Reflection on Leading Change and Improvement This capstone project has significantly enhanced my abilities to improve personal practice and care settings. NURS FPX 6030 Assessment 6 Final Project Submission

Reflection on Leading Change and Improvement

This capstone project has significantly enhanced my abilities to improve personal practice and care settings. While I was actively engaged in the development of a blended learning approach to nursing education, I gained insights into innovative teaching and learning strategies and their impact on enhancing nursing competencies. Through this experience, I am empowered to advocate for innovations in my current role, fostering a culture of continuous improvement and adaptability to evolving educational practices. The capstone project provided a solid ground and honed my project management, collaboration, and leadership skills, essential for my future leadership positions where I can actively participate in change and quality improvement projects.

These insights are transferrable into my current practice, where I can initiate discussions to integrate technologies in clinical education. By leveraging evidence-based findings from the project, I can advocate for integrating online modules and simulated learning experiences for clinical nurses to augment their clinical competencies. The transferability of the project to other contexts lies in collaborating with other healthcare institutions and academic programs to exchange evidence-based best practices. This eventually fosters a collective effort to enhance nursing education on a broader scale.

References

Almasloukh, K. B., Miner, M., Phillips, K., & Evans, M. (2023). Educational strategies and nursing theory to prepare learners for NCLEX‐RN. Nursing Open, 10(11), 7144–7153. https://doi.org/10.1002/nop2.1998 

Chan, A. K., Botelho, M. G., & Lam, O. L. (2019). Use of learning analytics data in health care–related educational disciplines: Systematic review. Journal of Medical Internet Research, 21(2), e11241. https://doi.org/10.2196/11241 

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 

Du, J., Chen, X., Wang, T., Zhao, J., & Li, K. (2023). The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID‐19: Historical control study. Nursing Open, 10(8), 5766–5776. https://doi.org/10.1002/nop2.1757 

Elgohary, M., Palazzo, F. S., Breckwoldt, J., Cheng, A., Pellegrino, J., Schnaubelt, S., Greif, R., & Lockey, A. (2022). Blended learning for accredited life support courses – A systematic review. Resuscitation Plus, 10, 100240. https://doi.org/10.1016/j.resplu.2022.100240