NURS 6331 Week 10 Implementation Memo Example

Course	NURS 6331 Teaching Learning Strategies: Integrating Technology Into Nursing Education
Week	Week 10
Paper type	Implementation memo
Length	About 610 words, 4 pages
Format	Memo, APA 7 citations
School	Walden University
Program	Master of Science in Nursing (MSN)
Updated	October 2026

Free sample paper for NURS 6331 Week 10

Memorandum

To: Second-year teaching team and chair, undergraduate curriculum committee

From: Course faculty lead, second-year skills

Date: Month Day, Year

Re: Adopt interrupted IV push simulation this spring: decision by November 15

The Request

I am asking the teaching team to replace the current uninterrupted IV push check-off with a two-hour interrupted simulation session for each group of four students, starting in the spring term, and I am asking the committee to approve the costs below by November 15. Per cohort of 64 students, the change needs 32 faculty contact hours (16 sessions of 2 hours), 40 standardized participant hours at the program's rate of $30 an hour ($1,200), two tablets with stands for video capture ($900, one time) and professional captioning of the new 90-second prebriefing video ($150, one time). The current check-off uses 21 faculty hours, so the net increase is 11 faculty hours per cohort. Standardized participant hours include 30 minutes per session for setup and a short debrief with the facilitator. No new software license is involved; the optional screen-based platform stays optional and is not part of this request.

Why

Our students give IV push medications correctly in the quiet lab and skip steps when interrupted on their first clinical days; three clinical instructors raised this at the spring debrief. Working nurses are interrupted during more than half of medication administrations, and each interruption raises the error rate (Westbrook et al., 2010). The new session gives each student three interrupted attempts with immediate feedback, the kind of deliberate practice associated with better skill acquisition than traditional teaching (McGaghie et al., 2011), and scores the third attempt against our existing checklist.

Support

Training. Before the term, I will run a 2-hour facilitator workshop for the four faculty who teach the sessions and a 1-hour session for the standardized participants on scripted interruption points. Each facilitator will co-teach one session with me before running one alone.

The first term. I will attend the first two sessions each facilitator runs and meet the team after week 4 to adjust the script and timing. The lab coordinator will set up the manikin station and tablets before each session.

When something breaks. If a tablet fails, the facilitator records interruption and omission times on a paper timeline, debriefs from the observers' checklists and scores the third attempt with a second faculty member; the session loses nothing essential, because video is used only for short targeted clips, and video-assisted debriefing has shown little added benefit over debriefing without it (Cheng et al., 2014). If a standardized participant is absent, the lab coordinator reads the interruption script. Technical questions go to the lab coordinator during lab hours and to me by phone outside them.

Evaluation. At the end of the spring term, I will report the proportion of students meeting the objective on the scored attempt and the clinical instructors' observations of interrupted administrations in the first four clinical weeks, and the team will decide whether to continue.

For Colleagues Who Disagree

Some of you have told me the current check-off works and that interruption is better learned in clinical practice with an instructor present. That is a fair position, and clinical learning will still matter. The difference is that the lab lets a student fail safely three times with immediate correction, while a clinical interruption can reach a patient. Faculty who prefer not to use video may run their sessions without the tablets; the scored attempt is the same either way. The first-year uninterrupted check-off stays in place as the baseline skill, so nothing we teach now is removed.

Decision Needed

I need the committee's decision by November 15 to schedule spring lab rooms and hire standardized participants. Please send questions to me by email or at the November 8 team meeting.

References

Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2014). Debriefing for technology-enhanced simulation: A systematic review and meta-analysis. Medical Education, 48(7), 657-666. https://doi.org/10.1111/medu.12432

McGaghie, W. C., Issenberg, S. B., Cohen, E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic Medicine, 86(6), 706-711. https://doi.org/10.1097/ACM.0b013e318217e119

Westbrook, J. I., Woods, A., Rob, M. I., Dunsmuir, W. T. M., & Day, R. O. (2010). Association of interruptions with an increased risk and severity of medication administration errors. Archives of Internal Medicine, 170(8), 683-690. https://doi.org/10.1001/archinternmed.2010.65

NURS 6331 Week 10 instructions, in plain terms

Week 10 of NURS 6331 has students write a memo asking colleagues or a committee to adopt a teaching change. State the request first, explain why with evidence, list resources needed, address objections and name the decision and deadline. Audience decides the grade, so a memo written like an essay loses points even with strong content. Cite sources briefly in APA 7. Address it to the group that can approve the change. A memo differs from a paper by leading with the request and keeping each section short. Respect colleagues who disagree by stating their concern fairly. Keep the memo to two pages with short headings, and attach detail such as the cost breakdown as an appendix. Number any figures so the committee can refer to them in discussion.

Inside the NURS 6331 Week 10 example

The memo runs on institutional headings rather than academic ones. A recipient line names a role, a subject line states the ask in eight words, and the first paragraph says what is requested and what it costs before anything gets explained. Rationale comes second and stays short, two paragraphs at most, both tied to a teaching problem the recipients already recognize. The support section is where the document spends its length: who trains whom, when, what happens across the first term, and who answers the phone at eight in the morning while a class waits. A paragraph addresses the colleague who does not want this, without dismissing them, and names what they can keep doing. The closing lines carry a decision date and one contact.

NURS 6331 Week 10 rubric: what earns full marks

Audience is the row that decides a memo, and it gets marked on form as much as on content. The example reads as institutional correspondence rather than as an essay under a memo heading, which is the most common failure in this week. A second row usually asks for feasibility, and the support section answers it with arrangements instead of assurances. Predictable losses: a memo opening on background and reaching its request on page two, a cost omitted or buried, a rationale reciting the literature to an audience that did not ask for it, and an ending with no decision date. Where a rubric asks for stakeholder awareness, ignoring the faculty who oppose the change empties that row entirely.

NURS 6331 Week 10 help from the desk

Implementation memos score poorly when the request is buried. Put it in the first sentence. A second weakness is costs without detail. List hours, lab time and equipment. Writers also ignore objections. Answer them. Avoid academic tone. Write for busy colleagues. Name a deadline. A section that states a colleague's concern about lab scheduling and offers a specific answer shows respect and builds support. Close with the decision you need and by when. Have a colleague who disagrees read it before sending.

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NURS 6331 Week 10 questions, answered

Who is the memo addressed to?

A role rather than a person, which is what most prompts expect: a department chair, a nursing education council, a staff development director. The example names the role in the recipient line and writes to what that role actually controls. If your assignment names an audience, the custom version is written to theirs instead.

Is a memo different from a paper?

In form, yes, and rubrics in this week usually mark the difference. A memo carries recipient, subject and date lines, leads with the request, uses short paragraphs under headings, and then stops. A paper builds toward its point. Writing a paper and adding memo headings is the failure this assignment exists to catch.

Should the memo cite sources?

Sparingly. Two or three citations attached to the claims a skeptical reader would question is usually enough, and most sections still require a reference list. What loses marks is a memo reading like a literature review, since the audience being written to did not ask for one and would not finish it.

Where can I find a free NURS 6331 Week 10 sample paper?

The interrupted IV push implementation memo is on this page with the request, the reasons, support needed, answers to objections and the decision needed.

What does the NURS 6331 Week 10 memo ask for?

Replacing the uninterrupted check-off with a two-hour interrupted simulation for each group of four students from spring, with costs approved in November.