NURS FPX 6030 Evaluation Plan Design Capstone Project Example

NURS FPX 6030 Assessment 5 Evaluation Plan DesignNURS FPX 6030 Assessment 5 Evaluation Plan Design

Assignment Title: Assessment 5 Evaluation Plan Design

Course: MSN Practicum and Capstone

Evaluation Plan Design

The Evaluation Plan Design for the blended learning intervention for LPN students is meticulously crafted to provide a thorough assessment of its effectiveness and impact on various dimensions of nursing education and student outcomes (Tieu et al., 2023). This evaluation plan is designed to be comprehensive, capturing both quantitative and qualitative data to offer a well-rounded understanding of the intervention’s success.

To begin with, the evaluation plan will encompass the establishment of clear objectives and outcomes that align with the goals of the intervention (Tieu et al., 2023). These objectives will serve as benchmarks against which the success of the intervention will be measured. Key performance indicators (KPIs) will be identified to quantitatively assess student progress and outcomes, such as NCLEX passing rates, course completion rates, and student satisfaction surveys.

Qualitative data will also be collected through focus group discussions, interviews, and open-ended survey questions to gather insights into students’ experiences with the blended learning approach (Kim et al., 2022). These qualitative assessments will help uncover nuanced aspects of the intervention’s impact, such as student engagement, learning preferences, and perceived effectiveness of different instructional methods.

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Evaluation of Plan

The Evaluation Plan for the blended learning intervention will be conducted iteratively throughout the implementation process to ensure continuous monitoring and improvement. Regular data collection will occur at predefined intervals, allowing for ongoing analysis of student performance and feedback. This iterative approach will enable real-time adjustments to the intervention based on emerging trends and stakeholder input.

Quantitative data collected through student assessments, course evaluations, and institutional records will be analyzed using statistical methods to identify trends and patterns in student outcomes (Shastry & Shastry, 2023). This analysis will provide insights into the effectiveness of the blended learning approach in improving NCLEX passing rates, student retention, and overall satisfaction.

Qualitative data obtained from focus groups and interviews will be thematically analyzed to identify recurring themes and narratives related to student experiences with the blended learning model (Chan et al., 2023). These qualitative insights will complement the quantitative findings, offering a deeper understanding of the intervention’s impact on student learning and engagement.

Evaluation Plan and Assumptions

The Evaluation Plan operates under several key assumptions, which serve as foundational pillars for the assessment of the blended learning intervention. Firstly, it assumes that the implementation of the blended learning approach will lead to improvements in student learning outcomes, as evidenced by higher NCLEX passing rates and increased student satisfaction (Tieu et al., 2023).

Additionally, the evaluation plan assumes that LPN students will adapt well to the blended learning model and that the necessary infrastructure and resources will be in place to support its implementation (Kim et al., 2022). This includes access to technology, adequate faculty training, and institutional support for curriculum development and delivery.

Furthermore, the evaluation plan assumes that stakeholders, including faculty, students, and administrators, will be receptive to the intervention and actively engage in the evaluation process (Chan et al., 2023). It also assumes that regulatory compliance will be maintained throughout the implementation, ensuring adherence to institutional policies and accreditation standards.


The discussion surrounding the evaluation plan emphasizes the importance of capturing both quantitative and qualitative data to provide a comprehensive assessment of the intervention’s impact. By integrating feedback from multiple stakeholders, including students, faculty, and administrators, the evaluation plan aims to generate actionable insights that can inform ongoing improvements to the blended learning approach.

Through collaborative discussions and data-driven analysis, the evaluation process will seek to identify areas of strength and areas for improvement in the implementation of the blended learning intervention (Zhou et al., 2022). This iterative approach to evaluation will enable the intervention to evolve over time, ensuring that it remains responsive to the needs of LPN students and aligned with best practices in nursing education.


Advocacy for the blended learning intervention involves promoting its benefits to stakeholders and advocating for the resources and support needed for its successful implementation. This includes highlighting the potential improvements in student outcomes, the flexibility and accessibility offered by the blended learning model, and the alignment with current trends in nursing education.

Key stakeholders, including faculty, students, administrators, and policymakers, will be engaged in advocacy efforts to garner support for the intervention. This may involve presenting evidence-based arguments, sharing success stories and testimonials, and addressing any concerns or misconceptions about the blended learning approach.

Future Steps

Future steps for the blended learning intervention may include expanding its reach to other nursing programs or institutions, refining the curriculum based on evaluation findings, and incorporating emerging technologies and best practices in nursing education. Additionally, ongoing professional development and training for faculty and staff may be necessary to ensure the continued success of the intervention.

Reflection on Leading Change and Improvement

Reflecting on leading change and improvement through the implementation of the blended learning intervention provides insights into the challenges and opportunities inherent in transforming nursing education. It highlights the importance of effective leadership, collaboration, and ongoing evaluation in driving positive change and improving student outcomes.

As leaders in nursing education, it is essential to embrace a growth mindset and remain open to feedback and new ideas. Reflection on the implementation process can inform future leadership decisions and inspire continued innovation in nursing education. By fostering a culture of continuous improvement, nurse leaders can empower faculty, students, and other stakeholders to contribute to positive change in the field.

Translating Plans to Personal Practice for Quality Improvement

Translating the lessons learned from the blended learning intervention to personal practice involves incorporating evidence-based teaching strategies, technology-enhanced learning approaches, and student-centered pedagogies into daily teaching activities (Faulkner et al., 2023). It also involves reflecting on personal teaching practices and continuously seeking opportunities for professional growth and development.

As nurse educators, it is essential to stay abreast of current research and best practices in nursing education and to continually adapt and refine teaching approaches based on feedback and evaluation findings. By prioritizing student success and engagement, nurse educators can contribute to the ongoing improvement of nursing education and the advancement of the nursing profession.


In conclusion, the Evaluation Plan Design for the blended learning intervention for LPN students is a comprehensive framework aimed at assessing its effectiveness and impact on nursing education. By capturing both quantitative and qualitative data and incorporating feedback from stakeholders, the evaluation plan aims to provide valuable insights into the success of the intervention and inform future improvements. Through effective leadership, advocacy, and ongoing evaluation, the blended learning intervention has the potential to enhance student outcomes and contribute positively to the nursing education landscape.


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.

Faulkner, S. D., Somers, F., Boudes, M., Nafria, B., & Robinson, P. (2023). Using patient perspectives to inform better clinical trial design and conduct: current trends and future directions. Pharmaceutical Medicine.

Kim, M. T., Heitkemper, E. M., Hébert, E. T., Hecht, J., Crawford, A., Nnaka, T., Hutson, T. S., Rhee, H., & Radhakrishnan, K. (2022). Redesigning culturally tailored intervention in the precision health era: Self-management science context. Nursing Outlook, 70(5), 710–724.

Shastry, K. A., & Shastry, A. (2023). An integrated deep learning and natural language processing approach for continuous remote monitoring in digital health. Decision Analytics Journal, 8, 100301.

Tieu, M., Fernandez, A., Nápoles, A. M., Lucey, C. R., Karliner, L., Pasick, R., Sarkar, U., & Schillinger, D. (2023). Promoting health equity in diverse patient care settings: A framework and strategies for integrating electronic health record documentation into clinical workflows. Journal of General Internal Medicine.

Zhou, X., Wang, Y., Dou, C., Tian, X., Su, J., Chen, Y., Yan, F., Yang, Q., & Wang, W. (2022). Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: A mixed methods study. BMC Nursing, 21(1).

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