Other Titles

Research Affecting Nursing Student Education

Abstract

Session presented on Sunday, July 26, 2015: Purpose: A hallmark of the doctor of nursing practice (DNP) degree is the successful completion of a scholarly or capstone project. The project is intended to demonstrate the synthesis of the student's knowledge gleaned from required and elective DNP coursework and unique practice experiences with an identified practice problem. An integrative three-course sequence at a university provides DNP students mentored opportunities to develop, propose, implement, evaluate and present projects. During the three-semester sequence, integrative course faculty members observed a need for clear scholarly project process guidelines and options for project formats to increase dissemination. Methods: In response to the need for DNP scholarly faculty members developed timeline templates to identify time-sensitive progress indicators, including course due dates, project-related dates, and faculty response expectations. Additionally, faculty developed options for project formats (scholarly paper, jouRN article, poster, slides) to increase opportunities for scholarly publication and podium presentations. Results: The timeline templates were designed and implemented to facilitate the student in each integrative course. The DNP student has a clear understanding of all of the DNP program requirements outlined in each timeline for completing, presenting, and disseminating the scholarly project. The student is responsible for presenting the timeline to the committee members with proposed completion dates for the scholarly process. Thereby, the student leads the committee mentors with a clear purpose of every step to accomplish excellence in the DNP scholarly project process. Consideration of the dissemination options begins in the planning phase of the scholarly project process. After the proposal presentation, the project committee members and DNP student collaboratively identify the oral and written dissemination modes to ensure an improved opportunity for successful publication of an article or podium presentation about the scholar project. Conclusion: Faculty response to DNP student needs can guide clinical scholarship to successfully impact practice and make improvements in policy, patient, population, and system outcomes. Options for dissemination increase the opportunities to publish and present the findings from evidence-based practice and research to improve health outcomes.

Karen A. Hande

Author Details

Karen A. Hande, RN, ANP-BC

Sigma Membership

Unknown

Type

Presentation

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

N/A

Keywords:

DNP, Scholarly Project, Dissemination

Conference Name

26th International Nursing Research Congress

Conference Host

Sigma Theta Tau International

Conference Location

San Juan, Puerto Rico

Conference Year

2015

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Tools for Excellence in the DNP Scholarly Project Process: Implementation of Timeline Templates and Project Formats for Dissemination

San Juan, Puerto Rico

Session presented on Sunday, July 26, 2015: Purpose: A hallmark of the doctor of nursing practice (DNP) degree is the successful completion of a scholarly or capstone project. The project is intended to demonstrate the synthesis of the student's knowledge gleaned from required and elective DNP coursework and unique practice experiences with an identified practice problem. An integrative three-course sequence at a university provides DNP students mentored opportunities to develop, propose, implement, evaluate and present projects. During the three-semester sequence, integrative course faculty members observed a need for clear scholarly project process guidelines and options for project formats to increase dissemination. Methods: In response to the need for DNP scholarly faculty members developed timeline templates to identify time-sensitive progress indicators, including course due dates, project-related dates, and faculty response expectations. Additionally, faculty developed options for project formats (scholarly paper, jouRN article, poster, slides) to increase opportunities for scholarly publication and podium presentations. Results: The timeline templates were designed and implemented to facilitate the student in each integrative course. The DNP student has a clear understanding of all of the DNP program requirements outlined in each timeline for completing, presenting, and disseminating the scholarly project. The student is responsible for presenting the timeline to the committee members with proposed completion dates for the scholarly process. Thereby, the student leads the committee mentors with a clear purpose of every step to accomplish excellence in the DNP scholarly project process. Consideration of the dissemination options begins in the planning phase of the scholarly project process. After the proposal presentation, the project committee members and DNP student collaboratively identify the oral and written dissemination modes to ensure an improved opportunity for successful publication of an article or podium presentation about the scholar project. Conclusion: Faculty response to DNP student needs can guide clinical scholarship to successfully impact practice and make improvements in policy, patient, population, and system outcomes. Options for dissemination increase the opportunities to publish and present the findings from evidence-based practice and research to improve health outcomes.