Structuring Doctor of Nursing Practice project courses to facilitate success and ensure rigor

Strengthening the impact of Doctor of Nursing Practice projects in education and clinical practice

“…The proposal development course was developed several years after the DNP program started, due to challenges with identification of strong rigorous projects that allowed students to fully meet the DNP essentials through their work. As identified by Buckley et al and Dols et al, students in our DNP program were experiencing challenges envisioning the scope of a DNP project and developing a sound project plan in order to complete the program in a timely manner 10,13. Having a formal project proposal was important to improve project rigor, as emphasized by others 7,10,14,15.…”

“…Some colleges require that DNP projects have a quality improvement focus, but we felt that allowing projects to be broad in focus would enable more meaningful and impactful work products. 10 Students identify a theory or conceptual framework to guide the work they will carry out, with one option being an evidence-based practice model as addressed by Lloyd et al who used the Iowa Model of Research in Practice as the infrastructure for DNP projects. 11 Plan Do Study Act (PDSA) models are also frequently selected to guide project work.…”

“…As identifi ed by Buckley et al and Dols et al, students in our DNP program were experiencing challenges envisioning the scope of a DNP project and developing a sound project plan in order to complete the program in a timely manner. 10,13 Having a formal project proposal was important to improve project rigor, as emphasized by others. 7,10,14,15 The project proposal course has facilitated higher quality and more rigorous projects, in addition to contributing to student knowledge about comprehensive project proposals.…”

“…10,13 Having a formal project proposal was important to improve project rigor, as emphasized by others. 7,10,14,15 The project proposal course has facilitated higher quality and more rigorous projects, in addition to contributing to student knowledge about comprehensive project proposals.…”

Melhoria de qualidade no paradigma da ciência da implementação em programas profissionais: revisão de escopo

“…Os Estados Unidos concentraram o maior número de publicações (17 dos estudos científicos encontrados), o que enfatiza seu anseio em traduzir as evidências científicas na prática profissional (22) , proporcionando educação avançada e apontando que as habilidades em projetos de QI são cada vez mais necessárias como diferencial para a evolução dos programas (10) .…”