TY - JOUR
T1 - Survey of Nursing Faculty Preparation for Guiding DNP Quality Improvement Projects
AU - Bingham, Debra
AU - Hammersla, Margaret
AU - Belcher, Anne
AU - Ruccio, Lucy Rose
AU - Bindon, Susan
AU - Buckley, Kathleen
AU - Idzik, Shannon
N1 - Funding Information:
The authors acknowledge the insights and support provided by the University of Maryland's School of Nursing Advancing Implementation Science Education (AdvISE) Steering Committee. More information about the AdvISE work is available at: https://www.nursing.umaryland.edu/news-events/events/advise/
Publisher Copyright:
© Copyright 2021 Springer Publishing Company, LLC.
PY - 2021
Y1 - 2021
N2 - Background: Quality improvement (QI) projects comprise the majority of University of Maryland School of Nursing (UMSON) Doctor of Nursing Practice (DNP) projects. Methods: An online survey was completed by 51% (n = 38) of faculty, who teach or mentor DNP students, and was analyzed using quantitative and descriptive methods. Results: Faculty were somewhat or not familiar with developing a QI charter 68.4%, human error theory and error proofing 63.2%, driver diagrams 60.5%, characteristics of high-reliability organizations 60.5%, and Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines 55.3%. The faculty were most interested in learning more about (n = 97 responses) were human error theory and error proofing (28.9%), SQUIRE guidelines (26.3%), statistical process control (21.1%), and implementation strategies and tactics (21.1%). The most commonly identified challenges included identifying QI projects (24%), project time constraints (16%), keeping up-to-date on QI concepts, methods, and tools (12%), and balancing professional workload (10%). Conclusions: Gaps in self-reported QI knowledge indicate there is a need for further development of DNP and PhD prepared faculty at the UMSON.
AB - Background: Quality improvement (QI) projects comprise the majority of University of Maryland School of Nursing (UMSON) Doctor of Nursing Practice (DNP) projects. Methods: An online survey was completed by 51% (n = 38) of faculty, who teach or mentor DNP students, and was analyzed using quantitative and descriptive methods. Results: Faculty were somewhat or not familiar with developing a QI charter 68.4%, human error theory and error proofing 63.2%, driver diagrams 60.5%, characteristics of high-reliability organizations 60.5%, and Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines 55.3%. The faculty were most interested in learning more about (n = 97 responses) were human error theory and error proofing (28.9%), SQUIRE guidelines (26.3%), statistical process control (21.1%), and implementation strategies and tactics (21.1%). The most commonly identified challenges included identifying QI projects (24%), project time constraints (16%), keeping up-to-date on QI concepts, methods, and tools (12%), and balancing professional workload (10%). Conclusions: Gaps in self-reported QI knowledge indicate there is a need for further development of DNP and PhD prepared faculty at the UMSON.
KW - DNP project
KW - implementation
KW - quality improvement
KW - rigor
UR - http://www.scopus.com/inward/record.url?scp=85112050355&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85112050355&partnerID=8YFLogxK
U2 - 10.1891/JDNP-D-20-00036
DO - 10.1891/JDNP-D-20-00036
M3 - Article
C2 - 34016785
AN - SCOPUS:85112050355
SN - 2380-9418
VL - 14
SP - 97
EP - 103
JO - Journal of Doctoral Nursing Practice
JF - Journal of Doctoral Nursing Practice
IS - 2
ER -