Doctor Of Nursing Practice Curriculum Research Articles

Using the Four Ps of telehealth framework to enhance doctor of nursing practice (DNP) Telehealth Curriculum

BackgroundTelehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic. ProblemNurse practitioner (NP) programs generally incorporate telehealth competencies within their curriculum, preparing NPs to effectively deliver telehealth and improve health outcomes. ApproachWe developed and implemented a telehealth blueprint to enhance telehealth content within our clinical Doctor of Nursing Practice (DNP) program guided by the Four Ps of the Telehealth Framework planning, preparing, providing, and performance evaluation. OutcomesThe Four Ps for Telehealth Framework assisted us in scaffolding content across the 3 years of the DNP program. Telehealth competencies were delivered through multiple modalities: online modules, experiential and clinical learning, and discussions of challenges related to telehealth. Students overwhelming reported that they were prepared to use telehealth technology upon graduation. ConclusionsThe Four Ps for Telehealth Framework was used to successfully integrate telehealth content into our DNP curriculum.

The DNP project: Two decades of impact.

Twenty years ago, pioneer Doctor of Nursing Practice (DNP) program students completed the first DNP projects. Today, DNP projects remain a requirement for graduation. This article illustrates how the DNP project can be integrated throughout the DNP curriculum to maximize effectiveness and promote the introduction, reinforcement, and evaluation of competencies in the new American Association of Colleges of Nursing Essentials.

A guided search: Formulating a PICOT from assigned areas of inquiry.

The evidence-based practice (EBP) competencies of cultivating inquiry and formulation of Population, Intervention, Outcome, and Time (PICOT) questions are essential to quality improvement, healthcare outcomes, and the development of Doctor of Nursing Practice (DNP) scholarly projects. Education and assessment of EBP competencies into the DNP curriculum, particularly formulation of PICOT questions, provide guidance and evaluate mastery of students' individual skills and group work. Utilization of a PICOT template is an approach to aid large cohorts of students in writing healthcare-specific PICOTs to guide them in search of quality evidence. Guided inquiry through collaboration with community partners can aid in identifying community needs. Assigning an area of inquiry allows stakeholders, community partners, and nursing students an opportunity to ask the necessary questions to improve health care, and simultaneously meet the need for evidence-based quality improvement.

Strategies for Strengthening Quality Improvement Projects in a Doctor of Nursing Practice Program.

Doctor of Nursing Practice (DNP) programs must assure that attention to safe quality healthcare is threaded throughout the curriculum and prepare students to lead quality improvement (QI) initiatives in healthcare systems. This article illustrates the integration of implementation science, QI methods, process and evaluation tools, and faculty enrichment as strategies to strengthen QI projects in a DNP program. A three-phased approach to implement strategies to strengthen QI projects in a DNP program and to enhance faculty engagement was undertaken. A needs assessment drove the development of strategies to strengthen QI in a DNP program. Outcomes of implementing strategies to strengthen QI in a DNP program showed rapid uptake of the concepts of QI process models into course content within the DNP curriculum. Strategies consisted of assessment of courses for gaps in QI content, faculty enrichment sessions on implementation science, QI processes and models, QI metrics and data analytics, embedding new content in the DNP program courses and the use of a rigorous evaluation tool for QI projects. When provided with QI mentors and tools, DNP students are prepared to lead QI initiatives in healthcare systems to improve the safety and quality of healthcare.

Doctor of nursing practice students' perceptions of professional change through the DNP program.

This thematic analysis study examined how post master's Doctor of Nursing Practice (DNP) students described personal and professional growth in their views of self, healthcare, and clinical practice that evolved as a result of the curriculum and experiences in the DNP program. The purpose of this thematic analysis was to describe and discuss perceptions of graduating post master's DNP students regarding personal and professional development that occurred during the DNP program to identify how DNP graduates saw themselves change and grow during the course of the DNP program. A thematic analysis method was used to code, categorize, and summarize data from 42 reflection papers of post master's DNP students into a thematic framework based on the eight DNP Essentials which are the framework upon which DNP programs build their curriculum and design student experiences. The authors systematically analyzed the statements from each student paper and drew interpretation of the students' statements into themes that were congruent with the eight DNP Essentials and one stand-alone category. Data analysis yielded 15 themes that were aligned within eight categories of the DNP Essentials and one stand-alone category. The eight DNP Essentials provided a framework for the themes which reflected professional growth attributed to the journey through the DNP program. A ninth category entitled Personal Advancements described students' perceptions of their personal and professional development. These dimensions are proposed in the new DNP Essentials currently in development. Increasing understanding of the DNP students' journey serves to inform DNP curriculum development and program experiences, and informs faculty of the influence they have on molding students into a more robust professional role.

Fostering professionalism in doctor of nursing practice students

The Doctor of Nursing Practice (DNP) is the terminal degree for advanced practice nurses. All documents outlining competencies for doctorally-prepared nurses include professionalism as a requirement. While fostering professionalism in DNP students is expected of faculty, there is little data or guidance that describes specific educational strategies related to this concept. The available literature related to professionalism in healthcare education is not specific to advanced practice nursing. The purpose of this article is to define domains of professionalism for DNP-prepared advanced practice nurses, discuss specific examples of each domain, and propose strategies for including the domain within the DNP curriculum.

Improving Interprofessional Communication Confidence Among Physical Therapy and Nurse Practitioner Students

Introduction. Educators identified a deficiency in interprofessional communication education in a midwestern university's Doctor of Physical Therapy (DPT) and Doctor of Nursing Practice (DNP) programs. While several professional organizations stress the importance of interprofessional communication, few studies have focused on such communication between DPT and DNP students. The purpose of this study was to assess DNP and DPT students' knowledge and perception of confidence in interprofessional communication after a simulation-based learning activity conducted via telephone consultation. During the activity, students used the Situation, Background, Assessment, Recommendation (SBAR) method with a clinical case study. Methods. The study used a nonrandom sample of 52 first-year DPT and 19 second-year DNP students. Participants completed a questionnaire prior to an educational intervention consisting of SBAR and interprofessional education (IPE) modules. The activity was conducted using an online audio conferencing tool. Students then completed a postintervention questionnaire and reflective questions. Results. Data analysis (descriptive statistics, analysis of variance with change scores, and qualitative data analysis) showed that DPT students had significantly higher changes in SBAR combined knowledge and attitude scores compared to DNP students after simulation activity. Discussion and Conclusion. Introducing interprofessional communication such as SBAR approach in DPT and DNP curricula using realistic, simulation-based learning activities with clinical case studies may help students improve their confidence in interprofessional communication.

Implementing Universal Design Instruction in Doctor of Nursing Practice Education.

Faculty in Doctor of Nursing Practice (DNP) programs identify challenges of increased enrollment and variances in previous student educational preparation and professional experiences that require innovative approaches to curriculum transformation. This article informs nurse educators about the vibrant and inclusive approach of universal design for instruction (UDI), a framework to conceptualize and implement learning strategies in the DNP curriculum. UDI is guided by 9 instructional principles that anticipate diverse learners and is intentionally inclusive of multiple ways of learning. Principles of UDI were synergized into several DNP didactic courses and the scholarly project process. Integration of UDI into the DNP curriculum included precourse assessments, multiple modalities of content delivery, options to present acquired knowledge, and supporting the adult learner through the iterative work of the scholarly project.

A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education.

Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school's DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school's curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites.

Biostatistics course in postmaster doctor of nursing practice programs

Background : The number of doctor of nursing practice (DNP) programs in the United States has increased dramatically in the past few years. However, few studies have been done to provide a comprehensive view of program structures and curricula offered. Methods : This study explored differences in entry pathway, admission statistics skills requirement, and whether a program offered a Biostatistics course in its curriculum by investigating the websites of DNP programs listed on the American Association of Colleges of Nursing (AACN) DNP directory. Results and conclusions : This study found no regional differences in these three areas: type of program offered, statistics course as a prerequisite, and whether Biostatistics is offered. Overall, more schools have started to require a graduate level statistic course in their admission requirement and more schools offered a Biostatistics course in their DNP curriculum. However, 25% of schools did not request for specific statistics skills prior to admission, nor did they incorporate a Biostatistics course in the program.

Use of the Iowa Model of Research in Practice as a Curriculum Framework for Doctor of Nursing Practice (DNP) Project Completion

Doctoral education requires academic motivation and persistence on the part of nursing students; commitment to the process is essential and should be linked to programmatic structure. Programmatic issues in doctor of nursing practice (DNP) programs may be barriers to completion of the final project and lead to attrition. A large, private health care university developed an infrastructure for the DNP curriculum and final project utilizing the Iowa Model of Research in Practice. The purpose was to ensure competency fulfillment, retention and timely completion, and implementation of evidence-based practice and translation science utilizing a leadership approach. The program has experienced a high completion rate to date.

Short message service use in clinical care through a simulation activity.

Research has shown that the integration of informatics competencies into nursing education especially for Doctor of Nursing Practice (DNP) students, has been inadequate. This article reports on a Short Message Service (SMS) simulation activity for incorporating informatics knowledge and skills into the DNP curriculum. DNP students participated in a 3-week simulated ecological momentary assessment using SMS technology. Students rated their experience through a survey and wrote a 1 page narrative describing their experience. Data were analyzed using descriptive statistics and open-ended coding. This simulation activity provided information for the future delivery of care using SMS. The cost-saving potential of follow-up messaging reimbursement for providers who use SMS may be a worthwhile investment of health care payers. This activity demonstrated the usefulness of SMS technology for helping patients manage their chronic health conditions. Use of SMS would be a reinforcing factor for providers in clinical care if it becomes reimbursable.

Telehealth: Preparing Advanced Practice Nurses to Address Healthcare Needs in Rural and Underserved Populations

Healthcare is being confronted with questions on how to deliver quality, affordable, and timely care to patients, especially those in rural areas, in systems already burdened by the lack of providers. Advanced Practice Registered Nurses (APRNs) have been challenged to lead this movement in providing care to these populations through the use of technologies, specifically telehealth. Unfortunately, APRNs have limited exposure to telehealth during their educational experience, thereby limiting their understanding and comfort with telehealth. To address this problem, a telehealth program was developed at a large university that prepares Doctor of Nursing Practice (DNP) APRN students. The telehealth program, embedded into the DNP curriculum, consisted of a simulation workshop, practice immersion, and written project. This program was well received by students, making them aware of the benefits and barriers to the implementation of telehealth as a care delivery modality. Telehealth was embraced as students implemented the program in their own practices.

The Development of Practice Scholarship in DNP Programs: A Paradigm Shift

Doctoral education in nursing is undergoing a paradigm shift. The doctor of nursing practice (DNP) degree was conceived to improve practice expertise and accelerate the translation of evidence into practice. The need for doctoral preparation that focuses on both expert practice and practice inquiry acknowledges the complexity of evidence-based practice. The DNP prepares graduates to practice at the most advanced level of nursing and to evaluate current practice approaches, to appraise evidence, and to use this knowledge to create clinical strategies that improve practice and health outcomes. DNP curricula need to evolve through shared best practices grounded in financial sustainability. Because of the evolutionary nature of new programs, there is a need for continuous rapid adjustment of the DNP curriculum. Ideas presented here have evolved with student, faculty, and agency input. Many elements of DNP curricula represent a shared world view of faculty across the county. However, consensus about the DNP project has not been reached and is urgently needed to promote acceptance of the DNP-prepared advanced practice registered nurse. The DNP project allows synthesis of the American Association of Colleges of Nursing DNP Essentials through "real world" translation of evidence into practice. This article proposes that DNP projects be defined as practice improvement partnerships between academia and community agencies. This "win-win" collaboration can improve care while preparing the next generation of nurses for the demands of increasingly complex healthcare environments.

Self-Assessment of Nursing Informatics Competencies for Doctor of Nursing Practice Students

This study examined the informatics competencies of doctor of nursing practice (DNP) students and whether these competencies differed between DNP students in the post-baccalaureate (BS) and post-master's (MS) tracks. Self-reported informatics competencies were collected from 132 DNP students (68 post-BS and 64 post-MS students) in their first year in the program (2007 to 2010). Students were assessed in 18 areas of 3 competency categories: computer skills, informatics knowledge, and informatics skills. Post-BS students were competent in 4 areas (computer skills in communication, systems, documentation, and informatics knowledge about impact of information management), whereas post-MS students were competent in only 1 area (computer skills in communication). Students in both tracks reported computer skills in decision support as their least competent area. Overall, post-BS students reported slightly higher than or similar competency scores as post-MS students, but scores were statistically significant in only 3 of 18 areas. The assessment indicated that knowledge and skills on informatics competencies need to be improved, especially in computer skills for data access and use of decision support systems. Strategies are suggested to integrate competencies into existing informatics course and DNP curricula. Further studies are recommended using an objective measure of informatics competencies.

An Approach to Clinical Data Management for the Doctor of Nursing Practice Curriculum

Strong data management skills are essential to doctor of nursing practice (DNP) education and necessary for DNP practice. Completion of the DNP scholarly project requires application of these skills to understand and address a complex practice, process, or systems problem; develop, implement, and monitor an innovative evidence-based intervention to address that problem; and evaluate the outcomes. The purposes of this paper were to describe the demand and context for clinical data management (CDM) within the DNP curriculum; provide an overview of CDM content; describe the process for content delivery; propose a set of course objectives; and describe initial successes and challenges. A two-pronged approach of consultation and a CDM course were developed. Students who participated in this approach were more likely to create and implement an evaluation plan; apply techniques for data cleansing and manipulation; apply concepts of sample size determination using power analysis; use exploratory data analysis techniques to understand population attributes and sampling bias; apply techniques to adjust for bias; apply statistical significance testing; and present project results in a meaningful way. On the basis of this evaluation, CDM has evolved from an elective to a required course integrated in a thread that crosses the entire curriculum.

Creating effective scholarly posters: A guide for DNP students

Dissemination of scholarly project outcomes is an essential component of Doctor of Nursing Practice (DNP) education. This article provides guidelines for professional poster development and presentation as well as suggestions for integrating poster development as part of the DNP curriculum. This article was prepared by reviewing both theoretical and research-based literature regarding professional poster development. Evidence indicates that poster presentations at professional conferences are an excellent venue for DNP students to successfully share the results of their scholarly projects. For posters to be both well perceived and received at conferences, certain guidelines must be followed regarding poster development. Guidelines include emphasizing a consistent message, clear focus, logical format, and esthetically pleasing design. Poster development guidelines and strategies need to be taught early and regularly throughout the DNP student's education. DNP scholarly projects provide forward-looking solutions to some of society's most formidable healthcare challenges. The dissemination of knowledge gleaned from the DNP scholarly projects is vital to 21st century global health. Effective poster presentations are critical to the dissemination of scholarly knowledge.

Allocating resources in a data-driven college of nursing

Three years ago our college of nursing faced a critical strategic planning question: How could the college initiate and offer a Doctor of Nursing Practice (DNP) degree program without additional human and financial resources? This article describes the process used to open a new educational program with no new resources by suspending educational programs that were not financially viable. While the process was difficult, shared governance and data-driven decision-making fostered trust and openness that allowed faculty members to make critical decisions, assuring the viability and future growth of the college. At the end of this process, faculty members were united in their decisions and actively and energetically engaged in the development of a new DNP curriculum that built upon their strengths and expertise.

Doctor of Nursing Practice Program Development: Reengineering Health Care

In this article, we describe the developmental process of a Doctor of Nursing Practice (DNP) program that uses interdisciplinary resources to create unique DNP curriculum opportunities. Other schools may benefit from this experience in the development of their own DNP programs. The program delivers an innovative curriculum from post-baccalaureate to doctorate, emphasizing health care engineering and interdisciplinary collaboration among faculty, hospitals, community leaders, and policymakers. This DNP program is uniquely situated to provide leadership in solving complex clinical problems through its partnership with the Regenstrief Center for Healthcare Engineering, the School of Pharmacy, the Homeland Security Institute, and the Center on Aging and the Life Course. Doctoral coursework, interdisciplinary collaboration, health care engineering/systems approaches, and new knowledge result in uniquely qualified providers. Post-baccalaureate students complete the university's Adult Nurse Practitioner program or its developing Pediatric Nurse Practitioner program during the first 2 years of the 4-year curriculum. A total of 83 post-baccalaureate credit hours include 1,526 hours of supervised clinical practice, a health policy residency, and cognate residencies in an area of specialization. The seven core competencies recommended by the American Association of Colleges of Nursing are incorporated into the curriculum.