National evaluation of DNP projects based on 2015 AACN white paper and 2019 DNP project roadmap

Milner, Kerry A.; Hays, Deana; Farus-Brown, Susan; Zonsius, Mary C.; Fineout-Overholt, Ellen

doi:10.1016/j.profnurs.2023.05.002

Cited by 9 publications

(11 citation statements)

References 16 publications

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“…This report is an analysis of data from a large national study examining EBP and QI‐type elements in DNP projects using the DNP project roadmap (Milner et al., 2019) and AACN (2015) report that clarified DNP project expectations. The methods for the national study have been previously published (Milner et al., 2023).…”

Section: Methodsmentioning

confidence: 99%

“…A five‐person research team reviewed 213 publicly available DNP projects from AACN‐accredited schools across the United States for the presence of project questions (Milner et al., 2023). Another team member conducted a second review of project questions to ensure that they appeared in the introduction, background, or evidence/literature review before they were included in the study.…”

Section: Methodsmentioning

confidence: 99%

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National evaluation of DNP students' use of the PICOT method for formulating clinical questions

Milner,

Hays,

Farus‐Brown

et al. 2024

Worldviews Ev Based Nurs

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BackgroundThe intent of the PICOT (i.e., Population, Intervention, Comparison, Outcome, Time) method is to formulate focused clinical questions to facilitate the discovery of relevant evidence through systematic searching, with the components of the question serving as the foundation for the search. Doctor of Nursing Practice (DNP) graduates use evidence‐based practices to institute changes in their organizations' systems and policies, thereby yielding positive effects on both patient and system outcomes. Given that the clinical question is the foundation of the evidence‐based practice process, DNP graduates' competence in the PICOT method needs to be better understood.AimsThis analysis aimed to describe how DNP students used the PICOT method to ask clinical questions in their DNP projects.MethodsProject questions were retrieved from a subset (n = 129, 60.56%) of an existing national random sample of publicly available DNP projects spanning the years 2010 to 2021 from Commission on Collegiate Nursing Education‐accredited schools (n = 213). Project questions using the PICOT method were further evaluated with a scoring system of 0 = no and 1 = yes for missing elements, formatting, directional outcome, and project purpose. Possible scores ranged from 0 to 8, with higher scores indicating more errors. Discussion among five researchers, until agreement was achieved, yielded consensus.ResultsAlthough the PICOT method was project author‐identified in 66 (31.0%) projects, only four (6%) followed the PICOT method. All 66 (100%) were intervention questions. There were 2.74 (SD 1.55) mean errors, ranging from 0 to 6. No questions were missing P or O. Specific errors included missing I 3 (4.5%) or missing C 37 (56%), poor formatting 34 (51.5%), directional outcome 44 (66.7%), and project purpose 38 (57.6%). Thirty‐three (50%) of the questions were missing T; however, T is not used for searching, so researchers recalculated the mean error without T (M = 2.24, SD = 1.28, range 0–5).Linking Evidence to ActionGaps in the accurate use of the PICOT method to construct clinical questions can lead to biased searches, inaccurate clinical problem identification, and, when used as the project purpose, jumping to non‐evidence‐based solutions. Academic faculty and clinical educators can mitigate these skewed outcomes and enhance their impact on quality outcomes by helping DNP‐prepared nurses shore up this foundational skill.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

National evaluation of DNP students' use of the PICOT method for formulating clinical questions

Milner,

Hays,

Farus‐Brown

et al. 2024

Worldviews Ev Based Nurs

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“…Results of a recent national study show variation in expectations for DNP projects, suggesting an opportunity to clarify which content and tools should be used to teach evidence-based practice (EBP), quality improvement (QI), and evidence-based quality improvement (EBQI). 1 Faculty teaching EBDM must understand that their students are the cornerstones of EBDM, which is the intended culmination of several methods of integrating multiple sources of evidence into how nurses think and make decisions. These methods include EBP, QI, and EBQI, which is a blend of the EBP and QI processes.…”

Section: Teaching Ebdmmentioning

confidence: 99%

“…There are direct connections between the AACN's DNP project expectations 3 and the EBP process, as reflected in Table 2. 1,[3][4][5]26 The DNP project roadmap 4 was created to help faculty define required DNP project elements to ensure the project follows the EBP process, which is a starting point for the DNP program graduate as defined by the AACN advanced-level nursing education competencies. 3 Understanding QI methods and how they may influence clinical problems and the evaluation of processes are also included in these competencies.…”

Section: Dnp Project Expectationsmentioning

confidence: 99%

“…In the study cited at the beginning of this article, which showed variation in expectations for DNP projects, a research team of five investigators evaluated a national sample of 214 publicly available DNP projects from 120 U.S. DNP programs for EBP and QI project elements. 1 Two-thirds of the projects followed a research format and 25% followed a mix of research, EBP, and QI formats. Project papers were evaluated for 27 elements of the DNP project roadmap, 4 and 70% of these EBP-and QI-type elements appeared in fewer than 50% of project papers.…”

Section: Toward Common Groundmentioning

confidence: 99%

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Cultivating an Evidence-Based Decision-Making Mindset

Milner,

Hays,

Farus-Brown

et al. 2024

AJN, American Journal of Nursing

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This is the first article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making. It builds on AJN's award-winning previous series—Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to http://links.lww.com/AJN/A133). This follow-up series will address how to teach and facilitate learning about the evidence-based practice (EBP) and quality improvement (QI) processes and how they impact health care quality. This series is relevant for all nurses interested in EBP and QI, especially DNP faculty and students. The brief case scenario included in each article describes one DNP student's journey.

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Implications for Utilizing the Mountain Model for EBPQI in DNP Education

Wilson,

McAllister

2024

The Journal for Nurse Practitioners

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National evaluation of DNP projects based on 2015 AACN white paper and 2019 DNP project roadmap

Cited by 9 publications

References 16 publications

National evaluation of DNP students' use of the PICOT method for formulating clinical questions

National evaluation of DNP students' use of the PICOT method for formulating clinical questions

Cultivating an Evidence-Based Decision-Making Mindset

Implications for Utilizing the Mountain Model for EBPQI in DNP Education

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