Nursing Capstone – Chapter 1
Enhancing LVN Student Retention and Satisfaction Through Technology
The essential goals of this project are to further foster the students’ retention rate and satisfaction in the Licensed Professional Nurse (LVN) Nursing System at Aspen University. This will be accomplished by consolidating the use of progress in teaching, learning, and assessment using development-enhanced tools, such as electronic prosperity records and simulations, that redesign students’ psychomotor skills and commitment to learning. This assessment aims to investigate the congruity of the project and the significance of having a solid theoretical structure relevant to the nursing orchestrating sector.
Purpose of the Project
The essential objective of this project is to manage the continuous retention and satisfaction of LVN students at Aspen University (Plack et al., 2024). I concur with the thought because the use of new teaching techniques and development tools in the project aims to refresh learning, thus causing students to feel at ease and comfortable in an undertaking to score passing marks in their lessons.
Improving Student Retention
The developmental objectives of the project are to redesign the possibility of student outcomes and to decrease the dropout speed of the LVN. It is more about endeavoring to move and associate with students through the learning process to see them complete their programs.
Enhancing Student Satisfaction
The apparent project will presumably refresh students’ inclusion and support for their scholastic assignments. This means developing feelings of responsibility and association in the students, which they trust will chip away at their general satisfaction with the program.
Developing Practical Skills
To refresh the students’ practical skills, the project incorporates scenarios based on EHRs and the usage of simulation (Jam et al., 2021). This exposure is supposed to furnish the students with a simulation of what’s on the horizon when they get into ensured practice as nurses.
Fostering Continuous Improvement
It is designed to have continuous assessment tools, including questionnaires and focus pack discussions. These tools will assist in sorting out areas of challenges and will work with the need to ensure that the instructive program is still material to the student’s needs.
Significance of Project
Contribution to Nursing’s Body of Knowledge
The project contributes to the nursing body of knowledge by ensuring nursing educators apply the best strategies to address the issues of LVN programs.
Innovative Teaching Strategies
Through the execution of EHRs and simulation-based learning in the instructive course of action, the project involves the gathering of present-day techniques in nursing planning, which has affected positively clinical performance and thinking skills among the students. These methods assist in restricting the theory/practice bunch, thereby more sufficiently sorting out students for the responsibilities they will embrace following joining the nursing profession.
Empirical Evidence
The project offers an evidential analysis of the effects of using progress work with learning, student retention, and satisfaction (Nnate et al., 2021). This evidence can be essential to other nursing educators and institutions, especially about how they draw in and show their students.
Best Practices
Considering that the project involves, when in doubt, seeking out and consolidating best practices of nursing schooling to apply to LVN programs, the project aids in the development of a stronger starting point for instruction. This can positively assist in enhancing orchestrating offered in nursing schools and therefore set up the students to deal with the difficulties inside the clinical care sector.
Practical Significance for Professional Communication
Enhanced Collaboration
Drawing in students on the use of EHRs in the classroom setting helps expose them to one of the significant communication tools in healthcare practice. Electronic prosperity records improve interprofessional relationships and collaboration (Nnate et al., 2021), which results from the accessibility of significant, forefront, and careful patient records.
Improved Patient Care
Thus, participants are prepared in EHR usage and SBLE, making it possible to furnish future nurses with fitting knowledge in these areas. This proficiency will also positively impact patient care because the nurses will be outstanding to oversee patient information and this will further foster suitable decision-creation.
Professional Development
It also enhances the qualifications of nurse teachers by offering them the most proficient strategy to take on new methods of teaching and use new technologies. This can assist in improving their interpersonal skills with students and peers the same, thus making a more positive gathering work and instructive mindset. Therefore any instructive project must be grounded in astoundingly sound theory.
Theoretical Grounding
Constructivist Learning Theory
This theory also embraces learning by doing, which involves the learners before extensive sessions. Thus, the use of EHRs and simulation-based learning meets the perspectives of constructivism because it is based on the lessons’ psychological construction.
Adult Learning Theory (Andragogy)
That is the very thing that the project understands, at some level, students have various needs and preferences, such as those of the LVN program students. Among its key assumptions, andragogy stresses autonomy in studying and the significance of the insights (Harvey et al., 2020). This theory should be visible to support the project because of its emphasis on practical applications as well as student-composed approaches to teaching.
Motivational Theories
The project also uses motivational theories, for instance, Self-Assurance Theory that underscores the motivational aspects of autonomy, cutoff, and relatedness in promotions. By finishing significant assignments and allowing students a significant opportunity to get criticism, the project should assist them with being spurred to succeed in their tasks.
Conclusion
This project is supposed to see and solve some of the most pressing problems that influence student retention and satisfaction, especially in the LVN Nursing System at Aspen University. The project can pass new approaches and tools on to the classroom and foster a more successful and constructive learning experience. This is genuine both in terms of its capacity to raise standards in getting ready as well as its contribution to the knowledge of nursing schooling.
This sees the project strategically situated to meet set objectives and contribute significant findings to the body of knowledge for nursing educators and practitioners. By making and changing the project for the continuous assessment, which thusly helps the students in the LVN program to further foster their instructive experience the project plays a significant task in making skilled and certain nurses.
References
Franklin, B. J., Gandhi, T. K., Bates, D. W., Huancahuari, N., Morris, C. A., Pearson, M., Bass, M. B., & Goralnick, E. (2020). Impact of multidisciplinary team huddles on patient safety: a systematic review and proposed taxonomy. BMJ Quality & Safety, 29(10), bmjqs-2019-009911.
Harvey, S., Spurr, P., Sidebotham, M., & Fenwick, J. (2020). Describing and evaluating a foundational education/training program preparing nurses, midwives, and other helping professionals as supervisors of clinical supervision using the role development model. Nurse Education in Practice, p. 42, 102671.
Nnate, D. A., Barber, D., & Abaraogu, U. O. (2021). The discharge plan is to promote patient safety and shared decision-making by a multidisciplinary team of healthcare professionals in a respiratory unit. Nursing Reports, 11(3), 590–599.
Plack, M., & Driscoll, M. (2024). Teaching and learning in physical therapy: From classroom to clinic. In Google Books. Taylor & Francis.
