NURS FPX 6030 Assessment 6 Final Project Submission NURS-FPX 6030 MSN Practicum and Capstone

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