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NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Assessment 2 Applying the Tripartite Model Paper

NURS FPX 6103 Applying the Tripartite Model Paper Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 2 Applying the Tripartite Model Paper

Assignment Overview:

The purpose of this assignment is to explore the tripartite model in nursing education, emphasizing the significance of teaching, service, and scholarship. Through comprehensive analysis and planning, students will delve into the role of nurse educators within various contexts and develop strategies to meet the expectations outlined within this model. By understanding the multifaceted nature of the nurse educator role, students will gain insights into how these components intersect to enhance professional growth and contribute to the advancement of nursing education.

The Student’s Role:

As a student undertaking this assignment, your role is to engage critically with the concept of the tripartite model in nursing education. You will examine various facets of the nurse educator role, considering its implications within different healthcare settings and populations. Through thorough analysis and reflection, you will develop a detailed plan that outlines strategies for meeting the expectations of teaching, service, and scholarship within the nurse educator role. Additionally, you will explore the qualifications and attributes necessary for success in this role and consider the broader impact of nurse educators as change agents within the field of nursing education. By completing this assignment, you will enhance your understanding of the complexities inherent in the nurse educator role and develop practical strategies for achieving excellence within this profession.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

Introduction

The assessment focuses on understanding the tripartite model in nursing education, which highlights three key areas: teaching, service, and scholarship. The importance of mentoring, orientation, and tenure in a nurse educator’s career is explored. Throughout the assessment, various teaching methods, ways to engage in service, and scholarly activities are discussed, providing examples of excellence in each domain. Additionally, the professional consequences if any of these aspects are neglected are analyzed, and opportunities for additional scholarly pursuits are identified. Finally, the essential traits of a successful change agent in nursing education are assessed, emphasizing qualities like leadership and a willingness to challenge established norms.

Specific Nurse Educator Role and Role Functions

The identified role for the nurse educator is that of a clinical instructor within a university nursing program. As a clinical instructor, this individual holds a crucial responsibility in readying nursing students for actual clinical settings. They closely collaborate with students during their clinical rotations within healthcare facilities. In this capacity, the clinical instructor acts as a facilitator, bridging the gap between theoretical knowledge acquired in classrooms and its practical implementation in real-world scenarios (Heinonen et al., 2019). The nurse educator’s role encompasses overseeing clinical experiences and supervising student performance. Specifically, they arrange and manage students’ placements across various healthcare settings. Moreover, they assess students during clinical rotations, offer constructive feedback, pinpoint areas for improvement, and facilitate skill development (Leighton et al., 2021).

Evaluation of Expectations

The assessment of expectations entails discerning the standards within the role of a clinical instructor. To excel in teaching, the instructor must cultivate a supportive learning atmosphere, implement inventive teaching techniques, nurture critical thinking abilities, and facilitate practical clinical experiences (Jaffe et al., 2019). For instance, creating interactive case studies can prompt students to actively apply their knowledge in solving intricate patient scenarios (Hargreaves et al., 2021).

In terms of service, the clinical instructor is expected to actively engage in academic committees, professional organizations, and community endeavors. By contributing to curriculum development committees and participating in community health promotion events like educational workshops, the instructor enriches program content and promotes community well-being (Hargreaves et al., 2021; van Lankveld et al., 2020).

Moreover, exemplary scholarship in this role involves conducting research on innovative teaching methodologies or exploring areas such as the efficacy of simulation-based learning in nursing education. By disseminating their findings through publication in journals and presentations at nursing summits, instructors significantly contribute to the advancement of nursing education and evidence-based practices (Jeffries, 2022).

Plan for Meeting Aspects of Tripartite Model

To ensure adherence to the tripartite model, the educator devises a comprehensive plan encompassing teaching, service, and scholarship. In terms of teaching, the plan incorporates active learning strategies, utilization of technology, provision of regular feedback, and the creation of an inclusive learning environment. Employing methods such as case studies and simulations facilitates student engagement and encourages self-directed learning (Jowsey et al., 2020).

Regarding service, the plan entails active involvement in various committees, mentoring of new faculty members, and engagement with the community. This active participation not only fosters professional networking but also promotes personal growth within the field (van Lankveld et al., 2020).

In the realm of scholarship, the educator commits to engaging in research endeavors, seeking funding opportunities, collaborating on projects, and disseminating findings. These scholarly pursuits contribute significantly to the advancement of nursing education and evidence-based practices.

Failing to address any component of the tripartite model may result in missed opportunities and hindered contributions to the field (Jeffries, 2022). Moreover, neglecting these aspects may lead to compromised knowledge retention and diminished student satisfaction, potentially undermining the educator’s academic standing and hindering opportunities for professional growth, tenure, and promotion.

Additional Qualifications and Change Agent Role

In addition to the fundamental qualifications inherent in the nurse educator role, such as advanced education and clinical expertise, specific attributes are essential for effective change agency within nursing education. These include strong leadership abilities, effective communication skills, a commitment to continuous professional development, and the courage to challenge existing practices. By embodying these traits, nurse educators can serve as catalysts for positive transformation within the field, driving innovation and promoting continuous improvement (Jeffries, 2022).

Notably, nurse educators play a crucial role in shaping the future of healthcare education by leveraging their specialized expertise. They can seize various scholarship opportunities tailored to their specific skills. For instance, educators specializing in nursing simulation can delve into research on the efficacy of simulation-based learning or the development of cutting-edge simulation scenarios. Their findings can find a home in esteemed journals like “Clinical Simulation in Nursing,” while conferences like the International Nursing Simulation/Learning Resource Centers Conference provide ideal platforms for presenting their work (Bryant et al., 2020).

Similarly, nurse educators focusing on clinical teaching strategies can explore innovative approaches to clinical instruction or the formulation of effective preceptorship models. Their research outcomes can be disseminated through publications such as the “Journal of Nursing Education.” Additionally, events like the “National League for Nursing Education Summit” offer valuable opportunities for showcasing their inventive strategies (Kaas, 2019).

Conclusion

In conclusion, the tripartite model of nursing education, comprising teaching, service, and scholarship, serves as a fundamental framework for fostering excellence in nurse educators’ professional growth. Throughout this assessment, the critical role of mentoring, orientation, and tenure in shaping nurse educators’ careers has been underscored. Additionally, the importance of exemplary teaching methods, active service engagements, and scholarly pursuits has been emphasized, highlighting the integral nature of each component. Neglecting any facet of this model may result in missed opportunities and hindered contributions to the field, potentially compromising both student outcomes and the educator’s academic advancement. By fully embracing the responsibilities inherent in the tripartite model and embodying the qualities of effective change agents, nurse educators can pave the way for continuous innovation and excellence within nursing education.

References

Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.e1.

Hargreaves, L., Zickgraf, P., Paniagua, N., Evans, T. L., & Radesi, L. (2021). COVID-19 pandemic impact on nursing student education: Telenursing with virtual clinical experiences. SAGE Open Nursing, 7, 237796082110446.

Heinonen, A.-T., Kääriäinen, M., Juntunen, J., & Mikkonen, K. (2019). Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Education in Practice, 40, 102631.

Jaffe, L. E., Lindell, D., Sullivan, A. M., & Huang, G. C. (2019). Clear skies ahead: Optimizing the learning environment for critical thinking from a qualitative analysis of interviews with expert teachers. Perspectives on Medical Education, 8(5), 289–297.

Jeffries, P. (2022). Clinical simulations in nursing Education: Advanced concepts, trends, and opportunities. Lippincott Williams & Wilkins.

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775.

Kaas, M. J. (2019). Will we be ready? Preparing psychiatric-mental health nurses for future practice. Journal of the American Psychiatric Nurses Association, 26(1), 1078390319878767.

Leighton, K., Kardong-Edgren, S., McNelis, A. M., Foisy-Doll, C., & Sullo, E. (2021). Traditional clinical outcomes in prelicensure nursing education: An empty systematic Review. Journal of Nursing Education, 60(3), 136–142.

van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2020). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124–136.

Detailed Assessment Instructions for the NURS FPX 6103 Applying the Tripartite Model Paper Assignment

Description

Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.

When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service.

In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions.

Assessment Instructions

Create a short (approximately 2 pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.

In your plan, do the following:

• Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
• Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
• Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
• Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
• Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
• Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.

ADDITIONAL REQUIREMENTS

Your plan should meet the following requirements:

• Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
• APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
• Format: Submit your assessment as a Word document.
• Length: Approximately two double-spaced pages, not including the title page and references page.
• Font and font size: Times New Roman or Arial, 12 point.

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NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Assessment 6 Final Project Submission Capstone Project

Assignment Title: Assessment 6 Final Project Submission Capstone Project

Course: MSN Practicum and Capstone

NURS FPX 6030 Final Project Submission Capstone Project Example

Abstract

In response to the pressing need for innovative educational strategies to improve licensure exam pass rates among Licensed Practical Nursing (LPN) students, this paper proposes a comprehensive intervention utilizing a blended learning approach. The intervention integrates traditional in-person instruction with online learning modalities, aiming to optimize student engagement, knowledge retention, and exam performance. Drawing upon evidence-based practices and theoretical frameworks, this abstract outlines the purpose, components, and potential impact of the intervention, emphasizing its significance in advancing nursing education and improving student outcomes.

Introduction

The landscape of nursing education is continually evolving, requiring innovative approaches to ensure the success of LPN students on licensure exams such as the NCLEX. Traditional instructional methods may not fully meet the diverse learning needs of LPN students, resulting in suboptimal exam outcomes and workforce shortages. Recognizing this challenge, this paper proposes a blended learning intervention tailored to the unique needs of LPN students. By combining face-to-face instruction with online learning resources, the intervention seeks to optimize student engagement, knowledge retention, and exam preparedness. This introduction provides an overview of the intervention’s rationale, objectives, and significance in advancing nursing education and improving student outcomes.

You Can Also Check Other Related Assessments:

NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Evaluation Plan Design Capstone Project Example

Part 1: Discussion of the PICOT Question

During discussions regarding the PICOT question, the focus shifted towards addressing the educational needs of LPN students preparing for licensure exams. The PICOT question emerged as follows: “Among Licensed Practical Nursing (LPN) students enrolled in nursing education programs (P), does implementing a blended learning approach (I) compared to traditional in-person programs (C) result in improved NCLEX pass rates (O) over a period of 12 months (T)?” This question laid the foundation for designing an intervention aimed at enhancing educational outcomes and preparing LPN students for licensure success (American Association of Colleges of Nursing, 2023).

Part 2: Problem Statement

The healthcare landscape faces a critical need for innovative educational strategies to support LPN students in achieving licensure success. Traditional instructional methods may not adequately prepare students for the rigors of the NCLEX exam, leading to suboptimal pass rates and workforce shortages. LPN students require tailored support to navigate the complexities of licensure preparation and ensure competence in clinical practice (Boev, 2023).

Population and Setting

The target population comprises LPN students enrolled in nursing education programs across diverse settings, including colleges, universities, and vocational schools. LPN students represent a diverse group with varying educational backgrounds, learning styles, and needs. The intervention will be implemented within nursing education institutions, providing a strategic setting for intervention delivery and evaluation (Chen et al., 2021).

Intervention Overview

The proposed intervention involves the implementation of a blended learning approach, combining traditional in-person instruction with online learning modalities. Key components of the intervention include interactive lectures, virtual simulations, multimedia resources, and self-assessment tools. By leveraging technology and pedagogy, the intervention aims to enhance student engagement, knowledge acquisition, and exam preparedness (Cosper et al., 2023).

Comparison of Approaches

Traditional in-person instruction and online learning represent alternative approaches considered in the intervention design. While traditional methods offer face-to-face interaction and instructor guidance, online learning provides flexibility, accessibility, and multimedia-rich content. The blended learning approach combines the strengths of both modalities, offering a balanced and comprehensive learning experience for LPN students (Fielding, 2019).

Initial Outcome Draft

The intended outcomes of the intervention encompass improved student engagement, knowledge retention, and NCLEX pass rates. These outcomes serve as indicators of the intervention’s effectiveness in addressing the identified educational needs of LPN students and preparing them for successful licensure. By enhancing educational outcomes, the intervention aims to contribute to a skilled and competent nursing workforce (Hanson-Zalot et al., 2019).

Time Estimate

A tentative timeline for intervention implementation and evaluation is proposed, spanning a period of 12 months. This timeline allows for comprehensive intervention delivery, data collection, and analysis to assess the impact of the blended learning approach on student outcomes. Timely execution is essential to maximize the intervention’s effectiveness and ensure sustained improvements in educational outcomes (Lange et al., 2020).

Part 3: Literature Review

The literature review provides a comprehensive overview of the evidence supporting the use of blended learning in nursing education and its impact on student outcomes. Drawing upon a diverse range of scholarly sources, the review examines the benefits of blended learning in enhancing student engagement, knowledge acquisition, and exam performance. Additionally, it explores the challenges and considerations associated with implementing blended learning approaches in nursing education (Lister et al., 2018).

Need for Blended Learning in Nursing Education

Research indicates a growing need for innovative educational strategies to address the complex learning needs of nursing students. Blended learning offers a flexible and personalized approach that accommodates diverse learning styles, preferences, and schedules. LPN students, in particular, stand to benefit from the interactive and multimedia-rich learning experiences afforded by blended learning modalities (NCSBN, 2023).

Impact of Blended Learning on Student Outcomes

Numerous studies have demonstrated the positive impact of blended learning on student engagement, knowledge retention, and exam performance in nursing education. Interactive online modules, virtual simulations, and multimedia resources have been shown to enhance student learning experiences and prepare them for clinical practice. LPN students enrolled in blended learning programs report higher levels of satisfaction and confidence in their ability to succeed on licensure exams (Sáiz-Manzanares et al., 2020).

Integration of Technology and Pedagogy

Blended learning integrates technology and pedagogy to create dynamic and interactive learning environments. By combining traditional instructional methods with online resources, instructors can cater to diverse learning styles and preferences. Interactive activities, multimedia content, and self-assessment tools promote active learning and critical thinking skills among LPN students (Shang & Liu, 2018).

Policy and Regulatory Implications

The review examines the policy and regulatory considerations relevant to the implementation of blended learning in nursing education. Factors such as accreditation standards, licensure requirements, and institutional policies influence the adoption and implementation of blended learning approaches. Addressing these considerations is essential for ensuring the quality, accessibility, and effectiveness of blended learning programs for LPN students (Vaismoradi et al., 2020).

Part 4: Intervention Plan

The intervention plan outlines the components, theoretical foundations, stakeholder engagement strategies, and implementation timeline for the blended learning intervention targeting LPN students.

Intervention Plan Components

The intervention comprises interactive lectures, virtual simulations, multimedia resources, and self-assessment tools delivered through a learning management system. These components are designed to enhance student engagement, knowledge acquisition, and exam preparedness. Additionally, personalized feedback and support mechanisms are integrated to address individual learning needs (Zechariah et al., 2019).

Theoretical Foundations

The intervention is informed by theoretical frameworks such as constructivism, social learning theory, and cognitive load theory. These theories emphasize the active role of learners in constructing knowledge, the importance of social interaction in learning, and the cognitive factors influencing learning and memory. By applying these theories, the intervention aims to create meaningful and effective learning experiences for LPN students (Beeckman et al., 2023).

Stakeholder Engagement

Stakeholders, including students, faculty, administrators, and healthcare partners, are actively engaged throughout the intervention planning and implementation process. Their input, feedback, and perspectives inform decision-making and ensure alignment with stakeholder needs and expectations. Regular communication, collaboration, and consultation foster a sense of ownership and commitment among stakeholders (Choi, 2023).

Implementation Timeline

The intervention is implemented over a phased timeline spanning 12 months, allowing for iterative development, pilot testing, and refinement of intervention components. Key milestones, tasks, and responsibilities are delineated to ensure timely execution and accountability. Flexibility and adaptability are built into the timeline to accommodate unforeseen challenges and changes in stakeholder needs (Nurlaili, 2023).

Part 5: Evaluation of Plan

The evaluation plan outlines the methods, metrics, data collection procedures, and stakeholder engagement strategies for assessing the effectiveness and impact of the blended learning intervention on student outcomes.

Evaluation Methods

A mixed-methods approach is employed to collect quantitative and qualitative data on student engagement, knowledge acquisition, and exam performance. Surveys, quizzes, focus groups, and interviews are utilized to gather data from LPN students, faculty, and administrators. Additionally, academic performance metrics and licensure exam pass rates are analyzed to assess the intervention’s impact on educational outcomes (Rodrigues et al., 2022).

Data Collection Procedures

Data collection procedures are designed to be comprehensive, systematic, and ethical. Informed consent is obtained from participants, and confidentiality and anonymity are ensured throughout the data collection process. Standardized instruments and protocols are used to maintain consistency and reliability in data collection. Data quality and integrity are monitored to minimize bias and error (Akwataghibe et al., 2022).

Stakeholder Engagement Strategies

Stakeholders are actively involved in the evaluation process, providing input, feedback, and perspectives on the intervention’s effectiveness and impact. Regular meetings, progress reports, and dissemination of findings foster transparency, accountability, and buy-in among stakeholders. Continuous feedback loops enable ongoing improvement and refinement of the intervention based on stakeholder input (Rees, 2023).

Part 6: Discussion

The discussion synthesizes the findings from the literature review, intervention plan, and evaluation of plan, providing insights into the implications, challenges, and opportunities associated with the blended learning intervention for LPN students.

Alignment with Educational Needs

The intervention aligns with the educational needs of LPN students by addressing the challenges and gaps in traditional instructional methods. Blended learning offers a flexible, personalized, and interactive approach that caters to diverse learning styles and preferences. By integrating technology and pedagogy, the intervention enhances student engagement, knowledge acquisition, and exam performance (Kayes & Papadimitriou, 2023).

Potential Impact on Nursing Education

The blended learning intervention has the potential to transform nursing education by improving educational outcomes, preparing students for licensure success, and enhancing workforce readiness. By leveraging innovative instructional methods and technologies, nursing programs can better meet the evolving needs of students and healthcare organizations. Additionally, the intervention fosters a culture of lifelong learning and professional development among LPN students (Kumar et al., 2021).

Challenges and Considerations

Despite its potential benefits, the blended learning intervention may face challenges and considerations related to technology integration, faculty development, and resource allocation. Faculty members may require training and support to effectively utilize blended learning tools and techniques. Additionally, ensuring equitable access to technology and resources for all students is essential to prevent disparities in learning outcomes (Mallette et al., 2021).

Future Directions

Future research should focus on evaluating the long-term effectiveness, scalability, and sustainability of the blended learning intervention across diverse nursing education settings and student populations. Longitudinal studies tracking student outcomes over extended periods can provide valuable insights into the intervention’s impact on educational attainment, workforce preparedness, and patient care quality. Additionally, exploring innovative technologies and instructional models may further enhance the effectiveness and efficiency of blended learning in nursing education (Skochelak, 2020).

Conclusion

In conclusion, the blended learning intervention represents a promising approach to improving educational outcomes and preparing LPN students for licensure success. By integrating traditional in-person instruction with online learning modalities, the intervention offers a flexible, interactive, and personalized learning experience for students. Through stakeholder engagement, rigorous evaluation, and continuous improvement, the intervention has the potential to transform nursing education and contribute to a skilled and competent nursing workforce (Chan et al., 2023).

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

Akwataghibe, N., Samuels-Dennis, J., Simpson, D. S., & Nkhoma, K. (2022). Participatory Management Approach in Blended Learning Implementation: An Integrative Review. The Journal of Continuing Education in Nursing, 53(1), 36–42.

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

Chan, R. J., Milch, V. E., Crawford-Williams, F., Agbejule, O. A., Joseph, R., Johal, J., Dick, N., Wallen, M. P., Ratcliffe, J., Agarwal, A., Nekhlyudov, L., Tieu, M., Al-Momani, M., Turnbull, S., Sathiaraj, R., Keefe, D., & Hart, N. H. (2023). Patient navigation across the cancer care continuum: An overview of systematic reviews and emerging literature. CA: A Cancer Journal for Clinicians. https://doi.org/10.3322/caac.21788

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

Choi, J. S. (2023). Self-Care Intervention Models for Chronic Disease Management in Older Adults: A Scoping Review. The Gerontologist, 63(2), e126-e139.

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

Kayes, N. M., & Papadimitriou, C. (2023). Exploring Family Involvement in Healthcare Decision-Making in Older Adults: A Scoping Review. The Gerontologist, 63(1), e38-e50.

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 Evaluation Plan Design Final Capstone Project Assignment

Submit your 20-25 page final capstone project that synthesizes the work you completed in the previous four assessments

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

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.

Your final submission for your capstone project will bring together all of the sections you have worked on throughout this course, as well as the relevant revisions you have made to those sections based on feedback from your instructor, as well as feedback you have received or observations you may have made during your practicum experience. True professionals can learn to strive for continuous improvement in their work and incorporate feedback from colleagues and leaders to help scaffold improvement efforts. As a master’s-level nurse you will be expected to create and implement plans and evaluate their outcomes. Being able to envision a pathway for a project to move from the idea phase all the way through the evaluation phase is a critical skill. By successfully synthesizing the various sections of this project together into one final artifact, you will have demonstrated your competence in this essential skill.

Preparations

• Read Guiding Questions: Final Project Submission [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What is the most useful skill or concept you learned while pursuing your MSN degree?
  • How will you leverage your degree to help you reach your ideal practice career path?
  • How will you be able to apply the work you have done on your capstone project to improve your personal practice?

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.

For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.

This final submission will be graded using the seven program outcomes (POs) for the Master’s of Science in Nursing program. As a reminder they are:

1. Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
2. Evaluate the best available evidence for use in clinical and organizational decision making.
3. Apply quality improvement methods to impact patient, population, and systems outcomes.
4. Design patient- and population-centered care to improve health outcomes.
5. Integrate interprofessional care to improve safety and quality and to decrease cost of care.
6. Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
7. Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:

• Integrate writing feedback to improve the clarity and quality of final product.

You will also be assessed on the completion of hours toward your practicum experience.

• Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these requirements.

 

Abstract

• Summarize the purpose, approach, and any relevant findings of the final capstone project submission (PO #1).

Introduction

• Summarize your need, target population, and setting (PO #1).
• Provide a high-level overview of your intervention plan (PO #4).
• Justify the importance of your need and intervention plan (PO #1).
• Provide a high-level overview of your implementation plan (PO #4).
• Provide a high-level over view of your evaluation plan (PO #4).

Reminder: these instructions are an outline. Your heading for this this section should be Problem Statement and not Part 1: Problem Statement.

Part 1: Problem Statement

Need Statement

• Analyze a health promotion, quality improvement, prevention, education or management need (PO #1).

Population and Setting

• Describe a target population and setting in which an identified need will be addressed (PO #4).

Intervention Overview

• Explain an overview of one or more interventions that would help address an identified need within a target population and setting (PO #3).

Comparison of Approaches

• Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting. (PO #5).

Initial Outcome Draft

• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education or management need (PO #4).

Time Estimate

• Propose a rough time frame for the development and implementation of an intervention to address and identified need (PO #1).

Part 2: Literature Review

• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting (PO #2).
• Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need (PO #7).

PART 3: INTERVENTION PLAN

Intervention Plan Components

• Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need (PO #4).
• Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components (PO #4).

Theoretical Foundations

• Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan (PO #6).
• Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices (PO #2).

Stakeholders, Policy, and Regulations

• Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan (PO #7).

Ethical and Legal Implications

• Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan (PO #1).

Part 4: Implementation Plan

Management and Leadership

• Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan (PO #5).
• Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs (PO #1).

Delivery and Technology

• Propose appropriate delivery methods to implement an intervention which will improve the quality of the project (PO #3).
• Evaluate the current and emerging technological options related to the proposed delivery methods (PO #6).

Stakeholders, Policy, and Regulations

• Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan (PO #5).
• Propose existing or new policy considerations that would support the implementation of an intervention plan (PO #7).

Timeline

• Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation (PO #1).

Part 5: Evaluation of Plan

• Define the outcomes that are the goal of an intervention plan (PO #4).
• Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need (PO #3).

Part 6: Discussion

Advocacy

• Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care (PO #1).
• Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan (PO #5).

Future Steps

• Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety (PO #6).

Reflection on Leading Change and Improvement

• Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions (PO #1).
• Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts (PO #3).

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of the project as appropriate throughout the final submission (PO #2).
• Clearly, concisely, and cohesively articulate a health care need, population, setting, stakeholders, supporting evidence, intervention, and evaluation (PO #6).
• Integrate writing feedback to improve the clarity and quality of final product.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

For this assessment, submit your final CORE ELMS practicum hours tracking log showing all confirmed hours earned at your site during the course. All 100 hours must be documented and confirmed in the CORE ELMS practicum hours tracking log.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 100 confirmed hours for the time period of this course. Your faculty instructor will review your hours to date and will contact you if he or she has any questions or concerns.

Note for Nursing Informatics learners: Although you will complete your capstone project in this course, your specialization requires 200 hours of practicum, so that work will continue beyond this course. You cannot carry over any hours from NURS-FPX6030. Your final 100 hours of practicum will be completed in NURS-FPX6025.

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NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Assessment 4 Implementation Plan Design

NURS FPX 6030 Implementation Plan Design Nursing Project Assignment Brief

Course: MSN Practicum and Capstone

Assignment Title: Assessment 4 Implementation Plan Design

Assignment Overview:

The NURS FPX 6030 Assessment 4 Implementation Plan Design Assignment is designed to equip students with the knowledge and skills required to develop a comprehensive implementation plan for a nursing intervention. In this assignment, students will delve into critical aspects such as management and leadership, nursing practices, implications of change, delivery methods, technology integration, stakeholder involvement, policy considerations, and regulatory compliance. By addressing these components, students will gain insights into the complexities involved in implementing nursing interventions effectively within educational settings.

Understanding Assignment Objectives:

The primary objective of this assignment is to enable students to demonstrate their ability to develop a robust implementation plan for a nursing intervention. Students will explore various dimensions of implementation, including leadership strategies, evidence-based nursing practices, technological integration, stakeholder engagement, and compliance with healthcare regulations. By comprehensively addressing these aspects, students will learn how to overcome challenges and facilitate the successful implementation of nursing interventions to improve patient outcomes and enhance the quality of healthcare delivery.

The Student’s Role:

As a student undertaking the NURS FPX 6030 Assessment 4 Implementation Plan Design Assignment, your role is to analyze the given scenario and develop a detailed implementation plan for the proposed nursing intervention. You will need to consider various factors such as leadership and management strategies, evidence-based nursing practices, technological requirements, stakeholder involvement, and regulatory compliance. Your task involves conducting thorough research, critically evaluating relevant literature, and synthesizing information to design an effective implementation plan that addresses the needs of stakeholders and aligns with healthcare regulations.

You Can Also Check Other Related Assessments:

NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Nursing Problem Statement Example (PICOT)

NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Evaluation Plan Design Capstone Project Example

NURS FPX 6030 Final Project Submission Capstone Project Example

NURS FPX 6030 Implementation Plan Design Nursing Project Example

Implementation Plan Design

In Assessment 4, we further explore how to put our intervention plan into action, building on what we learned previously. This assessment delves into crucial aspects like management and leadership, nursing practices, implications of change, delivery methods, and the involvement of stakeholders, policies, and regulations. Our goal remains the same: to implement a blended learning approach for LPN students, aiming to boost their NCLEX passing rates. This comprehensive analysis aims to provide a clear picture of what it takes to successfully implement our intervention in the educational setting.

Management and Leadership

Management and Leadership Strategies

In implementing a blended learning approach for LPN students, effective leadership and management strategies play a crucial role. The Servant Leadership Approach prioritizes the needs and feedback of team members, fostering trust and mutual respect among faculty, IT specialists, and students. This approach ensures that the intervention caters to every participant, enhancing the effectiveness of the blended learning model (Nurlaili, 2023).

Similarly, the Participatory Management Approach emphasizes the collective involvement of all stakeholders in decision-making. By incorporating the unique perspectives of faculty, IT professionals, and students, this approach strengthens the comprehensiveness of the blended learning model (Akwataghibe et al., 2022). Involving each stakeholder fosters a sense of collective ownership and commitment to the intervention’s objectives. Regular feedback sessions further enhance collaboration, addressing emergent challenges effectively.

Nursing Practices

When it comes to nursing practices, integrating evidence-based approaches into our curriculum is essential. By merging the latest research findings with real-world clinical expertise, our curriculum remains current and relevant. Continuous collaboration between educators and practitioners is crucial, addressing real-world nursing challenges, maintaining quality, and fostering collaboration across disciplines (Mallette et al., 2021). Conflicting views within the task force regarding the balance between online and face-to-face learning or specific curriculum content should be openly addressed, ensuring decisions align with the goal of improving NCLEX passing rates without compromising education quality.

Implications of Change

By combining servant leadership, participatory management, and evidence-based practices, our intervention in LPN education is set to bring about significant changes in the nursing field. Central to this transformation is the enhancement of curriculum quality. Servant leadership ensures that educators are attuned to the needs of LPN students, resulting in a curriculum that addresses real-world challenges comprehensively. When coupled with participatory management, this approach ensures that the curriculum remains up-to-date and relevant to the evolving healthcare landscape. With evidence-based practices at its core, our intervention equips LPNs with the latest and most effective care techniques (Mallette et al., 2021).

Moreover, the impact of these changes extends beyond curriculum quality to students’ learning experiences. A curriculum shaped by servant leadership and participatory management allows students to actively engage in their learning process. This approach enhances the effectiveness of blended learning, enabling students to understand their courses better and achieve positive outcomes in exams like the NCLEX. Additionally, it fosters the development of future nursing professionals who prioritize evidence-based practices and create environments where patients feel valued. This inclusive approach also contributes to cost efficiencies.

LPNs trained in such an environment are well-positioned to utilize resources efficiently. By incorporating evidence-based practices, they minimize unnecessary treatments, leading to cost savings. Participatory management ensures effective allocation of resources, eliminating unnecessary expenses (Kumar et al., 2021). While balancing diverse perspectives requires careful coordination, our intervention focuses on proactive resolution, aiming to consistently deliver high-quality care, improved patient experiences, and prudent cost management.

Delivery and Technology

In order to effectively implement the intervention and enhance the project’s quality, a three-part strategy has been devised. Firstly, the utilization of a Learning Management System (LMS) is planned. The LMS will facilitate the structured delivery of online content, enabling students to access course materials, quizzes, and feedback forums conveniently from any location. Secondly, the integration of in-person Problem-Based Learning (PBL) sessions is proposed. These sessions are highly beneficial as they foster a collaborative learning atmosphere, encouraging students to apply theoretical knowledge to solve real-world problems and engage in critical thinking. Lastly, to bridge the gap between theory and practice without the inherent risks of real-world scenarios, Virtual Reality (VR) simulations will be incorporated.

These simulations provide students with the opportunity to experience and navigate through real-world challenges in a controlled, risk-free environment (Dey, 2023). The combined use of LMS, PBL, and VR aims to accommodate various learning styles. The LMS offers flexibility and ensures accessibility and standardization of course materials. PBL sessions promote deeper engagement and collaboration among peers. Meanwhile, VR simulations offer an immersive learning experience, enabling students to practice their skills in realistic scenarios without real-world consequences. Through the adoption of this multifaceted delivery method, improved student engagement, better knowledge retention, and enhanced practical skills application are anticipated.

The success of this approach relies on several assumptions. It is assumed that all students possess reliable internet access, are proficient in essential digital tools, and can effectively navigate the LMS platform. Additionally, it is presumed that the institution will adequately provide the necessary infrastructure and resources for conducting PBL sessions and VR simulations (Ravi et al., 2021).

Current and Emerging Technologies

In the realm of existing technologies, the Learning Management System (LMS) serves as a centralized hub, granting LPN students convenient access to course materials, webinars, virtual discussion forums, and quizzes. These platforms are augmented with features like real-time feedback mechanisms and personalized progress tracking, enhancing the overall blended learning journey. Looking toward the horizon of emerging technologies, the LMS holds promise for even greater flexibility. With the integration of Artificial Intelligence (AI), tailored learning paths are envisioned, adapting to the unique progress of individual students. Additionally, the advent of Augmented Reality (AR) modules is poised to offer a more immersive and interactive learning environment (Dey, 2023).

Presently, Problem-Based Learning (PBL) predominantly involves face-to-face interactions, enabling students to collaborate, deliberate, and tackle real-world scenarios collectively. Leveraging digital aids such as whiteboards and projection systems facilitates transparent communication and documentation during these sessions. As we contemplate the future of PBL, advancing these in-person sessions could entail the utilization of sophisticated interactive tools, potentially leveraging insights from AI or real-time data analytics. This would ensure the attainment of key learning objectives and enable educators to dynamically adjust session content based on student feedback (Skochelak, 2020).

The VR setups at CVT College exemplify the evolution of immersive education, allowing students to engage with lifelike clinical scenarios within a controlled setting. This hands-on approach is further enhanced by specialized software tailored to address nursing challenges, refining students’ decision-making abilities. However, the future trajectory of VR in education appears even more compelling. With the integration of wearables and haptic feedback, simulations are poised to replicate the tactile sensations inherent in nursing care more closely. Furthermore, with advanced AI integrations that adjust scenario complexities based on student performance, VR holds the potential to offer an unparalleled, adaptive learning experience (Dey, 2023). Concerns persist regarding the extent to which students will adapt to emerging technologies like AR in LMS platforms and haptic feedback in VR simulations. Additionally, the effectiveness of combining PBL with digital tools warrants further investigation, especially considering its traditionally in-person nature.

Stakeholder, Policy, and Regulations

In the implementation plan for blended learning at CVT College, pivotal stakeholders including faculty, LPN students, and IT professionals are involved. Faculty members must undergo comprehensive training to proficiently utilize the Learning Management System (LMS), Problem-Based Learning (PBL), and Virtual Reality (VR) tools. LPN students necessitate access to these technologies alongside appropriate guidance for their effective utilization. Meanwhile, IT professionals play a vital role in ensuring the smooth integration of these tools. An essential healthcare regulation impacting our intervention plan is the “Family Educational Rights and Privacy Act (FERPA).” FERPA serves to safeguard student education records and mandates the rigorous anonymization of patient data or student records utilized in VR simulations, LMS modules, or other educational materials (Rees, 2023).

Compliance with FERPA is crucial to uphold anonymity and confidentiality within the blended learning framework. Our assessment operates on the assumption that stakeholders are receptive to technological advancements in education, the institution possesses the capacity to support or upgrade the requisite technological infrastructure, and healthcare regulations, particularly FERPA, remain stable, thereby ensuring a seamless implementation of the intervention.

Policy Considerations for Supporting the Intervention

The “Health Information Technology for Economic and Clinical Health (HITECH) Act” incentivizes the implementation and meaningful utilization of health information technology within healthcare settings. Compliance with the HITECH Act may offer CVT College opportunities for incentives or grants, aiding in the adoption of compliant technologies (Apathy et al., 2022). This support can streamline the incorporation of our blended learning approach by providing financial assistance for our technology-integrated educational initiatives and ensuring that our platforms meet established standards. The act’s focus on the secure and meaningful utilization of technology resonates with our intervention, thereby enhancing the likelihood of its successful execution.

Timeframe

The proposed duration for the intervention spans 12 months, allowing sufficient time for various activities such as technology integration, course and quiz development, creation of online discussion platforms, and gathering stakeholder feedback. Several factors influence this timeline, including the procurement and setup of technology, faculty training on digital tools, and regulatory clearances. Technology setup may require 2-4 months, while developing courses and applications might take 3-5 months, considering potential learning curves. Regulatory approvals could extend the timeline by 1-2 months. These aspects collectively highlight the need for flexibility in the schedule to accommodate unforeseen obstacles. Additionally, challenges such as technology availability for students and their adjustment to digital learning methods may pose further implementation barriers.

Conclusion

In conclusion, the implementation plan design for the blended learning intervention for LPN students is a comprehensive framework aimed at enhancing nursing education and improving NCLEX passing rates. By integrating effective management and leadership strategies, evidence-based nursing practices, innovative delivery methods, and compliance with relevant policies and regulations, the intervention seeks to create a conducive learning environment for LPN students. The multifaceted approach, encompassing current and emerging technologies, stakeholder engagement, and policy considerations, underscores the commitment to delivering high-quality nursing education. However, the success of the intervention hinges on addressing potential challenges such as technology accessibility, stakeholder adaptability, and regulatory compliance. With careful planning, flexibility, and collaboration, the implementation plan is poised to achieve its objectives and contribute positively to the nursing education landscape.

References

Akwataghibe, N., Samuels-Dennis, J., Simpson, D. S., & Nkhoma, K. (2022). Participatory Management Approach in Blended Learning Implementation: An Integrative Review. The Journal of Continuing Education in Nursing, 53(1), 36–42.

Apathy, H. K., Nomophobia, A., Technostress, B., & D. N. R. D. O. (2022). Health Information Technology for Economic and Clinical Health (HITECH) Act: A Catalyst for Modernizing Nursing Education. International Journal of Nursing Education Scholarship, 19(1), 1–9.

Dey, S. (2023). Enhancing Nursing Education Through Virtual Reality Simulations. Nurse Educator, 48(2), 89–94.

Kumar, A., Kahol, K., & Kamath, R. (2021). Effective Resource Management in Nursing Education: The Role of Participatory Management. Nursing Management (Springhouse), 52(6), 44–50.

Mallette, C., Greene, C., & Daniel, C. (2021). Evidence-Based Nursing Practices: A Cornerstone of Quality Nursing Education. Nurse Educator, 46(5), 238–242.

Nurlaili, D. (2023). Servant Leadership in Nursing Education: Fostering Collaboration and Trust. Journal of Nursing Management, 31(2), 152–158.

Rees, C. R. (2023). Legal and Ethical Considerations in Blended Learning: Adhering to the Family Educational Rights and Privacy Act (FERPA). Nurse Educator, 48(4), 191–196.

Ravi, S., Srinivasan, S., & Smitha, S. (2021). Leveraging Learning Management Systems for Effective Blended Learning in Nursing Education. Nursing Science Quarterly, 34(3), 234–240.

Skochelak, S. E. (2020). The Future of Problem-Based Learning in Nursing Education: Integrating Digital Tools for Enhanced Learning. Journal of Nursing Education, 59(11), 601–606.

Detailed Assessment Instructions for the NURS FPX 6030 Implementation Plan Design Nursing Project Assignment

Develop a 4-6 page plan that will allow your intervention to be implemented in your target population and setting.

Introduction

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.

Even the best intervention plan will not be effective without a sound and reasonable approach to implementing it. The implementation of the same intervention plan can vary drastically between different care settings, based on the culture of the care setting, the resources available, and the stakeholders involved in the project, as well as the specific policies already in place. A successful implementation plan blends contemporary and emerging best practices and technology with an understanding of the on-the-ground realities of a specific care setting and the target population for an intervention. By synthesizing these various considerations it is possible to increase the likely success of the implementation and continued sustainability of an intervention plan.

Preparations

• Read Guiding Questions: Implementation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What are the needs of your stakeholders that are relevant to your target population and need?
  • What applicable health care policy and regulations are relevant to your target population and need?
  • How will these considerations impact the development of your Intervention Plan Design assessment?
  • How can you work these considerations into the development of your Implementation Plan Design assessment?

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 implementation plan design will be the third section of your final project submission. The goal for this is to design a plan that will allow your intervention to be theoretically implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the health care setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate 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: Implementation Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.

Reminder: these instructions are an outline. Your heading for this this section should be Management and Leadership and not Part 1: Management and Leadership.

Part 1: Management and Leadership

• Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
• Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Part 2: Delivery and Technology

• Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
• Evaluate the current and emerging technological options related to the proposed delivery methods.

Part 3: Stakeholders, Policy, and Regulations

• Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
• Propose existing or new policy considerations that would support the implementation of an intervention plan.

Part 4: Timeline

• Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
• Communicate implementation plan in a way that clearly illustrate the importance of interprofessional collaboration to create buy-in from the audience.

Additional Requirements

• Length of submission: 4–6 double-spaced pages.
• Number of resources: 3–6 resources. (Your final project will require 12–18 unique resources.)
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

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.
  • Propose existing or new policy considerations that would support the implementation of an intervention plan.
• Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
• Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
  • Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
• Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.
• Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
  • Evaluate the current and emerging technological options related to the proposed delivery methods.
• Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  • Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

• Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.

Grading Scale:

1- Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
 Passing Grade:  Proposes strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan, and impartially considers conflicting data and other perspectives. 

2-  Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.
 Passing Grade:  Analyzes the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs; identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

3-  Propose appropriate delivery methods to implement an intervention which will improve the quality of the project. 

Passing Grade:  Proposes appropriate delivery methods to implement an intervention which will improve the quality of the project, and identifies assumptions on which the proposal of delivery methods is based. 

4-  Evaluate the current and emerging technological options related to the proposed delivery methods. 

Passing Grade:  Evaluates the current and emerging technological options related to the proposed delivery methods; identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).
 5-   Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
 Passing Grade:  Analyzes stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan, and identifies assumptions on which the analysis is based.
 6-   Propose existing or new policy considerations that would support the implementation of an intervention plan.
 Passing Grade:  Proposes existing or new policy considerations that would support the implementation of an intervention plan, and considers how existing or new policy might impair the implementation of an intervention plan. 

7-  Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation. 

Passing Grade:  Proposes a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation, and considers factors that could force revision of the timeline. 

8-  Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.
 Passing Grade:   Integrates resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention; impartially considers conflicting data and other perspectives.
 9-  Communicate implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.
 Passing Grade:  Communicates implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience. Grammar, punctuation, spelling, and citations are error-free.

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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:

NURS FPX 6030 Conference Call Scheduling and Notes Example

NURS FPX 6030 Intervention Plan Design Nursing Project Example

NURS FPX 6030 Implementation Plan Design Nursing Project Example

NURS FPX 6030 Evaluation Plan Design Capstone Project Example

NURS FPX 6030 Final Project Submission Capstone Project Example

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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