NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Assessment 2: Problem Statement (PICOT)

Assignment Brief: Nursing Problem Statement Example (PICOT)

Course: MSN Practicum and Capstone

Assignment Title: Assessment 2 Problem Statement Example (PICOT)

Assignment Instructions Overview:

In this assignment, you will explore a nursing problem statement example using the PICOT (Population, Intervention, Comparison, Outcome, Time) framework. The objective is to analyze a specific issue in nursing practice, propose an intervention, and consider its potential impact.

Understanding Assignment Objectives:

Your task is to examine a problem statement related to nursing practice and understand the significance of addressing such challenges in healthcare. By applying the PICOT framework, you will critically evaluate the components of the problem statement and propose an intervention that aligns with evidence-based practice principles.

The Student’s Role:

As a nursing student, your role is to analyze the problem statement provided within the context of nursing education and practice. You will identify key elements such as the population affected, the proposed intervention, the comparison group, the desired outcome, and the timeframe for evaluation. Additionally, you will consider relevant literature and healthcare policies to support your analysis and intervention proposal.

You Can Also Check Other Related Assessments:

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NURS FPX 6030 Nursing Problem Statement Example (PICOT)

Problem Statement (PICOT)

The NCLEX, short for the National Council Licensure Examination, is a pivotal milestone for nursing graduates in the United States and Canada. It assesses their readiness to practice as Practical Nurses (PN) or Registered Nurses (RN) in clinical settings. The NCLEX-PN/RN evaluates essential competencies necessary for safe and effective patient care. Given its importance, educational institutions continually seek to enhance learning strategies to improve NCLEX pass rates. This assessment explores a problem statement using the PICOT approach: “Does implementing a blended learning approach for LPN education, compared to traditional in-person programs, lead to improved NCLEX pass rates over 12 months?”

Need Assessment

The primary focus of this project is to address the pressing need for LPN students to improve their passing rates on the NCLEX exam. The aim is to determine whether implementing a blended learning approach, which combines online and classroom learning, is more effective than traditional classroom methods in helping students succeed on their licensure exams. The significance of passing the NCLEX for nursing students lies in ensuring patient safety and meeting the demand for healthcare professionals. LPNs, who are essential frontline caregivers, must demonstrate their competency through NCLEX passing rates (Vaismoradi et al., 2020). By improving these pass rates, we can contribute to expanding the healthcare workforce and addressing nursing shortages nationwide. Therefore, it is crucial to explore various educational methods to enhance NCLEX pass rates.

Assumptions of Analysis

The analysis of this need assessment operates under certain assumptions regarding the importance and impact of the NCLEX exam for nurses in clinical settings. It is assumed that the NCLEX plays a critical role in assessing nurses’ competence in nursing practices and contributes to maintaining patient safety and enhancing the quality of care provided. Additionally, it is believed that the performance of nursing education programs, as indicated by NCLEX pass rates, reflects their effectiveness in preparing students for clinical practice. Consequently, there is an assumption that investing resources in introducing alternative educational modalities can further improve NCLEX pass rates.

These assumptions underscore the significance of the NCLEX exam in evaluating nurses’ readiness for clinical practice and ensuring high standards of patient care. They suggest that efforts to enhance NCLEX pass rates through innovative educational approaches are warranted to address the evolving needs of nursing education and practice.

Population and Setting

In this capstone project, the focus is on LPN students currently enrolled in nursing education programs. The aim is to implement a blended learning intervention and monitor its impact on NCLEX passing rates over a period of 12 months. Enhancing licensure exam performance is crucial for the career advancement of these students, as successful completion allows them to become qualified healthcare providers. The ultimate goal is to support their professional growth and development.

The project is set within Chippewa Valley Technical College (CVTC), which offers a one-year Practical Nursing (LPN) diploma program. This program equips students with fundamental nursing skills necessary for assisting and collaborating with various healthcare professionals in clinical settings. Traditionally, the program follows a face-to-face delivery method. However, through this capstone project, the introduction of a blended learning approach is planned. This shift aims to enhance the educational experience and better prepare students for their roles in patient care areas.

The significance of improving NCLEX passing rates extends beyond individual student success. It also impacts the overall quality of education offered by the institution. Achieving high pass rates not only validates the effectiveness of the educational programs but also contributes to the institution’s accreditation status and reputation in the healthcare community.

Quality Improvement Method

The quality improvement method employed in this project is the PDSA (plan-do-study-act) cycle, also referred to as Deming’s cycle. This methodology, outlined by Chen et al. (2021), comprises four stages aimed at facilitating continuous progress in quality improvement initiatives.

During the “planning” phase, a cohort of nursing students is selected to participate as the intervention group. Test pass rates from the preceding three years are scrutinized to identify the need for addressing NCLEX exam rates, and short and long-term goals are established accordingly. For example, initial objectives include enhancing NCLEX passing rates by 20% within the first six months, with a subsequent target of achieving a 50% improvement by the end of the year.

Transitioning to the “doing” stage, the planned intervention, namely the blended learning approach, is implemented. This approach integrates both online and classroom learning modalities into the educational curriculum.

Upon implementation, the focus shifts to the “studying” phase. During this stage, pre- and post-intervention NCLEX passing rates are evaluated. Additionally, feedback is solicited from faculty and students to gauge their experiences with the intervention.

Subsequently, in the “acting” phase, the results obtained from the study phase are analyzed. Positive outcomes prompt the scaling up of the intervention to reach a wider student population. Conversely, negative results necessitate further refinement of the intervention to address any identified deficiencies.

Potential Challenges

Students may face considerable challenges due to limited access to technology and inadequate digital literacy, potentially impeding their learning progress. Additionally, time constraints pose a significant obstacle, particularly impacting faculty members. Alvarez Jr (2020) highlights that the creation of blended learning modules and courses demands more time compared to traditional face-to-face interactions. Furthermore, technical issues such as poor connectivity and resource shortages have the potential to disrupt the efficacy of learning and development processes.

To mitigate these challenges effectively, it is crucial to ensure the availability of sufficient resources and provide training for both students and faculty members. Moreover, enhancing the technological infrastructure within the organization is essential to address issues related to connectivity and resource inadequacy. Additionally, providing incentives for faculty members to invest extra efforts in overcoming these challenges can be beneficial.

Intervention Overview

To enhance NCLEX passing rates among LPN students at CVT College, the project proposes a blended learning approach as the primary intervention strategy. This approach integrates various educational methods, including problem-based learning (PBL), webinar courses, virtual discussion forums, and quiz completion applications (Shang & Liu, 2018). Blended learning is chosen because it offers flexible learning schedules and fosters independent study skills, which are particularly suitable for LPN students with diverse schedules and responsibilities.

While CVT College shows enthusiasm for improving education quality, attention is needed to address potential weaknesses of blended learning, such as the availability of technological resources and students’ proficiency in utilizing these resources effectively. It’s crucial to assess students’ readiness for change and tailor the program to their preferences accordingly. Additionally, allocating a budget for adequate technological resources on campus is essential to support the implementation of blended learning effectively.

Comparison of Approaches

In considering alternative educational approaches that could address the project’s aim of enhancing NCLEX passing rates, two notable strategies emerge: inter-professional education (IPE) and simulation-based learning.

Inter-professional Education (IPE) involves bringing together students from diverse healthcare backgrounds, including nursing, medicine, and pharmacy, to cultivate collaboration and improve clinical practices (Zechariah et al., 2019). While not directly targeting NCLEX passing rates, IPE fosters an environment where LPN students can engage in inter-professional care, potentially motivating them to excel in their licensure exams. However, implementing IPE can be resource-intensive, posing challenges for organizations with limited resources like our project setting. Moreover, assessing the impact of IPE on NCLEX pass rates is complex, requiring careful consideration of these challenges before adoption.

Simulation-based Learning immerses LPN students in realistic clinical scenarios within simulated environments, allowing them to collaborate with other healthcare professionals (Boev, 2023). This method enhances critical thinking and clinical judgment, essential skills for NCLEX readiness and safe patient care. Despite its effectiveness, simulation-based learning can be costly and encounter technical issues that disrupt the learning process.

While both IPE and simulation-based learning offer valuable educational opportunities, they differ from the proposed blended learning approach, which directly targets NCLEX pass rates. These alternatives prioritize teamwork and inter-professional collaboration, which can indirectly influence passing rates. Therefore, assessing the project setting, infrastructure, and stakeholder readiness is crucial before selecting an intervention.

Initial Outcome Draft

The initial outcome of this project is aimed at increasing the NCLEX passing rates among LPN students over a 12-month period. The primary focus lies in improving students’ learning experiences, educational processes, and readiness for the NCLEX examination. This goal directly aligns with the intervention’s objective of implementing blended learning methods. By boosting the number of students who successfully pass their licensure exam, the project aims to gauge the effectiveness of blended learning in enhancing the academic performance, confidence, and knowledge of LPN students. The evaluation criteria for assessing these outcomes will be based on the smooth transition of LPN students into their roles as practical nurses, ultimately reflecting in NCLEX passing rates, the delivery of safe and efficient patient care, and patient satisfaction levels.

Time Estimate

Regarding the time estimate, the development of the intervention is expected to take between 3 to 6 months. This duration is necessary for designing the course, creating educational materials, and organizing resources for problem-based learning sessions. The timeframe is deemed realistic for both the faculty and the organization. However, certain challenges may arise, potentially prolonging the process. These challenges include securing adequate funds and resources, coordinating additional responsibilities for faculty members, and ensuring compliance with educational regulatory standards.

Conversely, the implementation phase is anticipated to span from 6 months to a year. This period involves the rollout of blended learning modalities, faculty training sessions, and addressing students’ limited access to and familiarity with technological tools. Throughout this phase, a comprehensive analysis of NCLEX passing rates over one year will be conducted to address the PICOT question. Nonetheless, challenges during implementation may present uncertainties, such as resistance to change among faculty or staff, insufficient resources, and unforeseen circumstances. Prompt attention to these challenges will be necessary to prevent delays beyond the projected timeline.

Literature Review

In the literature, there is a growing consensus on the urgency to enhance NCLEX passing rates within nursing education. Recent studies have highlighted a concerning decline in first-time NCLEX pass rates, with a reported decrease of approximately 7% (Hanson-Zalot et al., 2019). This decline has prompted educational institutions to reevaluate their teaching methodologies in order to bolster the number of students successfully passing the NCLEX examination. Reports from the National Council of State Boards of Nursing (NCSBN) indicate that while the average passing rate for NCLEX-PN candidates in 2022 stood at 67%, there was only a marginal 3% increase observed in 2023 (NCSBN, 2022; NCSBN, 2023). This modest rise underscores the pressing need for urgent intervention to support LPN students in achieving NCLEX success.

Educational institutions are actively exploring innovative teaching and learning approaches to address the challenges faced by nursing students. The blended learning model, proposed in our PICOT project for LPN students at CVT College, is one such approach gaining traction. Studies have identified various factors, including inadequate study skills, personal commitments, and unexpected work demands, as contributors to suboptimal NCLEX performance (Cosper et al., 2023). Blended learning offers a promising solution by offering flexible learning schedules and fostering independent study skills, thereby addressing some of these barriers (Shang & Liu, 2018).

Furthermore, research has demonstrated the efficacy of blended learning, particularly when incorporating problem-based learning (PBL) and online resources, in improving student outcomes and engagement with learning management systems (Sáiz-Manzanares et al., 2020). Consequently, our PICOT project is supported by robust evidence indicating the potential benefits of blended learning interventions. To assess the credibility and relevance of these findings, researchers often employ the CRAAP criteria, which evaluate factors such as currency, relevance, authority, accuracy, and purpose of the source (Fielding, 2019). Such criteria ensure that research findings align with the current standards of scholarship and contribute meaningfully to the field of study.

Health Policy, Healthcare Technologies, and Other Communications

The Title VIII Nursing Workforce Development Act stands out as the key policy relevant to our imperative to boost NCLEX passing rates among LPN students. This legislation aims to allocate sufficient funding to institutions offering top-tier nursing education, with the goal of expanding the nursing workforce (American Association of Colleges of Nursing, 2023). Notably, this legislation aligns with our goal to enhance NCLEX passing rates, as one of the core objectives of this endeavor is to supply skilled nurses to clinical settings for the delivery of safe patient care. The availability of these funding resources can significantly influence our intervention—blended learning—as it allows for the introduction of diverse blended learning methodologies tailored to LPN students, thereby impacting their NCLEX success rates.

Moreover, the integration of Virtual Reality (VR) and Telehealth platforms into our blended learning approach promises to revolutionize the learning experience. VR technology can offer students immersive learning experiences by simulating real-life scenarios, aiding in practical skill acquisition (Lange et al., 2020). Additionally, Telehealth platforms present an opportunity for virtual consultations, connecting students with experienced clinical nurses for expert guidance and support, which is crucial for their NCLEX preparation.

Furthermore, these technological mediums hold promise for addressing the personal challenges hindering LPN students’ performance in the NCLEX. These challenges, including inadequate study skills, competing responsibilities, time management issues, and geographical barriers, can be effectively mitigated through innovative technology-enhanced learning modalities (Lister et al., 2018).

Additionally, leveraging communications from reputable organizations such as the NCSBN and AACN can provide valuable insights and resources to support our intervention efforts. These resources, including accreditation standards and educational guidelines, can be seamlessly integrated into blended learning programs to optimize educational effectiveness, thereby elevating NCLEX passing rates and cultivating a proficient workforce for clinical practice. However, the analysis overlooks crucial aspects such as student learning preferences and the cost-effectiveness of the program, which warrant further exploration and consideration.

Conclusion

In conclusion, this assessment addresses our PICOT query, focusing on enhancing NCLEX passing rates among Licensed Practical Nursing students at Chippewa Valley Technical College. The proposed intervention suggests adopting a blended learning strategy over traditional in-person instruction. This intervention encompasses various online modules, quiz applications, virtual forums, and problem-based learning sessions conducted in person, all aimed at boosting NCLEX success rates within a year.

Numerous pieces of literature underscore the significance of our identified need and endorse the effectiveness of blended learning in nursing education. Moreover, the Title VIII Nursing Workforce Development Act lends support to blended learning initiatives and NCLEX success rates by offering financial backing. By integrating other technological tools and adhering to standard guidelines, our intervention plan aims to achieve its objectives. Ultimately, this PICOT research strives to elevate NCLEX passing rates, ultimately cultivating a skilled workforce capable of enhancing the quality of care and patient safety.

References

American Association of Colleges of Nursing. (2023, March). Title VIII Nursing Workforce Development Programs. Retrieved from https://www.aacnnursing.org/Portals/42/Policy/PDF/Title-VIII-Fact-Sheet.pdf

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 plan‐do‐study‐act to effect smart change and advance quality. Cancer Cytopathology, 129(1), 9–14. https://doi.org/10.1002/cncy.22319

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. 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 & Research Libraries News, 80(11), 620. https://doi.org/10.5860/crln.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. https://doi.org/10.4236/ojn.2019.9201

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. https://doi.org/10.2196/20249

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

NCSBN. (2023). The pathway to practice – National Council of State Boards of Nursing. Retrieved from 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. Retrieved from https://www.ncsbn.org/public-files/NCLEX_Stats_2022-Q3-PassRates.pdf

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

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

Detailed Assessment Instructions for the NURS FPX 6030 Nursing Problem Statement Example (PICOT) Assignment

Overview:

Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

• For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
  First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care. 
    • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
  • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making. 
    • Analyze a health promotion, quality improvement, prevention, education, or management need.
    • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes. 
    • Describe a quality improvement method that could impact a patient, population, or systems outcome.
  • Competency 4: Design patient- and population-centered care to improve health outcomes. 
    • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
  • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care. 
    • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
  • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost. 
    • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
  • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. 
    • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
  • Note: You will also be assessed on two additional criteria unaligned to a course competency:
  • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
  • Demonstrate completion of hours toward the practicum experience.
  • See the scoring guide for specific grading criteria related to these additional requirements.
    Competency Map
• Assessment Instructions
• Instructions
  Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
  Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
  At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
  Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
  Your Problem Statement (PICOT) should be structured as follows:
  PART 1: PROBLEM STATEMENT (2–3 PAGES)
  Need Statement (1 paragraph).
  • Analyze a health promotion, quality improvement, prevention, education or management need.
  • Population and Setting (1–2 paragraphs).
  • Describe a target population and setting in which an identified need will be addressed.
  • Intervention Overview (1–2 paragraphs).
  • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
  • Comparison of Approaches (1–2 paragraphs).
  • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
  • Initial Outcome Draft (1 paragraph).
  • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
  • Time Estimate (1 paragraph).
  • Propose a rough time frame for the development and implementation of an intervention to address and identified need.
  • PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
  • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
  • ADDRESS GENERALLY THROUGHOUT
  • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

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