Background: Robust enrollment in Doctor of Nursing Practice (DNP) programs has created a need for faculty teaching in other nursing programs to be project advisers. Faculty may lack the knowledge and skills needed to advise projects that are evidence-based practice (EBP) or quality improvement (QI) initiatives. A project roadmap with tools and resources was needed. Method: Practice-based evidence from members of the Quality and Safety Education for Nurses (QSEN) DNP Leadership Taskforce was used to inform the process for DNP project advisement. This evidence was integrated with the American Association of Colleges of Nursing Taskforce 2015 recommendations and literature on DNP project criteria to develop a roadmap. Results: Twenty-two students and six faculty have piloted the DNP Project Roadmap and provided positive feedback. Eight peer-reviewed presentations and three manuscript submissions with one acceptance have resulted from using the roadmap. Conclusion: Data support that the project roadmap phases and associated tools and resources facilitate faculty project advisement and offer students clear project guidelines and a foundation for future practice scholarship. [ J Nurs Educ . 2019;58(12):728–732.]
Please tell me the day of the week 2: Please tell me the months of the year backward, say December as your first month MISSED MONTHIf participant finished reciting months but missed one or more, it is incorrect and no prompting is allowed. STUCKPrompt only with: "what month comes before __________ (last month they said)?"Prompt up to two times; if after 2 prompts participant is frustrated, confused, or taking a long time, mark it incorrect and offer them an exit such as, "that's a tough one, you're doing well… let's try the next question." WRONG TYPE OF ANSWERIf the participant begins at November, starts forward, or begins spelling, assume they don't understand the question and re-read the instructions once. If the participant is incorrect again, mark it as incorrect but let them finish.The participant can check anywhere (e.g., white board, newspaper, etc.), but cannot ask anyone else in the room.
This article is the fifth in a series, Supporting Family Caregivers in the 4Ms of an Age-Friendly Health System, published in collaboration with the AARP Public Policy Institute as part of the ongoing Supporting Family Caregivers: No Longer Home Alone series. The 4Ms of an Age-Friendly Health System (What Matters, Medication, Mentation, and Mobility) is an evidence-based framework for assessing and acting on critical issues in the care of older adults across settings and transitions of care. Engaging the health care team, including older adults and their family caregivers, with the 4Ms framework can help to ensure that every older adult gets the best care possible, is not harmed by health care, and is satisfied with the care they receive.The articles in this series present considerations for implementing the 4Ms framework in the inpatient hospital setting and incorporating family caregivers in doing so. Resources for both nurses and family caregivers, including a series of accompanying videos developed by AARP and the Rush Center for Excellence in Aging and funded by The John A. Hartford Foundation, are also provided. Nurses should read the articles first, so they understand how best to help family caregivers. Then they can refer caregivers to the informational tear sheet—Information for Family Caregivers—and instructional videos, encouraging them to ask questions. For additional information, see Resources for Nurses.
Background Across doctor of nursing practice (DNP) programs, wide variation exists for DNP project expectations and curricular integration of Quality and Safety Education for Nurses competencies. Purpose This study examined DNP project characteristics and compared knowledge, skills, and attitudes about quality improvement (QI) processes between DNP program faculty and graduates. Methods This descriptive study used a national convenience sample of DNP program faculty and graduates from multiple settings (N = 147) who completed an electronic survey of a modified version of the Quality Improvement Knowledge, Skills, and Attitudes Survey. Results Most DNP projects were QI/practice improvement (85.5%) and required interprofessional collaboration (65%) and implementation of a practice change (55.8%) with evaluation (65.5%). DNP program faculty (n = 73) and graduates (n = 30) had no significant differences in QI knowledge or skills; faculty reported less confidence in their knowledge (P = .002) and skills (P = .007) than graduates. Conclusions Faculty development efforts to improve QI knowledge and skills for DNP program faculty are needed.
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