NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

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Assessment 2: Problem Statement (PICOT)
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Student Name
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Capella University
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Prof Name
JAN 26, 2024

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Problem Statement (PICOT)
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The National Council Licensure Examination (NCLEX) is a pivotal assessment for
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nursing graduates in the United States and Canada, determining their eligibility for
licensure as Practical Nurses (PN) or Registered Nurses (RN). The NCLEX-PN/RN
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evaluates essential competencies crucial for providing safe and effective care. This
study aims to investigate the following problem statement using the PICOT approach:
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"Does the implementation of a blended learning approach in LPN education, as

compared to traditional in-person programs, result in improved NCLEX pass rates over
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a 12-month period?"
Need Assessment
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This project addresses the imperative to enhance NCLEX passing rates among LPN
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students, with a specific focus on exploring the efficacy of a blended learning approach
compared to conventional methods. Recognizing the significance of NCLEX for patient
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safety and the expansion of the nursing workforce, there is a pressing need for effective
educational strategies. LPNs play a vital role in patient care delivery, and NCLEX
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passing rates serve as a measure of their competency. Therefore, improving these rates
is crucial for mitigating nursing shortages and ensuring a proficient frontline workforce.
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Assumptions of Analysis
This need assessment operates under the assumptions that NCLEX is integral to
nursing competence, patient safety, and effective educational programs. It suggests that
investing in additional educational modalities will contribute to enhancing licensure
exam passing rates.
Population and Setting
The target population consists of LPN students enrolled at Chippewa Valley Technical
College (CVTC) in a one-year Practical Nursing (LPN) diploma program. The objective
is to implement a blended learning intervention to observe NCLEX passing rates over a
span of 12 months. The intervention aims to adequately prepare students for licensure
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exams, address career progression, and augment their contributions to patient care
within clinical settings.
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Quality Improvement Method
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The chosen quality improvement method is the PDSA (Plan-Do-Study-Act) cycle,
emphasizing continuous progress. The project involves selecting an interventional
group, analyzing historical NCLEX pass rates, establishing short and long-term
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objectives, implementing a blended learning approach, and evaluating pre- and
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post-intervention passing rates.
Potential Challenges
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Anticipated challenges include limited technology access, digital literacy disparities, time
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constraints, and technical issues. Addressing these challenges necessitates ensuring

sufficient resources and training for both students and faculty, enhancing technological
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infrastructure, and providing incentives to support faculty efforts.
Intervention Overview
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The project proposes a blended learning approach incorporating problem-based

learning, webinar courses, virtual discussion forums, and quiz applications. Blended
learning accommodates the diverse schedules and responsibilities of LPN students,
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fostering independent study.

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Comparison of Approaches
Alternative approaches such as inter-professional education (IPE) and simulation-based

learning were considered. While IPE promotes collaboration, it may require substantial
resources. Simulation-based learning enhances critical thinking but can be
cost-prohibitive. In contrast, blended learning directly targets the improvement of
NCLEX pass rates.
Initial Outcome Draft
The project aims to increase NCLEX passing rates among LPN students, with outcomes
evaluated based on smooth transitions into practical nursing roles and subsequent
impacts on the quality and satisfaction of patient care.
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Time Estimate
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Intervention development is estimated to take 3 to 6 months, encompassing course
design, application development, and resource preparation. Implementation, including
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faculty training and addressing challenges, may extend over a period of 6 months to a
year.
Literature Reviewm
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Literature supports the necessity to enhance NCLEX passing rates and advocates for
the efficacy of blended learning. Evidence indicates that poor study skills and diverse
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responsibilities adversely affect passing rates, issues which blended learning can
effectively address.
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Health Policy, Healthcare Technologies, and Other Communications

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The Title VIII Nursing Workforce Development Act provides pertinent policy support by
offering funding for nursing education. Virtual Reality (VR) and Telehealth platforms
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have the potential to enhance blended learning, offering immersive experiences and
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expert support.
Conclusion
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The PICOT research is centered on improving NCLEX passing rates among LPN
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students through the implementation of a blended learning approach. Literature, policy,

and technological mediums affirm the effectiveness of the intervention, aiming to
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cultivate a competent workforce to enhance patient care and safety.

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References
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. Link
American Association of Colleges of Nursing. (2023, March). TITLE VIII NURSING

WORKFORCE DEVELOPMENT PROGRAMS. Link
Boev, C. (2023). Next generation NCLEX: Why simulation matters. Journal of Nursing
Education, 62(5), 285–289. DOI
Chen, Y., VanderLaan, P. A., & Heher, Y. K. (2021). Using the model for improvement
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and plan‐do‐study‐act to effect smart change and advance quality. Cancer
Cytopathology, 129(1), 9–14. DOI
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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.
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Teaching and Learning in Nursing, 18(3), 360–365. DOI
Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in

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evaluating web sources. College & Amp; Research Libraries News, 80(11), 620. DOI
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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
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Journal of Nursing, 9(2), 125–136. DOI

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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
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interview study among nursing students using the unified theory of acceptance and use
of technology model. JMIR Nursing, 3(1), e20249. DOI
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Lister, M., Vaughn, J., Brennan-Cook, J., Molloy, M., Kuszajewski, M., & Shaw, R. J.
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(2018). Telehealth and telenursing using simulation for pre-licensure USA students.
Nurse Education in Practice, 29, 59–63. [DOI
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](https://doi.org/10.1016/j.nepr.2017.10.031)
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NCSBN. (2023). The pathway to practice – National Council of State Boards of Nursing.
Link
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NCSBN. (2022). The pathway to practice – National Council of State Boards of Nursing.
Link
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. DOI
Shang, F., & Liu, C-Y. (2018). Blended learning in medical physiology improves nursing
students’ study efficiency. Advances in Physiology Education, 42(4), 711–717. DOI
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. DOI
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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
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perspectives of medical students in the United States. Healthcare, 7(4), 117. DOI
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Assessment 2: Problem Statement (PICOT)

JAN 26, 2024

"Does the implementation of a blended learning approach in LPN education, as

Population and Setting

constraints, and technical issues. Addressing these challenges necessitates ensuring

infrastructure, and providing incentives to support faculty efforts.

The project proposes a blended learning approach incorporating problem-based

fostering independent study.

Alternative approaches such as inter-professional education (IPE) and simulation-based

Initial Outcome Draft

Health Policy, Healthcare Technologies, and Other Communications

students through the implementation of a blended learning approach. Literature, policy,

cultivate a competent workforce to enhance patient care and safety.

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

Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in

Journal of Nursing, 9(2), 125–136. DOI

Sáiz-Manzanares, M. C., Escolar-Llamazares, M.-C., & Arnaiz González, Á. (2020).

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