and knowledge acquisition and retention. Since the mentorship and internship program involves a lot of training, robotics and simulation will mostly impact the intervention plan components.  

The theoretical nursing models, the strategies, and the technologies proposed can help justify the design decisions regarding the intervention plan. Benner’s theory asserts that nurses become experts from novices through appropriate knowledge acquisition over time (Smith, 2018). This justifies the decision to include mentorship as a component of the intervention. Therefore, through mentorship, the senior nursing students will be able to grow into their roles as they enter the profession as new nurses. The route cause analysis also justifies the inclusion of internship programs as it has been shown that internship programs increase nurses’ knowledge and skills; hence after identifying the cause of the problem, the intervention is implemented. The chosen technology of robotics and simulation also helps to justify the design decisions. For example, during internship and mentorship programs, there may be a need to train, teach and educate senior nursing students. Therefore the use of simulation and robotics can be used to support the initiative. 

Stakeholder, Policy, and Regulations 

Interventions can be helpful in solving identified clinical problems. However, such interventions can be influenced by regulations and policies, and stakeholder involvement. Therefore, this section explores the stakeholders, policies, and regulations. Various stakeholders have been identified. The stakeholders include educators, nurse curriculum developers, faculty members, and senior nursing students.  

The needs of these stakeholders will impact the intervention plan components in that their views and opinions are to be considered as part of the plan. There are also various healthcare policies relevant to the intervention plan. One of the policies is the patient safety and quality improvement Act of 2005 (Stanhope & Lancaster, 2019). This policy protects healthcare professionals reporting unsafe conditions and encourages them to report medical errors and maintain confidentiality rights. Therefore, as part of the mentorship program, the senior nursing students should be empowered and made to acquire more knowledge on how to report such cases as they enter the profession. 

Health regulations also impact the intervention plan components. One of them is the Health Information Technology for Economic and Clinical Health (HITECH) Act. It ensures that audits are done on healthcare providers to ensure that they comply with HIPPA security and privacy requirements (Stanhope & Lancaster, 2019). Therefore, during the internship and mentorship programs, the senior nursing students will be taught more about compliance so that they comply with HIPAA when they enter the profession as new nurses. There are also governing bodies that are relevant to the intervention plan. One of the governing bodies is the American Nurses Association (ANA). The American Nurses Association has various codes of ethics that nurses need to follow. Therefore, the intervention has to adhere to the codes of ethics. 

Ethical and Legal Implications 

Ethics are a key component or part of practice; therefore, when an intervention is to be used, the ethical and legal implications have to be explored. Some of the ethical issues related to the project are informed consent. It is important that the participants are not coerced to take part in the study but should willfully consent. This ethical issue is likely to affect healthcare practice considerations, such as improving the nurses’ competence to improve patient outcomes (Smith, 2019). No participant will be unfairly excluded. One of the organizational change considerations is the inclusion of internship programs as part of the activities to be supervised by the faculty. Informed consent will also impact the intervention components. For example, the participants will have to give consent to take part in the mentorship and internship programs. 

There are also various legal issues related to the project. One of them is negligence and malpractice. Negligence entails carelessness and deviation from the care standards. Malpractice brings in both the caregiver’s professional status and the standard of care (Smith, 2019). The focus of the project is to bridge the disconnect between nurse students and the new nurse; as such, this legal issue ensures that the students are mentored and taught to shun negligence and malpractice is they start their roles as new nurses. The legal issue does not have any specific impact on organizational change interventions. However, it impacts the aspect related to mentorship. As part of the mentorship program, the students should be mentored to become professionals who stick to standards of care and maintain professional integrity. 

Conclusion 

Intervention is one of the most important components of a project, calling for an appropriately designed plan. Therefore, this latest write-up has focused on the intervention plan design. Various aspects have been discussed, including the intervention plan components, theoretical foundations, and ethical and legal considerations. 

References 

Oikarainen, A., Mikkonen, K., Kenny, A., Tomietto, M., Tuomikoski, A. M., Meriläinen, M., … & Kääriäinen, M. (2019). Educational interventions designed to develop nurses’ cultural competence: A systematic review. International Journal of Nursing Studies, 98, 75-86. https://doi.org/10.1016/j.ijnurstu.2019.06.005 

Stanhope, M., & Lancaster, J. (2019). Public health nursing e-book: Population-centered health care in the community. Elsevier Health Sciences. 

Sterner, A., Hagiwara, M. A., Ramstrand, N., & Palmér, L. (2019). Factors developing nursing students and novice nurses’ ability to provide care in acute situations. Nurse Education In Practice, 35, 135-140. https://doi.org/10.1016/j.nepr.2019.02.005 

Smith, M. C. (2019). Nursing theories and nursing practice. FA Davis. 

Tuomikoski, A. M., Ruotsalainen, H., Mikkonen, K., & Kääriäinen, M. (2020). Nurses’ experiences of their competence at mentoring nursing students during clinical practice: a systematic review of qualitative studies. Nurse Education Today, 85, 104258. https://doi.org/10.1016/j.nedt.2019.104258 

Verma, V., Chowdary, V., Gupta, M. K., & Mondal, A. K. (2018). IoT and robotics in healthcare. In Medical Big Data and Internet of Medical Things (pp. 245–269). CRC Press.