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NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

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    NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

    Student Name

    Capella University

    NURS-FPX 6030 MSN Practicum and Capstone

    Prof. Name


    Problem Statement (PICOT)

    The National Council Licensure Examination (NCLEX), designed for nursing graduates in the United States and Canada, is crucial for obtaining a license to practice as Practical Nurses (PN) or Registered Nurses (RN). The NCLEX-PN/RN assesses the essential competencies of newly graduated nurses in providing safe and effective care in patient settings. To enhance learning strategies and processes, organizations continually seek improvement. This assessment explores a problem statement using the PICOT approach: “Does employing a blended learning approach in LPN education, as opposed to a traditional in-person program, result in improved NCLEX pass rates over 12 months?”

    Need Assessment

    The primary focus of this project is to improve NCLEX exam pass rates among LPN students. The investigation centers on whether a blended learning approach, combining online and classroom modalities, is more effective than traditional classroom learning in preparing students for licensure exams. Clearing the NCLEX is essential for ensuring patient safety and addressing healthcare workforce shortages. LPNs, as frontline caregivers, play a vital role, and their competency is reflected in NCLEX passing rates. Higher passing rates contribute to expanding the healthcare workforce and addressing nursing shortages, emphasizing the urgency to enhance educational modalities.

    Assumptions of Analysis

    This need assessment assumes the critical importance of NCLEX for nurses in clinical practice, emphasizing its role in ensuring competency, maintaining patient safety, and improving the quality of care. The assumption extends to the belief that effective educational programs, as indicated by NCLEX passing rates, warrant additional investment in diverse educational modalities to further enhance licensure exam outcomes.

    Population and Setting

    The target population for this capstone project is LPN students enrolled in nursing education programs. The intervention (blended learning) aims to observe NCLEX pass rates over 12 months. The project acknowledges the importance of improving pass rates to facilitate career growth and development for LPN students who are future healthcare providers. The targeted setting is Chippewa Valley Technical College (CVTC), where a Practical Nursing (LPN) diploma program is established. The introduction of a blended learning approach aligns with the goal of preparing students for patient care roles and increasing licensure exam passing rates to ensure safe and effective care provision.

    Quality Improvement Method

    The project employs the Plan-Do-Study-Act (PDSA) cycle, a four-stage quality improvement method. In the planning phase, a nursing student batch is selected as an interventional group, and past NCLEX pass rates are analyzed to set short and long-term goals. The intervention (blended learning) is implemented in the doing phase, and pre- and post-intervention pass rates are studied. Continuous improvement follows in the acting phase, scaling up successful approaches and refining strategies based on results.

    Potential Challenges

    Significant challenges include limited access to technology and digital literacy, impacting students’ learning. Time constraints, particularly for faculty involved in creating blended learning modules, and technical issues such as poor connectivity pose additional challenges. Adequate resources, faculty and student training, technological infrastructure improvement, and incentives for faculty are crucial to address these challenges.

    Intervention Overview

    The chosen intervention is a blended learning approach incorporating problem-based learning (PBL), webinar courses, virtual discussion forums, and quiz completion applications. Blended learning provides flexibility and independent study skills, catering to the diverse schedules and responsibilities of LPN students. The success of the intervention depends on assessing students’ readiness for change, tailoring programs to their preferences, and allocating budget for necessary technological resources.

    Comparison of Approaches

    Alternative approaches, such as Inter-professional Education (IPE) and Simulation-based Learning, are considered. IPE fosters collaboration among healthcare backgrounds but may be resource-intensive. Simulation-based learning improves critical thinking but is cost-ineffective. Blended learning, unlike these approaches, directly targets NCLEX pass rates. Assessing the project setting, infrastructure, and stakeholders’ readiness is imperative before implementation.

    Initial Outcome Draft

    The desired outcome is to increase NCLEX passing rates among LPN students within 12 months. Success is measured by improved academic performance, confidence, and knowledge. The criteria include a seamless transition into practical nursing roles, evaluated through NCLEX passing rates, quality patient care, and patient satisfaction levels.

    Time Estimate

    Intervention development is estimated at 3 to 6 months, including course design and resource preparation. Implementation may take 6 months to a year, considering blended learning rollout, faculty training, and overcoming access challenges. Potential challenges may extend timelines, requiring prompt addressing.

    Literature Review

    Literature emphasizes the need to improve NCLEX passing rates, citing a decline and average passing rates. Blended learning is supported as effective in addressing challenges like poor study skills. The relevance, credibility, and trustworthiness of evidence are assessed using CRAAP criteria.

    Health Policy, Healthcare Technologies, and Other Communications

    The Title VIII Nursing Workforce Development Act supports funding for nursing education, aligning with the need to improve NCLEX passing rates. Virtual Reality (VR) and Telehealth platforms impact blended learning by providing immersive experiences and expert consultations. Technological mediums address personal factors hindering student performance. NCSBN and AACN resources can guide interventions but lack information on student preferences and cost-effectiveness.


    The assessment concludes the PICOT question, highlighting the need to improve NCLEX passing rates among LPN students. The proposed blended learning intervention is supported by literature, health policy, and technological advancements. The PICOT research aims to enhance NCLEX pass rates, contributing to a competent healthcare workforce and improving patient care quality and safety.


    Alvarez Jr, A. V. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education, 15(2), 112–132.

    American Association of Colleges of Nursing. (2023, March). TITLE VIII NURSING WORKFORCE DEVELOPMENT PROGRAMS.

    Boev, C. (2023). Next generation NCLEX: Why simulation matters. Journal of Nursing Education, 62(5), 285–289.

    Chen, Y., VanderLaan, P. A., & Heher, Y. K. (2021). Using the model for improvement and plan‐do‐study‐act to effect smart change and advance quality. Cancer Cytopathology, 129(1), 9–14.

    NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

    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 Nursing, 18(3), 360–365.

    Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in evaluating web sources. College & Amp; Research Libraries News, 80(11), 620.

    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 Nursing, 9(2), 125–136.

    Lange, A.-K., Koch, J., Beck, A., Neugebauer, T., Watzema, F., Wrona, K. J., & Dockweiler, C. (2020). Learning with virtual reality in nursing education: Qualitative interview study among nursing students using the unified theory of acceptance and use of technology model. JMIR Nursing, 3(1), e20249.

    Lister, M., Vaughn, J., Brennan-Cook, J., Molloy, M., Kuszajewski, M., & Shaw, R. J. (2018). Telehealth and telenursing using simulation for pre-licensure USA students. Nurse Education in Practice, 29, 59–63.

    NCSBN. (2023). The pathway to practice – National Council of State Boards of Nursing.

    NCSBN. (2022). The pathway to practice – National Council of State Boards of Nursing.

    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 Health, 17(5), 1589.

    NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

    Shang, F., & Liu, C-Y. (2018). Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education, 42(4), 711–717.

    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 Health, 17(6), 2028.

    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. Healthcare, 7(4), 117.