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

Elizabeth Tovar, Julianne Ossege, Susan Farus-Brown, Mary Zonsius, Linda Morrow

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

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.

Original languageEnglish
Pages (from-to)11-16
Number of pages6
JournalNurse Educator
Volume45
Issue number1
DOIs
StatePublished - Jan 1 2020

Bibliographical note

Publisher Copyright:
© Wolters Kluwer Health, Inc. All rights reserved.

Keywords

  • DNP graduates
  • DNP program
  • DNP project
  • Quality and Safety Education for Nurses (QSEN)
  • quality improvement

ASJC Scopus subject areas

  • General Nursing
  • Education
  • Fundamentals and skills
  • LPN and LVN

Fingerprint

Dive into the research topics of 'DNP Program Faculty and Graduates' Knowledge and Use of QI and Safety Processes'. Together they form a unique fingerprint.

Cite this