DNP Program Faculty and Graduates' Knowledge and Use of QI and Safety Processes

Abstract

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.

The Impact of DNP Scholarly Projects on Healthcare Organizations

“…For DNP students, there is uncertainty regarding differences between forms of inquiry (EBP/QI/research) with many projects containing fatal flaws, diminishing impact, and likelihood of publication. 9,11,26,27 Project ambiguity impacts healthcare organizations, thereby contributing to a perpetual cycle of confusion and inconsistency. 10,28 It is critical that leaders build a cadre of site mentors knowledgeable and competent in various inquiry methodologies serving as a resource for students.…”

“…Correspondingly, there may also be unreasonable expectations and deadlines for healthcare institutional review boards (IRBs) and scholarly projects not conducive to rapid implementation or in alignment with strategic priorities, especially given postpandemic workforce burnout 7,8 . In addition, evidence suggests nursing faculty lack knowledge and proficiency regarding evidence-based practices (EBPs) and quality improvement (QI) methodologies, ultimately describing dissatisfaction with scholarly projects 8,9 . Methodological uncertainty among DNP project–focused publications is pervasive, further contributing to confusion 10 .…”

“…7,8 In addition, evidence suggests nursing faculty lack knowledge and proficiency regarding evidence-based practices (EBPs) and quality improvement (QI) methodologies, ultimately describing dissatisfaction with scholarly projects. 8,9 Methodological uncertainty among DNP project-focused publications is pervasive, further contributing to confusion. 10 In one study examining the rigor of DNP scholarly projects, more than half (56%, n = 65) contained substantive methodological problems including invalid data analysis, poor critical evaluation, implementation, and outcome issues.…”

Untitled

“…In a later study of 252 DNP programs in the United States, 117 faculty indicated that they were skilled, but not proficient in quality improvement strategies. In addition, qualitative results found that DNP faculty found the need for quality improvement and QSEN refresher programs (Tovar et al, 2019).…”

Practice and Quality Improvement Leaders Survey of Expectations of DNP Graduates' Quality Improvement Expertise

“…Two findings with statistically significant agreement among DNP faculty and graduates were that nurses have an important role in a hospital's QI efforts, and employers expect DNP graduates to be prepared to facilitate health care transformation in their setting. 5 A related finding, which did not reach statistical significance, was that faculty were more likely than DNP graduates to strongly agree that employers expected graduates to be prepared to participate in, but not lead, QI initiatives. This finding highlights the need for more research to identify the level and type of QI preparation that employers desire among DNP graduates.…”