Student Name
Capella University
NURS-FPX 6030 MSN Practicum and Capstone
Prof. Name
Date
Problem Statement (PICOT)
Introduction to the NCLEX Examination
The National Council Licensure Examination (NCLEX) is a standardized computerized test designed to evaluate the readiness of nursing graduates to practice safely and effectively in clinical environments. This examination is required in the United States and Canada for graduates seeking licensure as Practical Nurses (PN) or Registered Nurses (RN). The NCLEX-PN and NCLEX-RN exams measure whether newly graduated nurses possess the competencies necessary to deliver safe, patient-centered care in healthcare settings.
Educational institutions continuously attempt to enhance their instructional approaches to improve student preparedness for the NCLEX. One major question emerging in nursing education is whether alternative teaching strategies can improve examination success rates. In this context, the central research question guiding this project is framed through the PICOT format: Does a blended learning approach to Licensed Practical Nurse (LPN) education, compared with a traditional face-to-face instructional model, improve NCLEX pass rates within a 12-month period?
PICOT Framework
| PICOT Component | Description |
|---|---|
| Population (P) | Licensed Practical Nursing (LPN) students enrolled in a nursing education program |
| Intervention (I) | Blended learning approach combining online and in-person instruction |
| Comparison (C) | Traditional classroom-based learning model |
| Outcome (O) | Improved NCLEX pass rates |
| Time (T) | 12 months |
This structured research question guides the project’s analysis, implementation strategy, and evaluation process.
Need Assessment
Why Is Improving NCLEX Pass Rates Important?
Improving the NCLEX pass rates among LPN students represents a critical need in nursing education. The primary objective of this project is to evaluate whether a blended learning model—integrating digital learning tools with traditional classroom instruction—can enhance student success in licensure examinations compared with conventional teaching methods.
The importance of passing the NCLEX extends beyond academic achievement. It directly affects patient safety, healthcare workforce availability, and the professional development of nursing graduates. Licensed Practical Nurses serve as frontline caregivers who provide direct patient care, administer medications, monitor patient conditions, and support multidisciplinary healthcare teams. Their competency must therefore be validated through licensure examinations to ensure the delivery of safe and effective care (Vaismoradi et al., 2020).
Furthermore, higher NCLEX pass rates contribute to expanding the healthcare workforce. Many healthcare systems currently face nursing shortages, and ensuring that nursing graduates successfully obtain licensure helps mitigate these workforce gaps. Consequently, educational institutions must adopt innovative teaching strategies that support student learning and increase licensure exam success rates.
Assumptions of the Analysis
The analysis conducted in this project is based on several foundational assumptions related to nursing education and licensure outcomes.
First, the NCLEX examination is considered an essential benchmark for evaluating the competency of nursing graduates entering clinical practice. Nursing schools frequently use first-time NCLEX pass rates as a quality indicator for academic programs.
Second, there is an assumption that improving educational strategies can positively influence student performance on licensure examinations. According to Loftin et al. (2020), NCLEX pass rates reflect the effectiveness of nursing curricula and instructional methods. High pass rates indicate that graduates possess the required clinical knowledge, decision-making abilities, and patient safety competencies.
Third, the analysis assumes that implementing innovative teaching modalities—such as blended learning—may improve student engagement, knowledge retention, and examination performance. These assumptions support the rationale for evaluating new educational strategies within nursing programs.
Population and Setting
Target Population
The primary population for this capstone project consists of students enrolled in Licensed Practical Nursing (LPN) programs. These students represent future healthcare professionals who must successfully complete licensure requirements before practicing in clinical environments.
Career advancement and professional certification are key motivations for improving NCLEX pass rates within this group. By implementing an effective learning strategy, such as blended learning, the project aims to strengthen students’ knowledge base and increase their likelihood of passing the licensure examination. Ultimately, this contributes to workforce development and ensures that qualified nurses enter the healthcare system.
In addition, LPN students often come from diverse educational, cultural, and professional backgrounds. Many balance academic responsibilities with employment and family commitments. These circumstances make flexible learning approaches particularly beneficial for this population.
Project Setting
The proposed project will be conducted at Chippewa Valley Technical College (CVTC), an educational institution offering a one-year Practical Nursing diploma program. This program provides students with foundational nursing knowledge and clinical skills required to assist physicians, registered nurses, and nurse practitioners in healthcare settings.
Currently, the program is delivered primarily through traditional face-to-face instruction. The capstone project proposes integrating a blended learning model into the existing curriculum to enhance educational delivery and student engagement.
Improving NCLEX pass rates within the institution is essential for several reasons. First, high licensure success rates demonstrate the quality of the educational program. Second, they contribute to institutional accreditation and reputation. Finally, strong outcomes ensure that graduates are adequately prepared to provide safe and effective patient care.
Quality Improvement Method
Plan–Do–Study–Act (PDSA) Model
The quality improvement strategy selected for this project is the Plan–Do–Study–Act (PDSA) cycle, also known as Deming’s cycle. The PDSA model is a widely used continuous improvement framework that enables organizations to test, evaluate, and refine interventions aimed at improving processes and outcomes (Chen et al., 2021).
The four stages of the PDSA cycle are summarized below.
| Phase | Description |
|---|---|
| Plan | Identify the problem, analyze previous NCLEX pass rates, and develop the intervention plan |
| Do | Implement the blended learning intervention with selected student cohorts |
| Study | Evaluate pre- and post-intervention NCLEX pass rates and gather feedback from students and faculty |
| Act | Modify or expand the intervention based on evaluation results |
During the planning stage, the project will analyze NCLEX pass rate data from the previous three years to establish baseline performance. The project aims to increase pass rates by 20% within the first six months and by 50% by the end of the 12-month period.
The implementation phase introduces the blended learning model, while the study phase evaluates the effectiveness of the intervention through data analysis and stakeholder feedback. The final stage focuses on continuous improvement by refining the intervention based on results.
Potential Challenges
Several barriers may affect the implementation of blended learning in the selected setting. One challenge involves limited access to technology among some LPN students. Students who lack adequate digital literacy or reliable internet connectivity may encounter difficulties engaging with online learning materials.
Another potential challenge relates to faculty workload. Designing blended learning modules, online content, and digital assessments requires more time and effort compared with traditional lecture-based teaching methods. Alvarez Jr (2020) highlights that faculty often require additional training and institutional support to successfully implement blended learning strategies.
Technical issues such as inadequate technological infrastructure, unstable internet connectivity, or insufficient digital resources may also limit the effectiveness of the intervention. Addressing these challenges requires institutional investment in technological resources, faculty training programs, and student support services.
To mitigate these barriers, the project recommends implementing faculty development workshops, improving campus technological infrastructure, and providing students with access to learning resources and digital training.
Intervention Overview
Blended Learning and the Flipped Classroom Model
The primary intervention proposed in this project is the implementation of a blended learning approach using a flipped classroom model. Blended learning integrates traditional classroom instruction with digital learning tools, allowing students to access educational materials online while still participating in in-person discussions and practical activities.
In a flipped classroom structure, students review instructional materials—such as recorded lectures, reading materials, or online modules—before attending classroom sessions. Classroom time is then dedicated to interactive learning activities, including case studies, discussions, simulations, and collaborative problem-solving.
The proposed intervention includes the following components:
| Learning Activity | Frequency |
|---|---|
| Online learning modules | Weekly |
| Online quizzes | Biweekly |
| Simulation-based online learning | Monthly |
| Face-to-face discussion sessions | Weekly |
This instructional model promotes active learning, critical thinking, and student engagement. These skills are essential for successfully passing the NCLEX, which emphasizes clinical reasoning and decision-making rather than rote memorization.
Blended learning also provides flexibility for students managing multiple responsibilities. Research indicates that flexible learning environments allow students to control their pace of learning and develop independent study skills (Shang & Liu, 2018).
However, implementing the flipped classroom model requires sufficient technological infrastructure and student readiness for digital learning. Institutions with limited financial resources may encounter difficulties adopting this approach. Therefore, assessing technological capacity and providing adequate support resources are necessary steps before full implementation.
Comparison of Educational Approaches
Several alternative educational strategies may also influence NCLEX pass rates. Two commonly discussed approaches include interprofessional education and clinical preceptorships.
Comparison of Learning Strategies
| Educational Strategy | Description | Strengths | Limitations |
|---|---|---|---|
| Blended Learning (Flipped Classroom) | Combination of online and face-to-face instruction | Improves flexibility, engagement, and critical thinking | Requires technological infrastructure |
| Interprofessional Education (IPE) | Collaborative learning among students from different healthcare professions | Promotes teamwork and collaborative care | Indirect impact on NCLEX pass rates |
| Clinical Preceptorship | Mentorship between experienced nurses and students in clinical settings | Enhances practical skills and clinical judgment | Requires consistent faculty supervision |
Interprofessional Education
Interprofessional education (IPE) involves collaborative learning among students from different healthcare disciplines, such as nursing, medicine, and pharmacy. Through shared educational experiences, students develop communication skills and collaborative competencies necessary for effective healthcare delivery (Zechariah et al., 2019).
Although IPE strengthens teamwork and interdisciplinary collaboration, its impact on NCLEX pass rates is indirect. The approach focuses more on improving clinical teamwork rather than specifically preparing students for licensure examinations.
Clinical Preceptorships
Clinical preceptorships involve mentorship relationships between experienced nurses (preceptors) and nursing students (preceptees). Through this model, students gain real-world clinical exposure and develop practical nursing skills.
Research suggests that clinical mentorship enhances students’ clinical competence and may indirectly contribute to improved NCLEX success rates (Dube & Rakhudu, 2021). However, the effectiveness of preceptorship programs depends heavily on faculty involvement and supervision. Lack of adequate support from instructors can hinder learning outcomes (Mhango et al., 2021).
Initial Outcome Draft
The primary outcome of this project is to increase NCLEX pass rates among LPN students within a 12-month timeframe. Achieving this outcome would demonstrate the effectiveness of blended learning as an instructional strategy in nursing education.
Several evaluation methods will be used to measure project success:
| Evaluation Method | Purpose |
|---|---|
| NCLEX pass rate analysis | Measure improvement in licensure success |
| Student surveys | Assess learning satisfaction and engagement |
| Faculty feedback | Evaluate teaching effectiveness |
| Institutional dashboard metrics | Monitor academic performance trends |
| Patient outcome data | Assess real-world clinical competency |
Additional evaluation tools include interviews, questionnaires, and data analysis from electronic health records (EHRs) to assess the impact of improved nursing education on patient care quality and satisfaction.
Time Estimate
The implementation timeline for this project is divided into two main phases: development and execution.
| Phase | Estimated Duration |
|---|---|
| Intervention design and course development | 3–6 months |
| Implementation and evaluation | 6–12 months |
During the development phase, faculty will design course materials, create online modules, and develop simulation-based learning activities. The implementation phase includes faculty training, student orientation, and monitoring NCLEX pass rates over a one-year period.
Potential delays may occur due to funding limitations, technological challenges, or resistance to organizational change.
Literature Review
A significant body of literature supports the need to improve NCLEX success rates and implement innovative educational strategies in nursing education.
Hanson-Zalot et al. (2019) reported a noticeable decline in first-time NCLEX pass rates, highlighting the need for nursing schools to revise teaching strategies and provide additional academic support resources. The authors recommend incorporating practice examinations and digital learning tools to improve student preparedness.
Cosper et al. (2023) identified both academic and non-academic predictors of NCLEX success. Academic indicators such as grade point averages and exam performance were linked with success, while external factors—including work responsibilities and study habits—also played a role.
Blended learning approaches have demonstrated effectiveness in improving educational outcomes in nursing programs. Shang and Liu (2018) found that blended learning enhances study efficiency and encourages independent learning behaviors among nursing students.
Active learning strategies also contribute to improved academic performance. Shatto et al. (2019) highlighted that student-centered learning methods—including simulations, case-based learning, and blended instruction—enhance critical thinking skills required for NCLEX success.
Similarly, Sáiz-Manzanares et al. (2020) reported that combining online learning modules with simulation exercises significantly improves student engagement and comprehension in complex nursing subjects.
Research on flipped classroom models further supports the proposed intervention. Du et al. (2023) found that fully online flipped classroom approaches produced pass rates comparable to traditional teaching methods while providing greater flexibility for students.
Özbay and Çınar (2021) conducted a systematic review demonstrating that flipped classroom models improve academic performance, student satisfaction, and clinical competence in nursing education. These findings reinforce the potential effectiveness of blended learning in improving NCLEX pass rates.
Evaluating Evidence Using CRAAP Criteria
The credibility of sources used in this project was assessed using the CRAAP framework, which evaluates research based on five factors.
| CRAAP Component | Evaluation Criteria |
|---|---|
| Currency | Publication within the last five years |
| Relevance | Alignment with nursing education and NCLEX preparation |
| Authority | Publication in peer-reviewed journals |
| Accuracy | Evidence supported by research data |
| Purpose | Research designed to inform educational practice |
Applying the CRAAP criteria ensures that the evidence used in this project is reliable, relevant, and appropriate for guiding the intervention (Fielding, 2019).
Health Policy, Healthcare Technologies, and Other Communications
Health Policy Support
The Title VIII Nursing Workforce Development Act provides federal funding to support nursing education programs aimed at expanding the nursing workforce. This policy supports initiatives designed to improve nursing education quality and increase the number of licensed nurses entering healthcare practice (Craig & Hewitt, 2020).
Funding from this policy may assist institutions in implementing blended learning technologies and improving NCLEX preparation resources.
Healthcare Technologies
Emerging healthcare technologies can enhance blended learning environments in nursing education.
Virtual reality (VR) technology enables students to practice clinical scenarios in immersive environments, improving their clinical decision-making skills (Lange et al., 2020). Telehealth platforms also allow students to participate in virtual consultations and remote patient monitoring exercises, expanding their clinical learning experiences (Lister et al., 2018).
These technologies support simulation-based learning and allow students to practice complex clinical scenarios in safe, controlled environments.
Professional organizations such as the National Council of State Boards of Nursing (NCSBN) and the American Association of Colleges of Nursing (AACN) also provide educational resources and standards that can be integrated into blended learning programs to improve nursing education quality.
Conclusion
This project addresses the critical need to improve NCLEX pass rates among Licensed Practical Nursing students at Chippewa Valley Technical College. The proposed intervention introduces a blended learning model using a flipped classroom approach that combines online modules, quizzes, simulations, and interactive classroom discussions.
Evidence from existing literature supports the effectiveness of blended learning and active learning strategies in improving student engagement, academic performance, and clinical competence. Additionally, health policies and emerging healthcare technologies provide further support for implementing innovative educational approaches.
By improving NCLEX pass rates, the project aims to strengthen nursing education outcomes, increase the number of licensed nurses entering the healthcare workforce, and ultimately enhance patient safety and quality of care.
References
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NURS FPX 6030 Assessment 2 Problem Statement (PICOT)
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