NURS FPX 6030 Assessment 2 Problem Statement (PICOT)
The challenges we may encounter while working with the target population are resistance to change and time constraints. Faculty members, particularly those with vast experience, may resist adopting new teaching methods and will require effective change management strategies. Moreover, due to their dual roles as educators and practitioners, these faculty may face time management issues, necessitating a balance between professional roles and skill development. Conversely, resource constraints may become a significant challenge for the organization, requiring adequate budgeting and external funding.
Intervention Overview
The project interventions include case-based teaching, simulation training, and interprofessional education. Through case-based teaching, we aim to present real-world and hypothetical scenarios related to patient care to guide faculty in creating teaching materials, engaging students, and facilitating discussions around these case studies. Although case-based teaching effectively enhances critical thinking abilities among nursing students (Sapeni & Said, 2020), this may compromise real-world application as situations for actual patients may differ or have varied perspectives, which case scenarios might not cover. Simulation training, on the other side, provides students with hands-on experiences with simulation tools and scenarios to impersonate real-world patient situations (Mulyadi et al., 2021).
This intervention plans to train faculty about the effective use of simulators, conduct debriefing sessions, and integrate simulation-based learning into their curriculum. Nevertheless, the downside associated with simulation education is the high costs. Finally, to integrate interprofessional education, our objective is to train faculty through workshops and interactive sessions where faculty can collaborate with other professors from various disciplines. This training helps them integrate interprofessional education into the LPN curriculum to foster teamwork, effective communication, and collaboration among future healthcare professionals. However, arranging sessions for multidisciplinary faculty members could be complex and challenging.
Comparison of Approaches
The interprofessional alternative that can address our project need is technology-enhanced Faculty Learning Communities (FLC). FLC is a well-structured academic community comprising faculty members from various disciplines. The community aims to collaborate and foster evidence-based teaching to enhance student learning outcomes (Tinnell et al., 2019). While replicating interprofessional scenarios through case-based teaching and simulation, the focus is on developing clinical competencies and technical skills.
On the other hand, technology-based FLC fosters collaboration among faculty members from various disciplines, promotes continuous exchange of ideas, and minimizes communication barriers through technological mediums, creating an ongoing collaborative environment. Although interprofessional education plays a similar role in providing a chance for coordinating with faculty across disciplines, it doesn’t create a continuous collaborative environment.
FLCs align best with the LPN faculty as they belong to diverse backgrounds and experiences, thus requiring ongoing support from multifarious perspectives to build an educated and sound community. Ultimately, these shared experiences help to improve teaching methodologies and students’ learning outcomes from the curriculum. Simultaneously, FLCs are well-suited for Metropolitan Community College as they promote a culture of continuous improvement of curriculum design, fostering effective collaboration among faculty members. These outcomes are aligned with the college’s mission and commitment to continuous professional development. However, the challenges associated with technology-based FLC are complex and lengthier due to adequate structurization. Moreover, technological glitches and limited in-person interactions may cause collaboration gaps.
Initial Outcome Draft
The primary outcome of this quality improvement project is to enhance faculty effectiveness in using case-based learning, simulation, and interprofessional education in their curriculum design over one semester. This outcome improves the quality of nursing education. It potentially enhances patient care, as more integrated teaching methods will improve student engagement and satisfaction, making students more diligent and clinically competent. A rigorous evaluation framework could be established to quantify this improvement, utilizing pre- and post-intervention faculty surveys to collect data about their effective use of advanced teaching methods.
Students’ feedback about their engagement and satisfaction w