Nursing Action Plan Paper

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Creating a plan of action for developing a teaching tool is similar to creating a nursing care plan. Many of the steps for each are the same. After a teaching opportunity is recognized, the first step in the action plan is to gain the support of stakeholders. This is considered the assessment phase. For my project, meeting with the unit manager, associate director, and nursing staff allows for discovering multiple viewpoints and gaining insight into potential problems or resources.

The planning phase consists of gathering information. Researching articles, reading about completed studies, and finding statistics that support the teaching tool. For this project, looking for current peer-reviewed articles and reviewing the CDC’s website

to find state and national statistics will help me see how relevant the teaching tool will be. Finding examples of other teaching sheets on the same subject may highlight aspects of content that are not being considered.
Creating a timeline is also part of the planning phase. This should be discussed with the other stakeholders of the unit. The timeline should be adequate enough to carry out the project and still fit within the parameters of the allotted time period. It may be helpful to pick a date for implementation and then work backward, filling in dates for the smaller goals of the project, giving enough time to compensate for unanticipated delays. It is also important to communicate project deadlines and goals to the preceptor.
Creating and implementing the teaching sheet is the last step. Essential aspects include identifying key points to be presented, writing a rough draft, submitting the tool to my preceptor to check for accuracy and relevance, editing multiple times as needed, onboarding staff, and utilizing the final draft to teach patients. Although maybe not a part of implementation, evaluation of the tool is also crucial. Have outcomes changed? Was the original goal met? Has patient knowledge improved? Are fewer calls coming in regarding elevated blood glucose (Cornett, Neal, & Ordelt, n.d.)?