A 10‐year evaluation of projects in a doctor of nursing practice programme

Abstract

Aims and objectives: The role of professional doctorates is receiving increased attention internationally. As part of building the rigour and scholarship of these programmes, we assessed projects undertaken as part of a doctor of nursing practice (DNP) programme at Johns Hopkins University. Recommendations for programme development in professional doctorates are provided. Background: Past research has described the methodologic limitations and dissemination of DNP projects. However, few studies have provided recommendations for strengthening these projects and alternative strategies for achieving scale in larger student cohorts. Design: A descriptive study reported in accordance with STROBE guidelines. Methods: From 2009-2018, 191 final DNP project reports were obtained from the DNP programme administrator. Essential project characteristics from the papers were extracted, including use of theoretical framework, design, setting, sample and dissemination through publication. To determine whether the results of the projects had been published, the title and student's name were searched in Google Scholar and Google. Results: Of the 191 projects, 83% focused on adults and 61% were conducted in the hospital setting. Sample sizes ranged from 7 to 24,702. Eighty per cent of the projects employed a pretest/post-test design, including both single and independent groups. The projects spanned six overarching themes, including process improvement, clinician development, patient safety, patient outcome improvement, access to care and workplace environment. Twenty-one per cent of the project findings were published in scholarly journals. Conclusions: Conducting a critical review of DNP projects has been useful in refining a strategy shifting from incremental to transformative changes in advanced practice. | 4091 TURKSON-OCRAN eT Al.

The Doctor of Nursing Practice help desk: An innovative approach to developing evidence‐based practice competency and providing DNP project support

“…Data suggest the DNP Help Desk allowed students and faculty to further develop EBP skills through active learning, opportunities to practice skills, and project work in a supported environment. Data also point to the importance of clarity regarding the nature and quality of DNP projects, which are often more research‐focused than EBP or evidence‐based quality improvement (EBQI; Dols et al, 2017; Roush & Tesoro, 2018; Turkson‐Ocran et al, 2020). While evaluation lacked the rigor of a research project, this was program evaluation of a QI project, and we received sufficient and rich data to inform further development of the innovation.…”

“…An innovative DNP Help Desk was created at a large, Midwestern university to address issues shared by many DNP programs across the country, that is, the need to elevate EBP expertise in DNP students (Melnyk, 2016) and faculty (Cleary‐Holdforth et al, 2021; Milner et al, 2018; Orta et al, 2016); the need to improve the quality of DNP projects (Dols et al, 2017; Li et al, 2018; Mayo, 2017; Milner et al, 2019; Turkson‐Ocran et al, 2020); and the need to effectively and efficiently support student learning and DNP project development in anticipation of increasing student enrollment (Anderson et al, 2019; Dols et al, 2017; Idzik et al, 2021; Kirkpatrick & Weaver, 2013). The DNP Help Desk created a forum where DNP students and faculty had the opportunity to practice EBP skills through addressing DNP student questions surrounding the development of their DNP projects and engaging in scholarly conversations, hands‐on learning activities, and EBP mentoring to address real‐world clinical problems.…”

“…Although faculty self‐report high competency in EBP, evaluation studies show gaps in faculty EBP knowledge and engagement (Cleary‐Holdforth et al, 2021; Milner et al, 2018; Orta et al, 2016; Zellefrow & Shifaza, 2018). Moreover, confusion persists about the differences and connections between EBP, research, and quality improvement which continues to impact the quality of EBP education (Roush & Tesoro, 2018; Turkson‐Ocran et al, 2020).…”

Bibliometric analysis of the Doctor of Nursing Practice dissertations in the ProQuest Dissertations and Theses database

“…There is an enormous demand for more professional doctoral nurses and the attention paid to DNP education is increasing (Turkson-Ocran et al, 2020). Thus, there is an urgent international need for nurse educators to understand the current status of DNP education, including the dynamics of and trends in DNP research products as well as more prolific research themes and how they evolved.…”

“…With more attention paid to DNP education, the DNP programs have been increasing gradually, especially the number of online DNP programs that offer no advanced practice skills. Then along comes the broader research themes, as well as the various qualities of the education (Turkson-Ocran et al, 2020). The production of knowledge disseminated via DNP dissertations represents the development of clinical scientific research and education.…”