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NURS FPX 6030 Assessment 6 Final Project Submission

Student Name

Capella University

NURS-FPX 6030 MSN Practicum and Capstone

Prof. Name:

Date

Final Project Submission

Abstract

This capstone project aimed to increase annual NCLEX passing rates among LPN students in Chippewa Valley Technical (CVT) College by integrating a blended learning approach. The interventional plan for this project was to introduce the flipped classroom model through weekly online modules, biweekly online quizzes, and monthly online simulations. This project not only improved NCLEX passing rates but also resulted in enhanced students’ learning experiences. Students could study independently through flexible teaching and learning modalities, ensuring in-depth content comprehension. Moreover, it improved their participation in education, encouraging their readiness to build essential nursing competencies. Beyond the project’s impact on learners, faculty experienced positive results through technological integration, which made their tasks easy to deliver. 

Introduction

The primary need of this capstone project is to address the declining NCLEX passing rates among LPN students, particularly at Chippewa Valley Technical College. The intervention is to change the teaching modality from a traditional classroom environment to a blended learning approach using a flipped classroom model. We plan to incorporate online weekly modules, bi-weekly online quizzes, and monthly online simulations. These approaches are appropriate to address our pressing needs.

They foster a flexible and interactive learning environment for students from diverse backgrounds and working specialties, encouraging them to study self-reliantly and motivating them to improve examination results. The content development and implementation time ranges from 3 months to a year, followed by robust evaluation through quantitative methods (quiz scores and examination results) and qualitative methods (surveys, interviews, and focused group discussions). We analyzed the data received from these methods through analytic tools and software. 

Problem Statement (PICOT)

Need Statement

Improving the passing rates of the NCLEX exam among LPN students is the pivotal need that this project revolves around. Specifically, the project is investigating if a blended learning approach (a combination of both online and classroom learning modalities) will be valuable compared to traditional classroom learning to improve the performance of concerned students in passing their licensure exams. There are several reasons behind the importance of clearing NCLEX for nursing students; these include ensuring patient safety and expanding the healthcare workforce. Licensed practice nurses (LPNs) play a crucial role in healthcare by providing direct care to the patients at the frontline and maintaining patient safety (Vaismoradi et al., 2020).

Their competency is indicated through the NCLEX passing rates. Furthermore, high NCLEX passing rates will eventually expand the frontline workforce, addressing nursing shortages nationwide. Thus, there is a pressing need to improve NCLEX pass rates using different educational modalities. However, the analysis should cover the knowledge gap related to the long-term impact of the blended learning approach on NCLEX passing rate by including information about the effective and proven online resources and interactive elements in the blended learning approach impacting NCLEX pass rates. 

Population and Settings 

Through this capstone project, I will target LPN students presently enrolled in nursing education programs. The goal is to apply the intervention (blended learning) to observe the passing rates of NCLEX for 12 months. Career growth and development signify the need to improve my project population’s licensure exam passing rates. Since LPN students are future healthcare providers, completing and passing licensure exams is necessary to ensure quality care and patient safety. Moreover, the diversity of PN students advocates the need for a blended learning approach where education and curriculum are tailored to individual needs. 

Simultaneously, the targeted setting in this capstone project is Chippewa Valley Technical College (CVTC), where a one-year Practical Nursing (LPN), face-to-face diploma program is established. This program helps students learn basic nursing skills to help and support other healthcare providers in healthcare settings. The blended learning approach is planned to be introduced in the college through this capstone project to identify the quality of education, consequently preparing nurses to provide safe and effective care. Moreover, high NCLEX passing rates are essential for the organization to seek accreditation and retain a positive reputation. 

Intervention Overview

Our project uses a blended learning approach to address the identified need among LPN students at CVT College through a “flipped classroom model,” where students will be engaged through weekly online modules, biweekly online quiz completions, and online simulatory learning per month. This exercise helps gauge student’s engagement and prepares them for critical thinking and problem-solving abilities, which are essential for students to pass NCLEX exams successfully. Similarly, blended learning provides flexible learning times. It develops skills for independent study (Shang & Liu, 2018), which is why it is the best fit for LPN students due to their diverse schedules and responsibilities. Moreover, it is an appropriate intervention for CVT College as the faculty and administration are always welcoming to improving the quality of their education. We plan to use the PDSA (plan-do-study-act) cycle as a quality improvement (QI) method.

It is a four-stage, repetitive QI method focusing on continuous progress in quality improvement projects. In our project’s “planning” phase, we will select a batch of nursing students as an interventional group. Furthermore, we will identify the need to address NCLEX exam rates and decide on short- and long-term goals. In the “do” stage, the blended learning approach is implemented. After implementation, pre- and post-intervention passing rates will be assessed in the “study” phase. In the last “act” phase, the continuous improvement process will begin by analyzing the results. The approach will be scaled up on positive results, and further improvements will be made on receiving negative results. However, the knowledge gaps include the availability of technological resources in the organization and learners’ ability to effectively utilize these blended teaching methods. 

Comparison of Approaches

Alternative approaches to education that can directly or indirectly impact the need of the project (improving NCLEX passing rates) are interprofessional education and clinical preceptorships. The interprofessional approaches are significant to achieve our project outcomes. 

  1. Interprofessional Education (IPE): When learning together, students from various healthcare backgrounds can foster a collaborative environment and improve healthcare practices in clinical areas (Zechariah et al., 2019). Compared to the flipped classroom model, this approach will encourage LPN students to connect with students from other domains and expose them to diverse perspectives and skills, enabling them to perform interprofessional care. However, as a flipped classroom model, IPE does not directly impact NCLEX passing rates. Yet, the positives of the IPE are that it will motivate the students to perform well in their licensure exams to provide efficient care to the patients in clinical areas. 
  2. Clinical Preceptorships: The relationship of preceptee and preceptor in clinical areas is an effective method of learning and education for nursing students. These preceptorships expose students to real healthcare settings and interprofessional teams, enabling them to observe and participate in care. It is an appropriate approach for CVT College as the institution already arranges clinical mentorships for nursing students. Clinical preceptorships help to expand practical wisdom among nurses, eventually improving NCLEX pass rates. This approach enhances practical skills and helps nursing students learn from the experiences of their preceptors, directly contributing to their readiness for the NCLEX and their ability to provide safe and effective patient care. 

Initial Outcome Draft

The outcome that I want to achieve through this project is to increase the percentage of NCLEX passing rates among LPN students within 12 months. Enhancing students’ learning, education process, and readiness to pass NCLEX is directly interlinked with our outcome and intervention’s goal. The project also aims to determine the effectiveness of blended learning in improving LPN students’ academic performance, confidence, and knowledge. We aim to evaluate The criteria to evaluate the results of the NCLEX passing rates, the quality of safe and efficient patient care, and patient satisfaction levels using several evaluation methods, including interviews, questionnaires, patient feedback, and analyzing dashboard metrics within the organization through Electronic Health Records System (EHR). 

Time Estimate 

The estimated time for intervention development would range from 3 to 6 months. This time is needed to design the course, develop an application, and prepare resources for simulation. However, challenges may hinder smooth operations, such as securing necessary funds and resources, coordinating with the faculty to schedule their extra responsibilities, and aligning with the educational regulatory requirements. On the other hand, an estimated time frame for implementation can vary between 6 months to a year, which is required for the rollout of the blended learning modalities, training for faculty, and overcoming students’ limited access and knowledge about technological mediums. However, some uncertainties of project implementation that can impact the time frame are the faculty and students’ readiness to change, unavailability of resources at the required time, technological issues, and lack of support from leadership. 

Literature Review

Several studies in the literature are focused on advocating for the need to improve NCLEX passing rates among nursing students. 

  • An article by Hanson-Zalot et al. (2019) presents a recent decline of 7% in NCLEX passing rates for first-timers. This significant decline encourages organizations to modify their education curriculum and delivery methods to improve the statistics of students passing NCLEX. This article discusses the challenges students face during the exam and how important it is for faculty to provide support and resources. This information is relevant to my project to improve NCLEX exam rates in LPN students because it provides insights into how nursing schools can help their students succeed. For example, the article suggests nursing schools can provide students access to practice questions and review courses through online mediums. Such a strategy is connected to our project of introducing a blended learning approach. 
  • Another study by Cosper et al. (2023), found that academic factors (such as GPA and exam scores) and non-academic factors (poor study skills, personal matters, prioritizing studies, and unexpected job demands) play a role in NCLEX-RN success. These findings highlighted the importance of modification in curriculum, test methods, instruction methods, and teachers’ support. This study is connected to my project as it provides an understanding of the factors contributing to success on the NCLEX-RN exam, which can be used to develop targeted interventions to support LPN students. Moreover, it explains the importance of a blended learning approach to alleviate the effect of non-academic factors. 

NURS FPX 6030 Assessment 6 Final Project Submission

  • A study explains the effectiveness of a blended learning approach to address some factors that may impact nursing students’ efficiency in learning. The study demonstrates that the blended learning approach provides flexible learning times, where students can arrange their schedules according to their responsibilities. It also develops skills for independent research, improving their understanding and knowledge according to their pace (Shang & Liu, 2018). Such an approach enhances understanding of the curriculum and eventually increases exam passing rates. Since the study is about blended learning and its effectiveness in nursing education, it is connected to the primary intervention of my project. 
  • Almasloukh et al. (2023), review several studies to conclude that it is imperative to improve NCLEX success rate among nursing students through modifying educational strategies. They suggested some strategies, out of which one that is relevant to my project is simulation as an active learning strategy. This strategy encourages students to engage with the curriculum meaningfully and practically rather than simply memorizing it. The blended learning approach planned to be introduced through this project has similar benefits. Thus, the study and the information outsourced from this study are essential for the project. 
  • Another research article by Shatto et al. (2019), examines the effectiveness of active learning methods in improving student performance on the NCLEX-RN. Initially, the paper presents the importance of enhancing NCLEX success rate, followed by explaining the efficiency of active learning, which is mainly about switching from traditional to student-focused learning methods. These include blended learning, problem-based learning, case studies, and simulation. This article is related to my project as it provides a comprehensive understanding of the need identified within the project and the targeted intervention proposed. Insights from this article helped in developing effective interventions. 

NURS FPX 6030 Assessment 6 Final Project Submission

  • Another study explains that since nursing education is full of complexities, utilizing a blended learning approach through online modules and simulations has effectively improved student outcomes and interaction with the learning management systems (Sáiz-Manzanares et al., 2020). This study is beneficial for my project as it advocates for utilizing a blended learning approach within the course to improve student learning outcomes and critical thinking ability, which is an essential aspect of NCLEX, as the exam is based on testing critical thinking and manipulations rather than memorized content. 
  • A review article by McNally et al. (2019) highlighted the importance of supporting diversity in nursing education. It emphasized the need to make ongoing efforts to help students from different backgrounds (social, economic, cultural, and occupational) to be part of nursing schools. My project also caters to the population of LPN students from various backgrounds and occupational settings. Therefore, this review article supports my project’s target population. 
  • A study examines the effectiveness of the online flipped classroom model, stating that the model has been effective, especially in COVID, for remote studying. This model has resulted in higher pass rates similar to the traditional teaching method, with some limitations (Du et al., 2023). This article is related to my project as the model is student-centered, so that it can improve student outcomes, including NCLEX pass rates. Moreover, the flipped classroom model gives leverage for students to study at their own pace, regardless of their multiple commitments. 

NURS FPX 6030 Assessment 6 Final Project Submission

  • A systematic review by Özbay and Çınar (2021) presents the effectiveness of flipped classroom teaching methods in nursing education. The study found that such methods are essential to improve or maintain academic performance, enhance student satisfaction, and augment their clinical skills and capabilities. This article is connected to my project to improve NCLEX success rates, as the interest of educators is to improve student performance, which is one of the outcomes of flipped classrooms, as per the review. Secondly, the critical success measure of NCLEX pass rates is enhanced clinical competencies, another significant outcome of the flipped classroom model as per the review. Thus, this review is helpful in the development of my interventional plan. 
  • Another article that supports the impact of flipped classrooms presents some other outcomes of this teaching methodology. It mentions that along with improved academic performance, the flipped classroom model is impactful for increasing problem-solving and critical thinking abilities (Lelean & Edwards, 2020). Such outcomes are essential for my project as one of the purposes of the NCLEX exam is to test students’ ability to solve clinical issues using critical thinking. This article is vital for my project as it supports the need addressed and the planned intervention. 

My PICOT project is supported by credible evidence. The relevance, credibility, and trustworthiness of these pieces of evidence can be assessed using CRAAP criteria – currency, relevance, authority, accuracy, and purpose. The CRAAP criteria are developed for researchers to find authentic resources that fall under the current date of publication (within five years), are relevant to the topic of the research, adequately authorized by reliable authors and journals/websites, claims are accurately supported, and the purpose of the study revolves around the purpose of the research. 

Evaluation and Synthesis of Relevant Health Policy 

  1. The Title VIII Nursing Workforce Development Act is the policy relevant to our identified need to improve NCLEX passing rates among LPN students. This act is developed to provide adequate funding to organizations providing high-quality nursing education to expand the nursing workforce. One of the reasons to improve NCLEX passing rates is to bring qualified nurses to clinical areas for safe and effective patient care. Further, the funding resources available under this act can help to implement blended learning to address the identified need as various blended learning methods can be introduced for LPN students, consequently affecting their NCLEX passing rates. 
  2. Simultaneously, Virtual Reality (VR) and Telehealth platforms will impact the blended learning approach in my project as VR devices can be used as a blended learning method to make students practice real-life scenarios and achieve immersive learning experiences. Furthermore, telehealth platforms could be used in blended learning programs through virtual consultations with expert support from senior clinical nurses. This will help students learn from specialists and get the support they need to succeed in their licensure exams. These technological mediums can also be used for simulation as part of my intervention plan, which can incorporate student practice skills. Telehealth mediums used for simulation help students learn at their own pace, addressing the factors of diverse responsibilities, prioritization issues, different study timings, and geographical barriers. This relates to my project, which aims to improve NCLEX pass rates by integrating blended and self-paced learning approaches.
  3. Other communications from NCSBN and the American Association of Colleges of Nursing (AACN) can be utilized to address the need to improve NCLEX pass rates effectively. We can integrate the resources published by these bodies, such as the standards of nursing practice and educational material. These resources and accreditation standards can be integrated into blended learning programs to improve the efficacy of education, enhancing licensure exam passing rates and generating a competent workforce for clinical areas. 

Interventional Plan

Intervention Plan Components

The primary intervention plan is designed to address the decline in NCLEX passing rates among LPN students at CTV College by adopting a Blended Learning Model. This innovative approach utilizes the Flipped Classroom Model, enabling students to engage in online coursework before attending in-person sessions. This structured methodology allows for enhanced instructional time and provides flexibility, ensuring a more profound, comprehensive understanding of the material (Kumar et al., 2021). Central to this intervention are weekly online modules that offer students a consistent learning trajectory, ensuring they are well-acquainted with pivotal concepts crucial for their profession. Further, bi-weekly online quizzes are incorporated to gauge their grasp and understanding continuously.

Complementing this is integrating monthly online simulations meticulously designed to mirror real-world clinical environments. These simulations empower students to apply and test their theoretical knowledge in practice-like scenarios, bridging the gap between academic learning and real-world applicability. The effectiveness of this blended learning approach, anchored by the flipped classroom model, lies in its potential for consistent student engagement. As for evaluating this intervention’s success, it will be predominantly gauged by a noticeable increase in NCLEX passing rates. Additional measures of success will include heightened student activity and interaction with online modules and positive endorsements from both students and faculty regarding the efficacy and benefits of the blended learning approach.

Cultural Needs and Characteristics of the Target Population

The target population’s cultural needs and characteristics involve diverse backgrounds with different levels of familiarity with digital tools and varying comfort levels with traditional classroom settings. There are also students from backgrounds where collaborative and group-based learning is the norm, while others might be used to a more individualistic learning style. Therefore, the flipped classroom model is not merely an instructional design choice but a strategic approach to cater to this varied demographic. It provides flexibility, accommodating different learning paces and styles, thereby respecting individual and cultural differences (Kumar et al., 2021).

CVT College possesses a distinct educational culture that transcends beyond its physical infrastructure. This culture encapsulates the institution’s values, expectations, and norms, integral to its identity. The cultural need is for a progressive learning environment that bridges traditional methods with innovative techniques to produce competent nurses. This institutional culture further underscores the necessity of the blended model, ensuring the intervention is aligned with the college’s broader educational mission. 

Theoretical Foundations

Our intervention, predicated on the Blended Learning Model, synergizes with distinct theoretical nursing models, interdisciplinary strategies, and advanced healthcare technologies. Delving deeper, Peplau’s Nurse-Patient Relationship Model is pertinent to our approach. Within the scope of our intervention, which relies heavily on the blended learning model and particularly the flipped classroom technique, Peplau’s model accentuates the evolving relationship dynamics between educators and students. This transition—from orientation to resolution—parallels the students’ journey from absorbing online content to applying this knowledge in the real-world scenarios replicated in our simulations. While Peplau’s model, with its collaborative learning focus, complements the flipped classroom environment, it might need fine-tuning to cater to more significant classroom dynamics rather than individual interactions.

Among nursing models, Peplau’s will undeniably shape our intervention, enhancing the educator-student relationship within the blended learning framework (Smith et al., 2023).  From an interdisciplinary strategy perspective, Problem-Based Learning (PBL) integrates seamlessly with our initiative. As our intervention employs monthly online simulations replicating clinical environments, PBL pivots around resolving real-world problems. This strategy, which harmonizes with our emphasis on real-world application through simulations, fosters an environment where students apply theoretical knowledge in practical settings. In the technological realm, Virtual Reality (VR) emerges as a linchpin for our intervention. Our emphasis on VR provides students with an immersive experience and equips them to navigate complex clinical scenarios, a fundamental component of our blended learning approach. The efficacy of VR in converting theoretical learning into tangible skills is unmatched. 

Justification of Major Components 

Our intervention plan, grounded in the Blended Learning Model, is firmly rooted in evidence and best practices from the literature, and we have integrated these findings to optimize the educational outcomes for our students. Regarding theoretical nursing models, the Nurse-Patient Relationship Model by Peplau is foundational to our approach. Peplau’s model champions the significance of evolving interpersonal relationships, which, in our context, translates to the educator-student dynamics in the blended learning environment. Such a relationship-centric approach not only aids academic success but also prepares students for real-world nursing scenarios where interpersonal skills are paramount.

Turning to strategies from other disciplines, our decision to incorporate Problem-Based Learning (PBL) is backed by its proven efficacy in enhancing real-world problem-solving skills. The alignment of PBL with our online simulations is not coincidental but intentional, ensuring students can apply their theoretical knowledge in practical scenarios. PBL has been lauded for deepening understanding and improving retention, making it a linchpin in our intervention. Lastly, the inclusion of healthcare technologies like Virtual Reality (VR) is justified by the burgeoning evidence of its efficacy in medical education. VR’s immersive capabilities transform the learning experience, bridging theoretical knowledge with practical application. VRs play a role in improving retention and engagement, making it a logical choice for our intervention.

Stakeholder, Policy, and Regulations

Understanding the intricate needs of stakeholders is fundamental for the optimal rollout of our intervention plan. In the backdrop of our blended learning model, primary stakeholders include students, faculty, and the academic institution. Students, often balancing responsibilities, seek adaptability in their academic endeavors. Our blended model is tailored to cater to such needs, ensuring a harmonious balance between their academic and personal commitments. As the bedrock of this educational shift, the faculty needs holistic training. Such training is aimed at capacitating them to blend their age-old teaching methodologies with this innovative approach seamlessly. Institutions, on their part, are driven by the goal of either retaining or elevating their academic prestige.

Improving NCLEX passing rates is a testimony to their undiluted commitment to educational preeminence. Navigating through healthcare policy and regulations is a cornerstone for the success of our intervention. An essential policy that dovetails with our initiative is the Title VIII Nursing Workforce Development Act. The act, at its core, promotes and improves the health of the nation by advancing education and training in the nursing workforce. It emphasizes the need for equitable, high-quality nursing education and underscores financial support for educational institutions.

NURS FPX 6030 Assessment 6 Final Project Submission

By anchoring our blended learning model around this policy, we respond to its mandates and reiterate our commitment to imparting unparalleled nursing education. Yet, while policies set the direction, the benchmarks outlined by governing bodies crystallize the path. The National Council of State Boards of Nursing (NCSBN) is particularly pertinent. The NCSBN sets public health, safety, and welfare standards in nursing practice. For our intervention, aligning with the NCSBN standards ensures our blended learning model meets the quality and safety standards for nursing education.

Adhering to these standards directly influences our intervention design, ensuring students are prepared in line with the highest professional benchmarks. Embedded within this analysis are assumptions. We predict that the stakeholders, especially faculty, will be open to training and the impending transition. Moreover, our intervention’s alignment with the present NCSBN standards also presupposes that these standards, though susceptible to change, will be met, and future adaptations will be undertaken as these standards transform (Smiley & Martin, 2023).

Ethical and Legal Implications

In the endeavor to transition to a blended learning model for nursing education, we grapple with several pressing ethical and legal concerns that mandate our earnest attention and strategic mitigation. A paramount ethical concern centers around equitable access and inclusion. Acknowledging that students come with varied technological proficiencies and backgrounds is crucial. Not every student might have the same level of accessibility to the digital tools and resources crucial for blended learning. This disparity may widen existing gaps, leading to an unequal learning experience for some. This commitment to equity is not just a nod to educational fairness but echoes the foundational principles of healthcare itself. Another ethical dimension to consider is the preservation of student data privacy.

The proliferation of online learning components amplifies the risk of data breaches or unauthorized access to sensitive student information. Every digital tool, platform, or resource we incorporate needs to be rigorously vetted for its data protection protocols. For instance, any perceived lack of fairness or instances of data breaches could lead to significant student dissatisfaction, potentially stalling the transition to the blended model and demanding immediate remedial action (Smiley & Martin, 2023).

NURS FPX 6030 Assessment 6 Final Project Submission

On the legal front, strict adherence to established educational standards, such as those mandated by the National Council of State Boards of Nursing (NCSBN), remains non-negotiable. These standards are in place to ensure the quality and credibility of our education. Any deviation could jeopardize our institution’s accreditation and, by extension, the prospects of our students. Incorporating digital resources also introduces potential copyright challenges.

As educators, we need to be acutely aware of the legalities surrounding the use of online content. Unauthorized use or distribution could tarnish our institution’s reputation and expose us to legal repercussions. Legal considerations also have a cascading effect on the broader healthcare practice. Lastly, it is essential to recognize the limitations in our current understanding. While we strive for comprehensive planning, gaps remain in our knowledge of individual student preferences and their readiness for a blended learning approach (Smiley & Martin, 2023). Although this model’s immediate benefits are straightforward, questions about its long-term efficacy and cost-effectiveness persist. Such uncertainties underscore the importance of our approach’s continuous assessment, feedback incorporation, and flexibility.

Implementation Plan

Management and Leadership 

A multifaceted strategy encompassing leadership, management, and professional nursing practices is necessary to implement the blended learning model at CVT College. Adopting a transformational leadership approach is pivotal in inspiring and motivating stakeholders by cultivating a shared vision. By engaging directly with faculty, students, and interdisciplinary professionals, leaders can elucidate the aim of the blended learning model: elevating NCLEX pass rates. Participative management is essential, which involves actively seeking and valuing feedback from all stakeholders. As the blended learning model is integrated, some faculty members may voice concerns about the efficacy of online modules or the potential tech challenges students might face.

By considering this feedback, adjustments can be made to better align with faculty and student needs. This collaborative approach ensures stakeholders feel heard and invested in the program’s success. Every piece of conflicting data or alternate perspective is not a hurdle but an opportunity to refine the approach. Prioritizing evidence-based practice (EBP) is fundamental and ensures integrating the latest research and patient care data with clinical expertise and patient preferences. In the blended learning context, modules should be continuously updated with contemporary research in nursing education. The curriculum should adapt if emerging research reveals reservations about blended learning’s efficacy or emphasizes the effectiveness of specific techniques. For instance, while VR simulations might engage specific learners, they may alienate those uncomfortable with such advanced technology. Recognizing these disparities and ensuring module flexibility can help in addressing such concerns.

Implications of Change for Proposed Strategies

The introduction of a blended learning model, underpinned by transformational leadership, can substantially alter the educational setting of LPNs at CVT College. This shift to blended learning may enhance the quality of care by producing more engaged graduates and, consequently, better prepared for the NCLEX exams. The quality enhancement arises from a combination of flexible online learning, allowing students to learn at their own pace, and in-person sessions that enrich understanding. However, this change might face resistance, especially from stakeholders comfortable with the conventional teaching approaches, which could momentarily affect the educational experience (Elgohary et al., 2022). Incorporating participative management to oversee this change could lead to a more inclusive learning environment.

By actively involving faculty and students in decision-making processes about the intervention, the overall care experience is expected to be enriched. This inclusive strategy fosters a sense of ownership among stakeholders, ensuring smoother implementation. Besides, adopting EBP as a professional nursing practice in the curriculum ensures that students are trained with the most current and validated methodologies, boosting the quality of care they will offer in their professional capacities. Although EBP promises better patient outcomes and a superior educational experience, its constant evolution requires continuous updates to the curriculum. As we venture into this blended learning model, uncertainties remain—sustainability of costs, technological adaptability, and the pace at which curriculum updates can be incorporated. 

Delivery and Technology

Utilizing online platforms to disseminate weekly modules and bi-weekly quizzes offers flexibility. This method is apt because it caters to diverse student backgrounds and learning paces, allowing learners to engage with the content at their convenience. Such an approach minimizes time and geographical barriers, hence promoting broader student participation, which is integral to improving the overall quality of the project (Elgohary et al., 2022). In addition to the online components, in-person sessions are crucial. This method is beneficial as it allows students to apply their online learning practically, promoting more profound understanding and retention. The face-to-face interactions foster peer learning, enable real-time feedback, and provide opportunities for students to clarify doubts, enriching the learning experience.

Furthermore, integrating monthly online simulations is a progressive step in the intervention plan. These simulations offer students hands-on experience, mimicking real-world clinical scenarios, vital for their future roles. Given the evolving nature of healthcare and the importance of practical experience in nursing education, these simulations are both appropriate and essential. Their inclusion promises to elevate the overall quality of the project by ensuring students are not just theoretically sound but also practically adept, better preparing them for the NCLEX and their subsequent professional roles (Elgohary et al., 2022). 

Evaluation of Technological Options

The current technological landscape offers various options to bolster our proposed delivery methods—for instance, Learning Management Systems (LMS) are paramount. LMS platforms like Canvas or Blackboard streamline managing and tracking online coursework, ensuring educators and students have a seamless experience. LMS has the most substantial positive impact among the current options due to its versatility and widespread adoption in educational settings. Similarly, Virtual Reality (VR) platforms stand out, promising to revolutionize nursing education by providing a more immersive learning experience. These platforms allow students to step into realistic clinical scenarios, enhancing their hands-on skills without the constraints of traditional settings. It is anticipated that, among the nascent technologies, VR could have the most profound positive influence on the learning experience. 

Stakeholders, Policy, and Regulations

Implementing the blended learning model in LPN education necessitates a deep understanding of all relevant stakeholders. Key players include the students, who will directly engage with the new learning modules; the faculty, responsible for delivering content in this novel format; and the academic institution’s administrative and technical staff, ensuring the smooth operation of the technological aspects. Students may require additional resources or training to adapt, faculty might benefit from professional development opportunities to familiarize themselves with blended learning pedagogies, and the institution should be prepared for potential technical challenges.

In the regulatory realm, it is paramount that our intervention aligns with the specific standards outlined by the National Council of State Boards of Nursing (NCSBN). This body oversees the consistency and quality of nursing education, ensuring that graduates are well-prepared for their roles in healthcare settings (Smiley & Martin, 2023). Similarly, strict adherence to the provisions and guidelines of the Title VIII Nursing Workforce Development Act is crucial. This legislation is designed to bolster the quality of nursing education, ensuring that nursing students acquire essential knowledge and develop the skills necessary for contemporary healthcare environments. 

Policy Considerations for Intervention Implementation

One existing policy that could benefit the intervention plan is the “Continuing Education and Professional Development” policy, which many nursing colleges have adopted. Fares et al. (2019)  inherently stress the importance of continuously evolving and updating educational methodologies. This existing policy could significantly bolster our implementation efforts by providing a recognized framework that acknowledges the need for varied and modern teaching methods, hence easing the integration of the blended learning system. However, a new policy dubbed the “Blended Learning Standardization and Oversight” could be proposed to accommodate the unique requirements of blended learning and address some of its challenges.

This policy would emphasize the creation of a dedicated committee within the institution to oversee the effective execution of the blended learning approach, ensuring that the technological tools employed are current and that the content delivered aligns with the highest pedagogical standards. This new policy consideration aims to enhance the quality of the blended learning experience. 

Timeline 

The intervention plan’s timeline is approximately 9 to 18 months, split into two phases. The “Development Phase” takes 3 to 6 months, focusing on finalizing online content, selecting technology platforms, and faculty training. The subsequent “Implementation Phase” will last 6 to 12 months, introducing the program to all students. The timeline might vary based on student body size, adaptability, and potential tech issues. Maintaining quality and flexibility throughout is essential. Additionally, unforeseen technological challenges in scalability and functionality could introduce delays, thereby warranting the potential need to adjust this timeline. 

Evaluation Plan

Defining the Outcomes of the Intervention Plan

The interventional plan comprises adopting a blended learning approach through a flipped classroom model. The plan includes a three-pronged approach: weekly online lectures, biweekly online quizzes, and online simulations once per month. Through the implementation of the flipped classroom model, we anticipate that students will enhance their knowledge and develop critical thinking and clinical reasoning skills. Ultimately, the predominant goal of improving NCLEX passing rates is achieved. These outcomes portray the primary purpose of our interventional plan to explore the effectiveness of the blended learning approach in increasing NCLEX pass rates.

Emphasizing NCLEX pass rates assists in evaluating the competencies of nursing graduates through substantial and widely recognized measures. These outcomes establish a framework to improve the quality of care, patient safety, and patient experiences by creating a competent workforce. A higher NCLEX pass rate indicates that more LPN graduates have the skills to perform safe, high-quality patient care. Simultaneously, the blended learning approach integrated through the flipped classroom model enhances critical thinking and clinical reasoning skills so that nurses can address complex healthcare situations in their future clinical practices (Almasloukh et al., 2023). 

Designing the Evaluation Plan for the Intervention

Our evaluation plan begins with collecting comprehensive data related to the experimental and control groups. The data should include individual student NCLEX pass rates, performance on weekly online modules, scores on biweekly quizzes, and participation in monthly simulation activities. Data collection methods include quantitative methods such as quiz scores and examination passing rates. Surveys, semi-structured interviews, and focused group discussions can gather qualitative data, capturing participants’ experiences and insights about intervention effectiveness. While learning management systems (LMS) will be utilized to track student engagement, NCLEX pass rate data can be acquired from official testing organizations.

On the other hand, surveys can be administered through online survey programs, facilitating effective data collection and analysis. We will analyze the data using specific software tools, such as Statistical Package for the Social Sciences (SPSS). Additionally, qualitative data analysis may involve coding and thematic analysis using various software tools. This evaluation plan will demonstrate the impact of the intervention by presenting a comprehensive picture of student performance and perceptions, highlighting statistical differences in NCLEX pass rates between blended learning and traditional groups. Ultimately, this provides an evidence-based assessment of the intervention’s effectiveness in achieving the desired outcomes and improving healthcare quality. 

Discussion

Advocacy

The nurse plays a crucial role as educators and facilitators to advocate for introducing a blended learning approach in LPN education. Nurse educators are catalysts to change as they emphasize the integration of practical and real-world situations in the classroom (Raj, 2023). We aim to connect education with practice through the flipped classroom model, creating well-rounded nursing professionals ready for real-world challenges. By bridging the gap between education and healthcare practices, the nurse contributes to continuous improvement, influencing the quality and experience of care within the healthcare landscape (Raj, 2023). Our interventional plan positively impacts the nursing profession as it modernizes education, preparing future nurses to navigate changing healthcare demands and improving their competencies and adaptability. Moreover, the plan generates a collaborative environment, encouraging the solving of problems and fostering a shared commitment to improving patient outcomes.

Besides this, our interventional plan produces multifaceted gains, such as addressing the need for adaptable and highly skilled nursing professionals to provide high-quality care to patients. The project’s success could set an example for innovative educational approaches, increasing NCLEX pass rates, improving healthcare competencies, and shaping a trained and collaborative healthcare workforce (Shang & Liu, 2018). However, student participation and implementing a blended learning approach effectively within the project setting are primary unknowns that may require further understanding. Resource limitation and ineffective coordination can bring several challenges that must be addressed to attain desired results.

Future Steps

To create broader impacts through our interventional plan, we could leverage our project by integrating personalized learning pathways to tailor educational content based on individual needs, improving student engagement and learning outcomes. Incorporating virtual reality for immersive clinical simulations can enhance engagement and skill acquisitionThese adaptive technologies help students learn in a modernized environment, preparing the adaptable nursing workforce to navigate healthcare challenges. Utilization of learning analytics can leverage technology to improve students’ performance.

These technologies can assess patterns of student performance, assisting faculty to make timely interventions for students’ needs (Chan et al., 2019). Our plan could leverage the Collaborative Approach to Nursing Care Model to align with emerging care models. This model emphasizes practice-based education, a synergistic collaboration of academic and healthcare settings, generating positive student experiences and preparing them for complex healthcare challenges. 

Reflection on Leading Change and Improvement

This capstone project has significantly enhanced my abilities to improve personal practice and care settings. While I was actively engaged in the development of a blended learning approach to nursing education, I gained insights into innovative teaching and learning strategies and their impact on enhancing nursing competencies. Through this experience, I am empowered to advocate for innovations in my current role, fostering a culture of continuous improvement and adaptability to evolving educational practices. The capstone project provided a solid ground and honed my project management, collaboration, and leadership skills, essential for my future leadership positions where I can actively participate in change and quality improvement projects.

These insights are transferrable into my current practice, where I can initiate discussions to integrate technologies in clinical education. By leveraging evidence-based findings from the project, I can advocate for integrating online modules and simulated learning experiences for clinical nurses to augment their clinical competencies. The transferability of the project to other contexts lies in collaborating with other healthcare institutions and academic programs to exchange evidence-based best practices. This eventually fosters a collective effort to enhance nursing education on a broader scale.

References

Almasloukh, K. B., Miner, M., Phillips, K., & Evans, M. (2023). Educational strategies and nursing theory to prepare learners for NCLEX‐RN. Nursing Open, 10(11), 7144–7153. https://doi.org/10.1002/nop2.1998 

Chan, A. K., Botelho, M. G., & Lam, O. L. (2019). Use of learning analytics data in health care–related educational disciplines: Systematic review. Journal of Medical Internet Research21(2), e11241. https://doi.org/10.2196/11241 

Cosper, S. M., Callan, R. S., & Anderson, L. S. (2023). Investigating student and faculty perspectives related to predictors of NCLEX-RN success: A mixed methods approach. Teaching and Learning in Nursing18(3), 360–365. https://doi.org/10.1016/j.teln.2023.02.002 

Du, J., Chen, X., Wang, T., Zhao, J., & Li, K. (2023). The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study. Nursing Open10(8), 5766–5776. https://doi.org/10.1002/nop2.1757 

Elgohary, M., Palazzo, F. S., Breckwoldt, J., Cheng, A., Pellegrino, J., Schnaubelt, S., Greif, R., & Lockey, A. (2022). Blended learning for accredited life support courses – A systematic review. Resuscitation Plus10, 100240. https://doi.org/10.1016/j.resplu.2022.100240

NURS FPX 6030 Assessment 6 Final Project Submission

Fares, S., Dumit, N. Y., & Dhaini, S. R. (2019). Basic and continuing education needs of nurses instrument: Development and validation. International Nursing Review67(1), 92–100. https://doi.org/10.1111/inr.12520

Hanson-Zalot, M., Gerolamo, A., & Ward, J. (2019). The voices of graduates: Informing faculty practices to establish best practices for readying NCLEX-RN applicants. Open Journal of Nursing9(2), 125–136. https://doi.org/10.4236/ojn.2019.9201 

Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended Learning tools and practices: A comprehensive analysis. IEEE Access9, 85151–85197. https://doi.org/10.1109/access.2021.3085844

Lelean, H., & Edwards, F. (2020). The impact of flipped classrooms in nurse education: A literature review. Waikato Journal of Education25, 145–157. https://doi.org/10.15663/wje.v25i0.735 

McNally, K., Metcalfe, S. E., & Whichello, R. (2019). Interventions to support diversity in nursing education. Journal of Nursing Education58(11), 641–646. https://doi.org/10.3928/01484834-20191021-05 

Özbay, Ö., & Çınar, S. (2021). Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today102, 104922. https://doi.org/10.1016/j.nedt.2021.104922 

Raj, A. (2023). Nurse educators as catalysts for change: Advocating for stronger integration between education and services. Journal of Intensive and Critical Care Nursing6(4). https://doi.org/10.35841/aaiccn-6.4.159 

Sáiz-Manzanares, M. C., Escolar-Llamazares, M.-C., & Arnaiz González, Á. (2020). Effectiveness of blended learning in nursing education. International Journal of Environmental Research and Public Health17(5), 1589. https://doi.org/10.3390/ijerph17051589

Shang, F., & Liu, C-Y. (2018). Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education42(4), 711–717. https://doi.org/10.1152/advan.00021.2018 

Shatto, B., Shagavah, A., Krieger, M., Lutz, L., Duncan, C. E., & Wagner, E. K. (2019). Active learning outcomes on nclex-rn or standardized predictor examinations: An integrative review. Journal of Nursing Education58(1), 42–46. https://doi.org/10.3928/01484834-20190103-07 

Smiley, R., & Martin, B. (2023). Simulation in nursing education: Advancements in regulation, 2014–2022. Journal of Nursing Regulation14(2), 5–9. https://doi.org/10.1016/s2155-8256(23)00086-8

NURS FPX 6030 Assessment 6 Final Project Submission

Smith, R. M., Gray, J. E., & Homer, C. S. E. (2023). Common content, delivery modes and outcome measures for faculty development programs in nursing and midwifery: A scoping review. Nurse Education in Practice70, 103648. https://doi.org/10.1016/j.nepr.2023.103648

Vaismoradi, M., Tella, S., A. Logan, P., Khakurel, J., & Vizcaya-Moreno, F. (2020). Nurses’ adherence to patient safety principles: A systematic review. International Journal of Environmental Research and Public Health17(6), 2028. https://doi.org/10.3390/ijerph17062028 

Zechariah, S., Ansa, B. E., Johnson, S. W., Gates, A. M., & Leo, G. D. (2019). Interprofessional education and collaboration in healthcare: An exploratory study of the perspectives of medical students in the United States. Healthcare7(4), 117. https://doi.org/10.3390/healthcare7040117 

 

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