NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

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Assessment 2: Problem Statement (PICOT)
Student Name
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Capella University
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Course Name
Prof Name
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March 29, 2024
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Problem Statement (PICOT):
The National Council Licensure Examination (NCLEX), an essential test for

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nursing graduates in the United States and Canada seeking licenses as Practical
Nurses (PN) or Registered Nurses (RN), evaluates competencies crucial for safe
and effective patient care. This study aims to explore the following question using
the PICOT approach: "In LPN education, does adopting a blended learning
approach, compared to traditional in-person programs, lead to increased NCLEX
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pass rates over a 12-month period?"

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Need Assessment:
This project responds to the pressing need to enhance NCLEX pass rates among
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LPN students by investigating the effectiveness of blended learning versus

traditional methods. Recognizing the significance of NCLEX for patient safety
and workforce expansion underscores the importance of adopting effective
educational strategies. Given the pivotal role LPNs play in patient care, improving
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NCLEX passing rates is vital for addressing nursing shortages and ensuring a
competent frontline workforce.
Assumptions of Analysis:
This need assessment assumes that NCLEX is critical for nursing proficiency,
patient safety, and the success of educational programs. It suggests that
investing in additional educational modalities will improve licensure exam passing
rates.
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Population and Setting:
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The target population consists of LPN students at Chippewa Valley Technical
College (CVTC) enrolled in a one-year Practical Nursing (LPN) diploma program.
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The objective is to implement a blended learning intervention to observe NCLEX
passing rates over a 12-month period. The intervention aims to prepare students
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for licensure exams, support career advancement, and enhance patient care in
clinical settings.
Quality Improvement Method:

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The chosen quality improvement method is the PDSA (plan-do-study-act) cycle,

which focuses on continuous progress. The project involves selecting an
intervention group, analyzing past NCLEX pass rates, setting short and long-term
objectives, implementing a blended learning approach, and evaluating pre- and
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post-intervention passing rates.

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Potential Challenges:
Challenges include limited access to technology, digital literacy, time constraints,

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and technical issues. Addressing these challenges involves ensuring adequate

resources and training for students and faculty, improving technological
infrastructure, and providing incentives for faculty engagement.
Intervention Overview:
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The project proposes a blended learning approach integrating problem-based
learning, webinar courses, virtual discussion forums, and quiz applications.
Blended learning accommodates the diverse schedules and responsibilities of
LPN students, fostering independent study.
Comparison of Approaches:
Alternative approaches include inter-professional education (IPE) and
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simulation-based learning. While IPE promotes collaboration, it may require
significant resources. Simulation-based learning enhances critical thinking but
may be cost-prohibitive. Blended learning directly targets improving NCLEX pass
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rates.
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Initial Outcome Draft: PX
The project aims to increase NCLEX passing rates among LPN students,
assessing outcomes based on smooth transitions into practical nursing roles and
subsequent impacts on patient care quality and satisfaction.
Time Estimate:
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Intervention development is estimated to take 3 to 6 months, including course

design, application development, and resource preparation. Implementation may
require 6 months to a year, involving faculty training and addressing challenges.
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Literature Review:
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Literature supports the need to enhance NCLEX passing rates and advocates for
blended learning. Evidence suggests that inadequate study skills and varied
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responsibilities affect passing rates, issues that blended learning can effectively
address.
Health Policy, Healthcare Technologies, and Other Communications:
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The Title VIII Nursing Workforce Development Act provides relevant policy
support, offering funding for nursing education. Virtual Reality (VR) and
Telehealth platforms can enhance blended learning, providing immersive
experiences and expert support.
Conclusion:
The PICOT research focuses on improving NCLEX passing rates among LPN
students through blended learning. Literature, policy, and technological mediums
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endorse the intervention's effectiveness, aiming to cultivate a proficient workforce
for enhanced 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. https://files.eric.ed.gov/fulltext/EJ1285361.pdf
American Association of Colleges of Nursing. (2023, March). TITLE VIII NURSING

WORKFORCE DEVELOPMENT PROGRAMS.
https://www.aacnnursing.org/Portals/42/Policy/PDF/Title-VIII-Fact-Sheet.pdf
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Boev, C. (2023). Next generation NCLEX: Why simulation matters. Journal of Nursing
Education, 62(5), 285–289. https://doi.org/10.3928/01484834-20230306-04
Chen, Y., VanderLaan, P. A., & Heher, Y. K. (2021). Using the model for improvement and
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plan‐do‐study‐act to effect smart change and advance quality. Cancer Cytopathology, 129(1),
9–14. https://doi.org/10.1002/cncy.22319
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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. Teaching
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and Learning in Nursing, 18(3), 360–365. https://doi.org/10.1016/j.teln.2023.02.002
Fielding, J. A. (2019). Rethinking CRAAP: Getting students thinking like fact-checkers in

evaluating web sources. College & Amp; Research Libraries News, 80(11), 620.
https://doi.org/10.5860/crln.80.11.620
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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 Journal of
Nursing, 9(2), 125–136. https://doi.org/10.4236/ojn.2019.9201
Lange, A.-K., Koch, J., Beck, A., Neugebauer, T., Watzema, F., Wrona, K. J., & Dockweiler, C.
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(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. https://doi.org/10.2196/20249
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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
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Practice, 29, 59–63. https://doi.org/10.1016/j.nepr.2017.10.031
NCSBN. (2023). The pathway to practice – National Council of State Boards of Nursing.
https://www.ncsbn.org/public-files/NCLEX_Stats_2023-Q2-PassRates.pdf
NCSBN. (2022). The pathway to practice – National Council of State Boards of Nursing.
https://www.ncsbn.org/public-files/NCLEX_Stats_2022-Q3-PassRates.pdf
Call Us Now (516) 218-0006
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. 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 Education, 42(4), 711–717.
https://doi.org/10.1152/advan.00021.2018
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. https://doi.org/10.3390/ijerph17062028
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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 perspectives of medical
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students in the United States. Healthcare, 7(4), 117. https://doi.org/10.3390/healthcare7040117
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Assessment 2: Problem Statement (PICOT)

The National Council Licensure Examination (NCLEX), an essential test for

pass rates over a 12-month period?"

LPN students by investigating the effectiveness of blended learning versus

Quality Improvement Method:

The chosen quality improvement method is the PDSA (plan-do-study-act) cycle,

post-intervention passing rates.

Challenges include limited access to technology, digital literacy, time constraints,

and technical issues. Addressing these challenges involves ensuring adequate

Alternative approaches include inter-professional education (IPE) and

Intervention development is estimated to take 3 to 6 months, including course

Health Policy, Healthcare Technologies, and Other Communications:

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

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

Practice, 29, 59–63. https://doi.org/10.1016/j.nepr.2017.10.031

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