NURS FPX 6030 Assessment 2 Problem Statement (PICOT) NURS-FPX 6030 MSN Practicum and Capstone ​​​​​​​Problem Statement (PICOT)

 

In the ever-evolving landscape of nursing education, the importance of faculty training related to teaching methodologies cannot be overemphasized. Despite advancements in curricula and teaching methods, a noticeable gap exists concerning using advanced versus traditional teaching methodologies. Therefore, the focus of this problem statement is guided by the following PICOT research question: “Does among faculty teaching LPN program, training on different teaching methods, including case-based teaching, simulation, and interprofessional education, compared to no training, enhance the effectiveness of their use of teaching methods over one semester?” Through this PICOT-oriented approach, we aim to propose a targeted intervention to bridge the existing gap in the nursing education landscape.

Need Assessment

This project targets an urgent need to train faculty members about diverse interactive and evidence-based teaching methodologies to elevate student engagement and bridge the gap between traditional and integrated nursing education. Batista et al. (2021) revealed a prevalence of 30.2% burnout cases among nursing students due to traditional learning methodologies, which downsized by approximately 50% after using integrated teaching methods (active and diversified teaching methods). Furthermore, students showed significant improvements in academic and social interaction abilities in the integrated curriculum.

These measures indicate the need to improve the quality of education and enhance students’ engagement by training faculty members to use diverse teaching methodologies such as case-based teaching, simulation, and interprofessional education. These critical elements justify the importance of addressing the need: increasing teaching effectiveness and improving student learning outcomes. Student engagement is essential to progress in academic success and produce significant student learning outcomes, especially for student populations from various backgrounds.

NURS FPX 6030 Assessment 2 Problem Statement (PICOT)

Effective faculty training on diverse teaching methods can enhance their ability to engage students, cater to different learning styles, and ultimately improve the quality of education (Iduye et al., 2021). Moreover, by equipping faculty with the skills to employ these methods effectively, the project aims to contribute to improved academic performance and better-prepared healthcare professionals.

The foundational assumptions guiding this project are making educational experiences interactive, increasing student engagement, and improving their learning outcomes. Secondly, it is hypothesized that training faculty members to incorporate varied learning methods such as case-based learning, simulation, and interprofessional education in their teaching and curriculum design will be more effective than having no specific training regarding this as trained faculty are equipped with necessary techniques of curriculum development, ensuring effective teaching methods are utilized. 

Population and Settings

The target population for this quality improvement project is faculty members teaching the LPN program within the Metropolitan Community College. Enhancing faculty skills to integrate diverse teaching methods for LPN students is critical to improving the quality of education to prepare future healthcare professionals. Integrating active learning and practical teaching methods will help students connect theory to practice, eventually shaping their clinical competencies and making them adaptable to meet the evolving demands of the healthcare sector.

Similarly, addressing the needs of Metropolitan Community College is essential to fulfill the organization’s commitment to providing high-quality education and equipping faculty with innovative teaching approaches, aligning with the organization’s mission to produce skilled healthcare professionals. The quality improvement method proposed to address this need is the Plan-Do-Study-Act (PDSA).