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