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NURS FPX 6030 Assessment 4 Implementation Plan Design

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    NURS FPX 6030 Assessment 4 Implementation Plan Design

    Student Name

    Capella University

    NURS-FPX 6030 MSN Practicum and Capstone

    Prof. Name


    Implementation Plan Design

    In previous assessments, a PICO(T) statement was developed for the concerned population that is post-cardiac catheterization discharged patients in Manatee Memorial Hospital, Bradenton, Florida. An interventional plan was designed to introduce a comprehensive and personalized discharge educational program to curtail hospital readmission rates and expand patient outcomes. This assessment is predominantly engrossed in designing an implementation plan to preserve the quality improvement outcomes in the target population and practice setting. 

    Management and Leadership 

    Since our intervention is based on comprehensive and personalized discharge education, multidisciplinary coordination is imperative through leadership, management, and nursing practices. 

    Leadership Strategies:

    Transformational leadership style will be beneficial for successfully implementing the interventional plan by utilizing clear vision and goals – clearly defining the goals and vision of the project will stipulate a shared direction for the interprofessional team, ensuring they understand the value and objectives of the initiatives (Saad Alessa, 2021). Other leadership strategies include; interdisciplinary training which will enhance teams’ understanding of each other’s roles and responsibilities, nurturing empathy and respect for each other (McNulty & Politis, 2023), and regular meetings to provide a platform for interdisciplinary collaboration to collectively address the challenges. 

    Management Strategies:

    Project planning and execution is a strategy used by the management to cultivate distinctly defined milestones and deadlines, which will ensure interprofessional team members stay on track and work for the achievement of long-term goals and maintain the sustainability of the project’s success (Chow et al., 2021). Other strategies may include feedback and monitoring, which will foster interdisciplinary collaboration where the team members will come together, provide their input, monitor the performance, and follow a shared goal to improve patient outcomes within the organization. 

    Nursing Practices:

    Patient-centered care, where the care is tailored to the individual patient’s needs, preferences, and circumstances (Kwame & Petrucka, 2021) will ensure that our intervention of comprehensive discharge education programs is customized for the patients, improving their adherence and enhancing care coordination among the healthcare team to deliver holistic care. Additionally, digital health literacy will help nurses assist patients in utilizing technology and communicating effectively through virtual platforms. Interprofessional collaboration with technological experts will ensure a seamless telehealth experience for both the providers and patients. 

    While these strategies and nursing practices will help our project to be successful and foster interprofessional collaboration, there are conflicting perspectives about limited resources, resistance to change, interprofessional dynamics, and regulatory barriers that must be addressed concurrently. 

    Implications of Change to Improve Outcomes and Cost-effectiveness 

    The proposed strategies for leading, managing, and implementing nursing practices will generate a shared direction for the care setting. These shared objectives will align the efforts of the interprofessional team, enhancing their communication, strength, and coordination throughout the implementation phase (Haraldseid-Driftland et al., 2022) to successfully implement comprehensive discharge education plans for post-cardiac catheterization patients. These changes will enable us to provide patient-centered discharge education for post-cardiac catheterization patients, which will increase patients’ experiences of personalized attention, trust in providers, and satisfaction related to healthcare (Kwame & Petrucka, 2021), positively impacting the quality of healthcare.

    Moreover, they will experience seamless transitions from inpatient to residential settings due to the telehealth services, empowering patients to self-manage and adhere to the care plans. Additionally, efficient and well-coordinated care enabled remote monitoring and early interventions, and empowered patients will mitigate unnecessary expenditures utilized for complications and hospital readmissions. These monetary resources can be utilized for necessary adjustments to further improve the quality of care and patient outcomes. However, the knowledge gaps and uncertainties lie in situations where resistance to change, leadership changes, regulatory modifications, and organizations’ policy amendments are observed. These situations may require strategic changes, leading to unexpected outcomes. 

    Delivery and Technology 

    Delivery Methods for Implementation 

    A combination of in-person and digital delivery methods will be appropriate for implementing personalized discharge education plans and telehealth services. Traditional physical education methods include one-on-one consultations, group sessions, and hands-on training. These methods are appropriate for our interventional plan as they will aid in creating direct patient-provider connections to address concerns and plan and tailor educational plans according to personal needs. Group sessions, on the other hand, will develop peer support and facilitate a shared learning environment for patients through different experiences (Kjellsdotter et al., 2020).

    Hands-on training will help in demonstrations and re-demonstrations of discharge instructions such as changing wound dressings, emptying drainage bags, and hygiene care post-cardiac surgeries. Digital delivery methods include the provision of digital resources and virtual telehealth platforms. Digital resources enhance the accessibility of healthcare information for patients, promoting information comprehension and retention. On the other hand, virtual educational platforms will ensure real-time interaction between providers and patients allowing professionals to monitor patients’ conditions and provide ongoing education.

    These methods overcome geographical barriers and enhance patient engagement in the healthcare process (Kuwabara et al., 2020). This proposal assumes that considering patients’ needs and preferences is important for enhancing their adherence to the care plan. Moreover, patient engagement through digital and virtual health platforms is assumed as imperative for empowering patients and enhancing their self-management ability to reduce hospital readmissions and improve patient outcomes. 

    Current and Emerging Technological Options 

    Current technologies that can be used for in-person education are PowerPoint presentations and interactive videos, which can make our education sessions more engaging and enlightening for the patients. This will make it easier for patients to understand complex medical terms and concepts. However, the emerging augmented reality (AR) and virtual reality (VR) tools can create mesmerizing experiences for patients where they can visualize the discharge instructions and comprehensively understand the concepts (Adapa et al., 2020). These tools can be used for demonstrating the instructions mentioned earlier related to post-cardiac surgeries. Digital resources can be disseminated through existing videos, interactive courses, and downloadable materials, which can become handy guides for patients to use at their own pace.

    On the other hand, emerging technologies of personalized apps and wearable devices can deliver customized health information directly to patients, promoting continuous engagement and self-management (Kuwabara et al., 2020). While currently available video conferencing and messaging would help build patient-provider interactions, emerging remote monitoring devices and AI-driven chatbots can collect real-time data, enabling professionals to suggest data-driven interventions for their patients. Several knowledge gaps and uncertain situations include the readiness of patients to transition into technologies, the effectiveness of these technologies in our care setting, resource constraints, and challenges related to the accessibility and utilization of these technological advancements. 

    Stakeholders, Policy, and Regulations

    The critical stakeholders involved in our interventional plan for comprehensive discharge education are patients and their caregivers. Meeting patient’s needs will enhance their engagement, satisfaction levels, and adherence to the care plans, eventually leading to successful aftermaths as desired in our interventional plan (reduced readmission rates and improved health outcomes). Besides patients, healthcare professionals play a key role in supporting our educational intervention through collaboration and care coordination. For the management of human, financial, and technological resources, administrators, managers, and IT professionals are crucial. They will assist in resource allocation, budget management, and providing technological support throughout the planning and implementation phase. External stakeholders including insurance providers and regulatory bodies are essential for the provision of reimbursements and maintenance of legal and ethical standards, respectively. 

    NURS FPX 6030 Assessment 4 Implementation Plan Design

    Healthcare regulations like Medicare’s Hospital Readmission Reduction Program (HRRP) and the Health Insurance Portability and Accountability Act (HIPAA) are relevant to our interventional plan. According to HRRP, hospitals that have higher-than-expected readmission rates for chronic health conditions are given penalties that may burden the organization with financial consequences. The focus of this policy is on across-the-board discharge planning to reduce readmission rates (CMS, 2023). Likewise, the policy, of our program focuses on comprehensive discharge education to reduce readmission rates, augment patient education, improve patient outcomes, and boost the quality of healthcare.

    Another policy that impacts our interventional plan is the HIPAA Act, which emphasizes the protection of patients’ privacy, security, and confidentiality during telehealth interactions (, 2023). As our plan involves the utilization of digital resources and educational virtual platforms, safeguarding the security and confidentiality of patient information is fundamental to obeying HIPAA guidelines. This analysis assumes that stakeholders and regulations have a direct impact on the successful implementation of the plan as it is imperative to receive adequate support, funding, and collaboration from the internal and external stakeholders. Moreover, regulatory compliance is essential to maintain ethical and legal standards of care for patient satisfaction. 

    Policy Implications 

    Certain existing and new policies imply our interventional plan, for instance, telehealth reimbursement policies. Existing reimbursement policies can ensure that healthcare workers receive compensation for telehealth services that they provide (, 2023). If not available in the state, such policies can be developed to incentivize providers to offer telehealth services, eventually increasing healthcare accessibility for patients. Standardization of digital health educational material is equally important to ensure accurate and reliable information is circulated to the patients.

    Policies could be established that encourage collaborative care, promote interdisciplinary teamwork and emphasize the importance of involving various healthcare disciplines in patient education and care planning. Lastly, policies like the Affordable Care Act (ACA) can be utilized to target health disparities within the state. These policies will provide funding and resources to underserved communities for access to telehealth services and digital educational resources (Kruse et al., 2021). 


    The proposed timeline for implementing our comprehensive discharge education plan’s two-pronged approach; customized education plans and telehealth services, depends on various factors including the patient’s specific needs, the availability of resources, stakeholders’ commitment, patients’ readiness to adapt to the change, and availability of technological infrastructure. However, a reasonable time frame for implementation will be 12-18 months. This is a realistic time frame as allocating resources, developing telehealth and digital platforms, and staff training and development are time-consuming processes. Yet, there can be multiple uncertain situations that may require the extension of the time frame.

    These factors include the need for stakeholder buy-in; as we have understood that stakeholders play a crucial role in the successful implementation of the plan, it is important to have buy-in from all stakeholders, including patients, healthcare providers, and hospital administrators. Secondly, the availability of adequate resources, such as staff, technological materials, and finances is important. The unavailability or scarcity of such possessions may lead to delayed implementation. Other considerable factors are; patients’ valuable input and readiness to adapt to the changes, staff training, and compliance with the regulations and policies.


    Adapa, K., Jain, S., Kanwar, R., Zaman, T., Taneja, T., Walker, J., & Mazur, L. (2020). Augmented reality in patient education and health literacy: A scoping review protocol. BMJ Open10(9), e038416. 

    Chow, T. C., Zailani, S., Rahman, M. K., Qiannan, Z., Bhuiyan, M. A., & Patwary, A. K. (2021). Impact of sustainable project management on project plan and project success of the manufacturing firm: Structural model assessment. PLoS ONE16(11), e0259819. 

    CMS. (2023). Hospital readmissions reduction program (HRRP). 

    Haraldseid-Driftland, C., Billett, S., Guise, V., Schibevaag, L., Alsvik, J. G., Fagerdal, B., Lyng, H. B., & Wiig, S. (2022). The role of collaborative learning in resilience in healthcare—A thematic qualitative meta-synthesis of resilience narratives. BMC Health Services Research22(1), 1091. 

    NURS FPX 6030 Assessment 4 Implementation Plan Design

    Kjellsdotter, A., Berglund, M., Jebens, E., Kvick, J., & Andersson, S. (2020). To take charge of one’s life—Group-based education for patients with type 2 diabetes in primary care—A lifeworld approach. International Journal of Qualitative Studies on Health and Well-Being15(1), 1726856. 

    Kruse, C. S., Williams, K., Bohls, J., & Shamsi, W. (2021). Telemedicine and health policy: A systematic review. Health Policy and Technology10(1), 209–229. 

    Kuwabara, A., Su, S., & Krauss, J. (2020). Utilizing digital health technologies for patient education in lifestyle medicine. American Journal of Lifestyle Medicine14(2), 137–142. 

    Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators and the way forward. BMC Nursing20(1), 158. 

    McNulty, J. P., & Politis, Y. (2023). Empathy, emotional intelligence, and interprofessional skills in healthcare education. Journal of Medical Imaging and Radiation Sciences54(2), 238–246. 

    NURS FPX 6030 Assessment 4 Implementation Plan Design

    Saad Alessa, G. (2021). The dimensions of transformational leadership and its organizational effects in public universities in Saudi Arabia: A systematic review. Frontiers in Psychology12. (2023). HIPAA Rules for telehealth technology. (2023). Medicare payment policies.