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

Tovar, Elizabeth, PhD, RN, CFNP; Ossege, Julianne, PhD, RN, FNP-BC, FNAP, FAANP; Farus-Brown, Susan, DNP, RN, FNP-BC; Zonsius, Mary, PhD, RN; Morrow, Linda, DNP, MBA, RN

doi: 10.1097/NNE.0000000000000677
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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.

Author Affiliations: Associate Professors (Drs Ossege and Tovar), College of Nursing, University of Kentucky, Lexington; Assistant Professor (Dr Farus-Brown), Ohio University, School of Nursing, Zanesville; Assistant Professor (Dr Zonsius), College of Nursing, Rush University, Chicago, Illinois; Clinical Assistant Professor (Dr Morrow), College of Nursing, Sacred Heart University, Fairfield, Connecticut.

The authors declare no conflicts of interest.

Correspondence: Dr Ossege, College of Nursing 555, University of Kentucky, 751 Rose St, Lexington, KY 40536 (julianne.ossege@uky.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).

Accepted for publication: March 1, 2019

Published ahead of print: April 19, 2019

[Epub ahead of print]

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