Journal of Doctoral Nursing Practice最新文献

{"title":"Expert-Type Content Validity Applications to Doctor of Nursing Practice Projects.","authors":"Zane Robinson Wolf","doi":"10.1891/JDNP-2022-0010","DOIUrl":"10.1891/JDNP-2022-0010","url":null,"abstract":"<p><p><b>Background:</b> Developing rigorous doctor of nursing practice (DNP) projects continues to challenge faculty and doctoral students. To address project rigor, expert content validity methods have been applied to clinical projects. Students implement expert content validity processes to literature-based project components. <b>Objectives:</b> The objectives of this study are to describe some of the developmental phases of DNP projects during the courses of one DNP program and to explore one strategy for increasing the rigor of DNP projects, review details on expert-type content validity methods, and examine literature for projects implementing an alternate application of expert-type content validity and scoring approaches to components of DNP projects. <b>Methods:</b> Expert content validity methods are described for DNP projects, such as guidelines, teaching plans, support groups, and algorithms. They are used to judge components generated from initial content analysis strategies. Types of expert panelists and descriptions of scoring ranks on project components are presented to represent different expert content validity strategies. Results The steps are presented to support expert content validity processes. <b>Conclusions:</b> DNP projects challenge faculty and students to create systematically constructed quality improvement projects on important and interesting clinical problems. The expert context validity process is one approach of enhancing project rigor. <b>Implications for Nursing:</b> An outline offers steps to establish expert content validity for translational DNP projects.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Piloting an Opioid Risk Screening Tool in Clinical Practice.","authors":"Godfrey Aneke, Jeffery Wade Forehand, Brandy Simpler, Amanda Dunagan","doi":"10.1891/JDNP-2023-0023","DOIUrl":"10.1891/JDNP-2023-0023","url":null,"abstract":"<p><p><b>Background:</b> Despite much research and many interventions, the opioid epidemic continues to plague the United States. According to the Centers for Disease Control and Prevention (2021), 136 people die daily from both prescription and illicit opioids. <b>Objective:</b> The goal of this pilot quality improvement project is to examine how the implementation of the Opioid Risk Tool (ORT) in clinical practice might impact the beliefs and attitudes of nurse practitioners (NPs) toward prescribing opioid therapy. <b>Methods:</b> A pre-post design was utilized. A convenience sample recruited participants from a private NP Facebook group. The intervention included a prerecorded presentation on the ORT and the use of the ORT for 8 weeks. <b>Results:</b> While 46 NPs completed the presurvey, only 19 NPs completed the postsurvey. Statistical results did not yield significance, but there were several significant clinical trends discovered. <b>Conclusion:</b> Utilizing the ORT to screen for opioid misuse risks has been shown to improve providers' confidence in opioid prescribing. ORT guides providers in discerning patient risk for developing dependence on opioids. <b>Implications for Nursing:</b> Screening for opioid misuse risk is feasible. ORT adds to the clinical context in deciding a course of treatment in pain management.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Empathy in Emergency Nurses Using Hearing Voices Simulation","authors":"Tabitha F Legambi, Susan L. Bindon, Megan Doede, Mary Zaleski","doi":"10.1891/jdnp-2023-0003","DOIUrl":"https://doi.org/10.1891/jdnp-2023-0003","url":null,"abstract":"","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Effective Chlamydia Screening for Women at Risk at a Rural Family Planning Clinic.","authors":"Vanessa Shields-Haas, Carla Bray","doi":"10.1891/JDNP-2023-0010","DOIUrl":"10.1891/JDNP-2023-0010","url":null,"abstract":"<p><p><b>Background:</b> Chlamydia is the most common bacterial sexually transmitted infection (STI) in the United States, with an incidence of 1.7 million infections annually. It results in an estimated $691 million in lifetime medical costs. <b>Objective:</b> The objective of the project was to improve effective care for women at risk of chlamydia infection in a rural family planning clinic to 80% in 90 days. <b>Methods:</b> The Plan-Do-Study-Act process of quality improvement (QI) was implemented over four 2-week cycles. Qualitative and quantitative data were collected and analyzed iteratively and informed tests of change for each cycle. <b>Results:</b> Results indicated an improvement in effective care from a baseline of 42%-81%. Patient visit time decreased from 38 minutes at baseline to 23 minutes. Compared with pre-implementation, the number of positive chlamydia test results went from three to six, doubling the positivity rate, while the number of chlamydia tests billed increased by 32%. <b>Conclusions:</b> This project was successful in improving effective care. Implementing a standardized risk assessment decreased patient visit time. <b>Implications for nursing:</b> QI projects directed at meeting national standards for STI screening can be implemented in rural health clinics at low cost and with high impact.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138483100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality Improvement: Increasing SANE Utilization of Evidence-Based Practice.","authors":"Priscilla M Simms-Roberson, Susan Thul, Jenny Holcombe","doi":"10.1891/JDNP-2022-0009","DOIUrl":"https://doi.org/10.1891/JDNP-2022-0009","url":null,"abstract":"<p><p><b>Background:</b> Varying protocols among sexual assault nurse examiner (SANE) programs lead to inconsistent patient care and indicate that evidence-based recommendations are not being utilized. To address this problem, an evidence-based treatment protocol designed to improve care provided to patients who have experienced sexual assault was implemented at an outpatient rape crisis center (RCC). In addition to implementing the new protocol, a SANE education program was provided. <b>Methods:</b> Retrospective chart reviews were conducted. A total of 21 protocol components were examined pre- and post-implementation of the quality improvement project. Additionally, a knowledge quiz and self-efficacy tool were administered before, immediately after, and 3 months after the SANE education program. <b>Results:</b> Before implementation, the overall compliance with the 21 protocol components was 42.1% for RCC exams and 17.9% for hospital exams. After implementation, the overall compliance increased to 85.3% for RCC exams and 56% for hospital exams. When examining protocol components individually, compliance varied dramatically. There was an improvement in SANE knowledge and self-efficacy when comparing pre- and post-scores; however, the results were not statistically significant and were found to have unequal variances. <b>Conclusion:</b> Nurses are ideally positioned to instigate protocol changes that will positively impact patient outcomes. Other nursing professionals can utilize the quality improvement project content, steps, lessons learned, and results to create similar evidence-based practice quality improvement projects to address gaps in practice.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72015674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-locating Primary Care in a Behavioral Health Home Improves Outcomes.","authors":"Bridgitte C Gourley, Jessica Stallings, Mary Campbell","doi":"10.1891/JDNP-2022-0044","DOIUrl":"https://doi.org/10.1891/JDNP-2022-0044","url":null,"abstract":"<p><p>The Behavioral Health Home model of care enables patients living with severe persistent mental illness to access both mental health and primary care services, leading to improved mental and physical well-being. This article presents the implementation and health outcomes of colocating a primary care provider within an outpatient psychiatric rehabilitation day program.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72015673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Content, Context, and Collaboration: An Actionable Strategy for Structured Success in DNP Practice Scholarship.","authors":"Constance L Wall-Haas","doi":"10.1891/JDNP-2023-0016","DOIUrl":"https://doi.org/10.1891/JDNP-2023-0016","url":null,"abstract":"<p><p>Even if everything is done right in justifying the clinical benefit of a healthcare initiative, it cannot be sustainable if, first and foremost, the temperament of the practice environment, including the wider institutional hierarchy, is not accurately gauged. The purpose of this article is to provide the Doctor of Nursing Practice (DNP) researcher with a systematic structure enabling a review of the larger context of the proposed clinical innovation. This review supports a DNP-led healthcare initiative through self-analysis of the researcher's role; forging a relationship with a mentor; the analysis and mitigation of institutional, collaborative, and organizational barriers; and negotiating strategic partnerships with colleagues and departments and sharing their work and expertise. The blueprint that can change the interface of these elements is the creation of a specific research advisory committee (RADCOMM). The RADCOMM can be the impetus for transforming the institution into a place for learning, personal and professional growth and development, and patient safety, as well as one that results in new common resources and improved practice scholarship. The next generation of scholars and their capacity to understand their position in healthcare is inherently inhibited by not integrating the role and value of practice scholarship. The success of a DNP-led healthcare initiative, however, can positively affect the researcher's mental health, productivity, and career satisfaction.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71427709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Nurse Practitioners for Hospitalist Roles: Lessons Learned From an Academic Practice Partnership.","authors":"Bridgitte Gourley,&nbsp;Bim Akintade,&nbsp;Tonya Appleby,&nbsp;Susan Bindon,&nbsp;Shannon Idzik","doi":"10.1891/JDNP-2022-0047","DOIUrl":"https://doi.org/10.1891/JDNP-2022-0047","url":null,"abstract":"<p><p><b>Background:</b> There are numerous benefits to academic practice partnerships. While there is great emphasis on the new graduate nurse transition to practice, there is less intention placed on the new nurse practitioner (NP) role transition. In a rural teaching hospital, leadership perceived a need for more support to successfully transition NPs into hospitalist practice roles. <b>Objective:</b> One academic practice partnership developed and implemented a grant-funded program to support advanced practice registered nurses (APRNs) transition to practice at a rural teaching hospital. <b>Methods:</b> Informed by the results of a needs assessment, faculty and practice partners delivered lecture content in a face-to-face setting during scheduled hours. <b>Results:</b> Although the content was well received, attendance to and engagement with the program were suboptimal. <b>Conclusions:</b> Upon reflection, the program team gained valuable lessons regarding role expectations, intentional interdisciplinary collaboration, timing, alignment, delivery format, and the need for a dedicated program coordinator. <b>Implications for nursing:</b> APRN transition programs can provide much-needed support with dedicated structure, clear communication, and individualized content. It can also be a recruitment and retention strategy for healthcare organizations.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41239656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Provider Mental Health Screening in Primary Care: A Quality Improvement Project.","authors":"Lauren N D'Amico,&nbsp;Hannah Hanania,&nbsp;Loretta T Lee","doi":"10.1891/JDNP-2022-0042.","DOIUrl":"https://doi.org/10.1891/JDNP-2022-0042.","url":null,"abstract":"<p><p><b>Background:</b> Depression and anxiety occur in 7.8% and 19.1% of the US population, respectively. About half of those patients are diagnosed in primary care. <b>Objective:</b> The purpose of this quality improvement project was to improve the screening and diagnosing of anxiety and/or depression among adult patients at a primary care clinic by implementing an evidence-based mental health screening interview technique. <b>Methods:</b> The team implemented a mental health screening interview technique that incorporates background, affect, trouble, handling, and empathy and motivational interviewing techniques in addition to self-report surveys. Pre- and post-intervention surveys were conducted to assess providers' perceptions of the new interview technique. ICD-10 code data were gathered to assess the effectiveness of the new mental health screening interview technique. <b>Results:</b> The number of documented diagnoses of single-episode major depressive disorder decreased by 18%, recurrent major depressive disorder increased by 34%, and anxiety disorders increased by 3%. There were more favorable provider perceptions of the new screening interview technique versus the traditional screening method. <b>Conclusions:</b> The results show an improvement in provider comfort and providers preferred the new mental health screening when using an evidence-based mental health screening interview technique. <b>Implications for nursing:</b> The results show the potential benefits of using a structured mental health interview with self-report screening tools when diagnosing anxiety and depression in primary care.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41239657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentorship Education for Advanced Practice Registered Nurses.","authors":"Eleanor Dunlap,&nbsp;Suzanna Fitzpatrick","doi":"10.1891/JDNP-2023-0015","DOIUrl":"https://doi.org/10.1891/JDNP-2023-0015","url":null,"abstract":"<p><p><b>Background:</b> Mentorship is a vital part of the nursing profession. The evidence suggests that competent mentors aid in facilitating role transitions, improving job satisfaction, enhancing patient care, and decreasing nursing turnover. Advanced practice registered nurses (APRNs) have the skills and knowledge to provide safe, high-quality, patient-centered care; however, they may be lacking in mentorship abilities. <b>Objective:</b> Currently, there is no formal mentorship training in the organization, which may cause variability in the mentoring of new staff. The focus of this project was to create a staff educational intervention to improve the mentoring competency of surgical APRNs. The knowledge gap, lack of mentoring education given to APRNs acting as mentors to novice practitioners, was noted, and this project identified a staff educational intervention on mentorship training that was developed and implemented. <b>Methods:</b> The project practice-focused question asked if a formal APRN mentorship training program geared toward the six elements of mentoring (as measured by the Mentoring Competency Assessment [MCA]) increased the mentoring competency of APRNs serving in a mentorship role. Benner's theory guided the planning and development of this project, while the MCA was used for the self-reflection survey. Following a pretest survey, participants experienced an educational intervention geared toward mentoring and mentoring competencies. Formal APRN mentorship training program with an educational intervention that addressed the six domains of mentoring competency geared toward increasing the mentoring competency of APRNs who serve in a mentorship role. <b>Results:</b> A total of 18 surgical APRNs (<i>N</i> = 18) with more than 2 years of experience participated in the staff educational intervention. There was a statistically significant difference in six of the 26 individual items and in the overall pretest mean scores and the posttest mean scores (<i>z</i> = -3.41, <i>p</i> < .01), indicating that the APRN mentorship training increased the mentoring competency of the APRNs. <b>Conclusion:</b> The results of this quality improvement project demonstrated how an educational intervention geared toward mentoring competencies can increase the knowledge among a group of APRNs. Educating APRNs in mentorship competencies may enhance mentorship abilities and result in positive patient and organizational outcomes. <b>Implications for Nursing:</b> Educating APRNs in mentorship competencies may enhance mentorship abilities and result in positive patient and organizational outcomes.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41239658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}