NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

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Assessment 2: Problem Statement (PICOT)
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Student Name
Capella University
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Course Name
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Prof Name
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MAR 26, 2024
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Research Question:
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How does the implementation of a blended learning approach in LPN education, compared to
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traditional in-person programs, affect NCLEX pass rates over a 12-month period?
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Rationale:
The National Council Licensure Examination (NCLEX) is a critical assessment for nursing
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graduates in the United States and Canada, determining their eligibility for licensure as Practical
Nurses (PN) or Registered Nurses (RN). Given its significance in evaluating fundamental
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competencies in safe and effective care provision, enhancing NCLEX pass rates among LPN
students is essential. This study aims to investigate whether adopting a blended learning
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approach can improve pass rates compared to traditional in-person programs.

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Context:
This research addresses the imperative to elevate NCLEX passing rates among LPN students,
recognizing the pivotal role of effective educational strategies in ensuring patient safety and
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workforce adequacy. LPNs play a crucial part in patient care, and their competence, as
measured by NCLEX pass rates, directly impacts healthcare quality. Elevating these rates is
vital for addressing nursing shortages and maintaining a proficient frontline workforce.
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Assumptions:
This study operates under the assumptions that NCLEX performance correlates with nursing
competence and patient safety and that integrating additional educational modalities can
enhance pass rates.
Population and Setting:
The target population comprises LPN students enrolled in a one-year Practical Nursing (LPN)
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diploma program at Chippewa Valley Technical College (CVTC). The study aims to implement a
blended learning intervention and monitor its impact on NCLEX passing rates over 12 months,
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with the goal of adequately preparing students for licensure exams and fostering career
advancement.
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Quality Improvement Method:
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The Plan-Do-Study-Act (PDSA) cycle is chosen as the quality improvement method,
emphasizing continuous progress. The project involves selecting an interventional group,
analyzing historical NCLEX pass rates, establishing objectives, implementing blended learning,
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and evaluating pre- and post-intervention passing rates.
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Challenges:
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Anticipated challenges include limited technology access, digital literacy, time constraints, and
technical issues. Overcoming these hurdles will require ensuring sufficient resources and
training for students and faculty, enhancing technological infrastructure, and incentivizing faculty
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participation.
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Intervention Overview:
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The project advocates for a blended learning approach incorporating problem-based learning,
webinar courses, virtual discussion forums, and quiz applications. This approach
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accommodates LPN students' diverse schedules and responsibilities, fostering independent

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

learning are considered. While IPE promotes collaboration, it may require substantial resources.
Simulation-based learning enhances critical thinking but may be cost-ineffective. Blended
learning is tailored to directly enhance NCLEX pass rates.
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Call Us Now (612) 234-7670
Initial Outcome Draft:
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:
Intervention development is projected to take 3 to 6 months, including course design,
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application development, and resource preparation. Implementation may require 6 months to a
year, incorporating faculty training and challenge resolution.
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Literature Review:
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Existing literature supports the need to enhance NCLEX passing rates and advocates for the
efficacy of blended learning. Evidence suggests that deficient study skills and diverse
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responsibilities impact passing rates, issues that blended learning can address effectively.
Health Policy, Healthcare Technologies, and Other Communications:

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The Title VIII Nursing Workforce Development Act provides relevant policy support, offering
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funding for nursing education. Virtual Reality (VR) and Telehealth platforms hold promise in
enhancing blended learning, providing immersive experiences and expert support.
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Conclusion:
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This PICOT research aims to improve NCLEX passing rates among LPN students through a
blended learning approach. Literature, policy, and technological mediums support the
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intervention's effectiveness, aiming to cultivate a competent workforce for elevated patient care
and safety.
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Call Us Now (612) 234-7670
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
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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

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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
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Nursing, 9(2), 125–136. https://doi.org/10.4236/ojn.2019.9201

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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 interview study among
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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
Practice, 29, 59–63. 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.
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 (612) 234-7670
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
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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
students in the United States. Healthcare, 7(4), 117. https://doi.org/10.3390/healthcare7040117
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Assessment 2: Problem Statement (PICOT)

approach can improve pass rates compared to traditional in-person programs.

Population and Setting:

accommodates LPN students' diverse schedules and responsibilities, fostering independent

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

Intervention development is projected to take 3 to 6 months, including course design,

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

Nursing, 9(2), 125–136. https://doi.org/10.4236/ojn.2019.9201

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