DNP Doctoral Project Checklist/ Proposal Submitted in Full Fulfillment of Requirements for the Degree of Doctor of Nursing Practice

 

The following checklist provides a tool to develop DNP Doctoral Projects in healthcare contexts. The doctoral project involves multiple steps, including identification of the local problem and development of the practice-focused question(s) to address it (Section 1), review of the background and context related to the problem (Section 2), systematic collection and analysis of evidence to inform a solution or strategy that addresses the practice-focused question(s) (Section 3), and product(s) or recommendation(s)-for-action based on that analysis (Section 4).

? Instructions for students:
o Indicate on the checklist the page numbers (use the actual document page number, not the MS Word pagination) where the appropriate content is located.
o Respond to comments from your supervisory committee and/or URR members in the comment history box. Do not delete previous comments?just add your response and use some means to clearly identify your remarks (e.g., colored, bolded, or italicized text).
? Instructions for the DNP Doctoral Project committee chair, second member, and URR member.
o Provide specific feedback in the comment history column. Do not delete previous comments?just add your response and use some means to clearly identify your remarks (e.g., colored, bolded, or italicized text).
o If you made detailed comments on the draft (using track changes and comments), you can make reference to such comments in the draft rather than copy the text into the checklist comment history section.

Student?s Name: Student ID:
Date: School:

Committee Members? Names
Chairperson:
Member:
University Research Reviewer:

Front Matter
Checklist Items Comment History
Recovery-oriented Care
Abstract
Describe the practice problem and why it is important to address within the context of nursing practice. Recovery-oriented care in psychiatry improves quality of care of the patient and increases the efficiency of health care providers. Despite eminent benefits, recovery-oriented care either lacks or is inadequately implemented in many psychiatric health settings. Therefore, training of psychiatric staff on evidence-based practices on recovery-oriented psychiatric care is the solution. By using sound mythologies of psychoeducation groups and group dynamic training, a 26 beds and 36 staff members psychiatric care unit can be used to implement a recovery-oriented care-training project. The purpose of the project is to develop and implement a process of educating the psychiatric staff on how to provide recovery-oriented care through psycho-educational groups and group dynamics on the psychiatric unit. The objectives are to: 1) assess the training needs, 2) evaluate the barriers for effective recovery-oriented psychiatric nursing, 3) develop strategies to address these barriers, 4) train nursing staff in psychoeducation approaches and group dynamics, and 5) evaluate the effectiveness of the training,. Each of the objectives had a corresponding question, which seeks to meet it. Patient recovery-oriented training at the unit can change the quality of psychiatric care. Thereby, it affects social change and improves consumer satisfaction and efficiency of the care delivery system. This quality improvement project will be guided by the Iowa Model of Evidence-Based Practice to Promote Quality Care and the following frameworks: Partnership Care Delivery Model, Newman?s Health as Expanding Consciousness Theory, and Leininger?s Culture of Care Theory.

Background information related to recovery care and how to address it within the context of nursing practice well developed. Pages 5-8 MLB

New pages due to revisions are 6-11. RH
Abstract is located on page 2. RH

Summary of potential implications for nursing practice and for positive social change page 11-12. RP
Summarize the practice-focused question(s) and the purpose for the doctoral project.
State all concepts, models, and/or theories used to inform the doctoral project.
Concisely describe the sources of evidence and how obtained and analytical strategies used in the doctoral project.
Concisely summarize the findings and implications (final doctoral project paper only).
Concisely identify major products, conclusions, and/or recommendations as appropriate (final doctoral project paper only).
Summarize potential implications for nursing practice and for positive social change. 11
11-12

SECTION 1: Introduction
Checklist Items Pg/NA Comment History
Introduction
Briefly introduce the topic/problem, the nature of the DNP doctoral project, and potential positive social change implications of the doctoral project (later sections will allow you to elaborate). 5

5
6

Brief introduction of healthcare recovery efforts discussed. MLB
Introduction is on page 6. RH
Problem Statement
Explicitly state the local nursing practice problem that is the focus of this doctoral project.
8
8

Focus of nurses? training on handling the recovery of patients with mental health and promoting a recovery-oriented environment. MLB

It is vital for the psychiatric nursing fraternity involved in psychiatric patient care to significantly affect the recovery process. MLB

Pages have changed due to revisions. RH
Briefly clarify the local relevance of the need to address the problem, by highlighting documentation and information about the problem. 10

10
11
Briefly explain how the doctoral project holds significance for the field of nursing practice. 10

10
12
Purpose
Describe the meaningful gap-in-practice that this doctoral project addresses.
11
11 Health practitioners should be engaged in active patient recovery processes, health outcomes, quality of care, and consumer satisfaction. MLB

What are the perceived training needs of psychiatric nurses on an acute inpatient psychiatric unit? What are the perceived barriers to recovery oriented psychiatric nursing care on an acute inpatient psychiatric unit? What strategies do nurses need to break the barriers of full and efficient recovery-oriented psychiatric nursing practice? Is psychoeducation training effective in increasing the staff?s knowledge and comfort in conducting groups? MLB

Cost effectiveness, reduced lengths of stay, faster recovery process, increases quality of life. MLB

State the guiding practice-focused question(s) for this doctoral project. 9
10

Clarify how this doctoral project has potential to address that gap-in-practice. 11
11
12,18
Nature of the Doctoral Project
Briefly identify the sources of evidence that will be collected to meet the purpose of this doctoral project, and how they will be obtained (you will elaborate on these topics in Section 3, and you will change the tense in the final document). 23

23
15,34

Iowa 6 Step Model of Evidence Based Practice will be used as a guide. MLB

Please note new page numbers due to revisions. RH

Quality Improvement project in a 26 bed inpatient psychiatric unit MLB

Quality Improvement project in a 26-bed inpatient psychiatric unit is now on page 23. RH

Problem statement states the process of psychiatric patient recovery is slower and improper in any instance, due to inappropriate approaches used by psychiatric nursing in delivering recovery-oriented health delivery. MLB

Briefly summarize the approach that will be used in this doctoral project to organize and analyze the evidence (you will elaborate on this topic in the Section 3, and you will change the tense in the final document). 21

21

23
Include a concise statement of the doctoral project purpose that connects the gap-in-practice to the anticipated findings from that analysis. 8

8
9
Note: Evidence from organizations or people cannot be collected and/or analyzed prior to approval by the Walden University Institutional Review Board (IRB). Only published evidence (e.g., articles, books, or reports that are accessible to anyone in the public) may be analyzed prior to IRB approval.
Significance
Identify all stakeholders and how they may be potentially impacted by addressing the local problem. 12
12

Stakeholders include psychiatric health practitioners and mental health patients MLB

Potential contributions include psycho-education, which facilitates support to psychiatric care in a proactive approach, encouragement for teamwork, and teamwork in the recipient-provider relationship. However, this is found in Section 2 not Section 1. MLB

Increasing the quality of health in psychiatric patients. MLB
Identify potential contributions of the doctoral project to nursing practice. 19
19
Highlight any potential transferability of the doctoral project to similar practice areas. 14
Describe potential implications for positive social change. 11
11
Summary
Summarize the main points of Section 1. Provide a transition to Section 2. 14
12
14
Summary of section 1. Not much transition to section 2. MLB
Transition to Section 2 found on page 14. RH

SECTION 2: Background and Context
Checklist Items Pg/NA Comment History
Introduction
Restate the practice problem, the practice-focused question(s), and purpose for this doctoral project. 15-16

Missing

Practice problem statement is not re-stated in Section 2. MLB
Practice problem statement, practice-focused question and purpose restated on page 15-16 RH
Preview the major headings of this Section. 15-16
Concepts, Models, and Theories
Name, describe, and provide a rationale for the use of all concepts, models, and/or theories that inform the doctoral project.
15
16
19

Partnership Care Delivery Model is the theoretical model used. MLB
Partnership Care Delivery Model is the theoretical model used RH

Missing vocabulary section. MLB
Vocabulary section found on page 13. RH
Synthesize primary writings by key theorists, philosophers, and/or foundational/seminal scholars related to the concepts, models, and/or theories used in the doctoral project. 21
Clarify any terms used in the doctoral project that may have multiple meanings (e.g., socioeconomic status, educator, client, etc.). Do not include terms with generally and universally accepted meanings in nursing practice. 13
Relevance to Nursing Practice
Citing existing scholarship on the topic, provide a brief history of the broader problem in nursing practice in which this specific doctoral project is embedded. 10
16-19

Existing scholarship and research, a summarization of the current state in nursing practice area, and gaps in nursing practice have not been re-stated in Section 2. MLB

Existing scholarship, and research, a summarization of the current state in nursing practice area, and gaps in nursing practice re-stated on pages 16-19. RH

Gaps in nursing practice discussed. MLB
Gaps in nursing practice discussed page 18. RH
Also relying on existing scholarship and research, summarize the current state of nursing practice in this area, and any recommendations to improve practice as appropriate. 10
16-19
Identify any strategies and standard practices that have been used previously to address this gap-in-practice (i.e., how have others approached this issue in the past?) 7
16-19
Describe how the present doctoral project advances nursing practice or fills at least one gap-in-practice revealed in the literature. 19

14
18
Local Background and Context
Provide a concise summary of the local evidence on the relevance of the problem, which justifies the practice-focused questions (s) (i.e., why examine this topic in the first place?). All evidence used to answer the practice-focused question(s) will be covered in Section 3.
11,12,13

10-11

22

Evidence based significance of the project is found following the project?s questions in Section 1, none found in Section 2. MLB

Evidence based significance of the project is found on page 22. RH

Benefits of the project discussed. MLB
Benefits of the project located on page 24-26 due to revisions. RH
Describe the institutional context as applicable to the problem being addressed in this doctoral project (most often demographics, community setting, regulatory environment, governance, mission, and strategic vision). 21

19-21

24-26
Provide concise definitions of locally used terms or operational processes relevant to understanding the doctoral project. 13
Describe state and/or federal contexts applicable to the problem in this doctoral project. 29
Role of the DNP Student
Note: This section can be written in the first person.
Role of the DNP Student found on page 26-27. RH
Describe your professional context and relationship to the doctoral project.
26-27

Describe your role in the doctoral project, including relationships to the topic, participants, evidence, or institution (including any involvement included as part of the practicum experience). 26-27
Describe your motivations for this doctoral project and what perspectives may affect the choices about it. 26-27
Describe any potential biases you may possess, and steps taken to address them. 27
Role of the Project Team (if applicable)
If applicable to this doctoral project, describe how a project team will be used.
N/A

A project team is not applicable to this project. RH
Describe the process(es) by which the doctoral project team members will be presented with background information, evidence, and other forms of information. N/A
Describe opportunities for team members to share their expertise and contextual insight relative to the doctoral project. (If members of the team are providing evidence that will be included in Section 3, note that fact here). N/A
Describe the timeline and responsibilities of team members to review and provide feedback on doctoral project results. N/A
Note: This section should be changed to past tense in the final document.
Summary
Provide a transition to connect the gap-in-practice to the methods described in Section 3. 27-28
Missing transition from Section 2 to Section 3. MLB
Transitions and summary to section 3 found of page 27-28. RH

SECTION 3: Collection and Analysis of Evidence
Checklist Items Pg/NA Comment History
Introduction
Restate the problem and purpose as discussed in Section 1, and summarize the background and context from Section 2. 28-29

Missing re-stating of problem, purpose, and summarization of Sections 1 and 2. MLB
Missing preview of Section 3. MLB

Problem, purpose, and summarization found on page 28-29. RH
Preview the major sections of Section 3.
Practice-focused Question(s)
Restate the local problem, the gap-in-practice, and the practice-focused question(s). 28-32

Clarify the purpose and how this approach aligns to the practice-focused question(s). 28-32
Clarify operational definitions of any key aspects of the doctoral project. 30
Note: The DNP doctoral project proposal describes a plan for collecting and analyzing evidence, and as such, this section should be written in the future tense for the proposal and changed to past tense after completion of the final project.
Sources of Evidence
Clearly identify the sources of evidence on which you will rely to address the practice-focused question(s).
32-33
Clarify the relationship of this evidence to the purpose described in Section 1. 34-35
Restate how collection and analysis of this evidence will provide the appropriate way to address the practice-focused question(s). 34-35
Note: Complete only the following subsections that are relevant to the doctoral project, in consultation with your supervisory committee, and be mindful that evidence from organizations and people cannot be collected and analyzed prior to approval by the Walden IRB. Existing evidence from organizations can be examined prior to IRB approval, however, when the sole purpose is to determine its applicability to the doctoral project.
Published Outcomes and Research
You should complete this subsection when conducting a systematic review of relevant published findings and conclusions from other researchers and scholars. Data and evidence that have not been analyzed belong in the next sections.
List databases and search engines used to find outcomes and research related to the practice problem. N/A A systematic review (SR) seeks to answer a specific clinical question based on a rigorous synthesis of the complete body of relevant research evidence. The research evidence included in a SR based on pre-established inclusion criteria. The SR protocol and analysis follows a well-defined, rigorous methodology. While this project was guided by a narrative review of the literature, the purpose and scope of the proposed project does not warrant the completion of a formal systematic review. Therefore, this section is not applicable. Page 33-34. RH

List key search terms and combinations of search terms used. (More detailed search terms may be included in an appendix and referenced here, if appropriate). N/A
Describe the scope of this review in terms of years searched, as well as types of literature and sources searched. N/A
Clarify how this search will be exhaustive and comprehensive. N/A
Note: This type of systematic review needs to be a deeper and more thorough exploration of the topic, as discussed in the Context subsection in Section 2.
Archival and Operational Data
You should complete this section for doctoral projects that will involve analysis of an organization?s operational data that have been (or will be) routinely collected in the organizational context (i.e., serves a purpose other than completion of the doctoral project) but have not yet been analyzed at the time of proposal approval.
Describe the nature of the data, including information on who contributed them originally. 34
Justify the relevance of these data to the practice problem in this project. 34
Describe how the data were originally collected by the organization, focusing on their overall validity as a source of evidence. Note any limitations inherent in the data. 34-35
Describe the procedure for gaining access to the evidence, including permissions to gain access to operational data 34-35
If historical or legal documents are used as a source of evidence, demonstrate the reputability of the sources and justify why they represent the best source. N/A
Evidence Generated for the Doctoral Project
You should complete this section for evidence and data that will be primarily generated for the purpose the doctoral project, and not part of the normal operations of the site.
Provide a step-by-step description of how this evidence will be collected, paying specific attention to the following topics.

Participants
Describe the individuals who will contribute evidence to address the practice-focused question(s), paying attention to:
? choice for number of participants,
? how they were selected, and
? relevance of these participants to the practice-focused question(s). 34-37
Procedures
Describe all tools and/or techniques used to collect that evidence and their alignment with the constructs in the doctoral project.
? For existing measurement instruments, if applicable, discuss validity and reliability of the scores produced by the instruments, along with any concepts, constructs, or outcomes measured by them. Discuss also, in terms of the above, modifications that were made to any instruments.
? For tools that you have created, if applicable, detail must be provided on how they were developed and what strategies were used to assure the validity of the information produced by them. 34-37
Note: Identify any instruments to be used in the a) table of contents, b) text of the manuscript, and c) appendices.
Protections
Describe procedures used to ensure ethical protection of these participants in the doctoral project.
? Discuss strategies for recruiting and developing working relationships with participants.
? Discuss measures taken to ensure ethical protection of participants, including data retention plans, incentives, consent process, safeguarding of privacy, and measures to permit participants to withdraw participation.
? Describe the role of the Walden University IRB or other bodies in approving the doctoral project. 35
Note: The names of individual participants and organizations must be masked.
Analysis and Synthesis
Describe the systems used for recording, tracking, organizing, and analyzing the evidence?including any software used for these purposes.
37-38
Outline the procedures used to assure the integrity of the evidence, including approaches to managing outliers and missing information. 37-38
Describe analysis procedures used in the doctoral project to address the practice-focused question(s) (e.g., coding, statistical analyses, etc.). 37-38
Summary
Section 3 should end with a summary emphasizing key points and transitioning to Section 4. 40 NEEDS COMPLETED

The completion of Section 3 marks the end of the DNP Doctoral Project Proposal. Completed DNP Doctoral Projects should also include Section 4 (below).
Both DNP Doctoral Project Proposals and completed DNP Doctoral Project papers should be rated in terms of APA style (below ? final page of this document).
SECTION 4: Findings and Recommendations
Checklist Items Pg/NA Comment History
Introduction
Remind readers of the local problem, the gap-in-practice, the practice-focused question(s), and the purpose of the doctoral project. NEEDS COMPLETED
Summarize the sources of evidence, how the evidence was obtained, and the analytical strategies that were used.
Findings and Implications
Report the findings that resulted from analysis and synthesis of the evidence that was collected (not simply the raw numbers or evidence).

NEEDS COMPLETED
Discuss any unanticipated limitations or outcomes and their potential impact on the findings.
Describe the implications resulting from the findings in terms of individuals, communities, institutions, and systems.
Provide potential implications to positive social change.
Recommendations
Describe the proposed or recommended solutions that will potentially address the gap-in-practice, as informed by the findings discussed above (e.g., policies, practice guidelines, protocols, standards, etc.); include these recommended products in appendices and provide any detail needed to understand or use the products. NEEDS COMPLETED
If applicable, describe any proposed secondary products that will guide the use of the primary products in practice. Any secondary products should be included in appendices, discussed in the text of the paper, and referenced so that readers know where to look to find the actual products.
If applicable, describe the recommended implementation and evaluation procedures in sufficient detail that administrative decision makers not involved in development and planning can assign and supervise them without further planning.
Note: Implementation of the recommendations is not required for completion of the DNP doctoral project.
Contribution of the Doctoral Project Team (if applicable)
Summarize the process of working with the doctoral project team, including the responsibilities taken by team members.
NEEDS COMPLETED
Describe the roles the project team played in developing the final recommendations and/or product(s).
Discuss any plans to extend the project beyond the DNP doctoral project.
Strength and Limitations of the Project
Discuss the strengths and the limitations of the doctoral project.
Include recommendations for future projects addressing similar topics and using similar methods.

SECTION 5: Dissemination Plan
Describe the plans to disseminate this work to the institution experiencing the problem in practice. NEEDS COMPLETED
Based on the nature of the product, clarify the audiences and venues that would be appropriate for dissemination of the project to the broader nursing profession.
Analysis of Self
Provide an analysis-of-self in the role as practitioner, scholar, and project manager; drawing connection between this project experience, present state, and long-term professional goals. NEEDS COMPLETED
Describe the completion of the project, discussing challenges, solutions, and insights gained on the scholarly journey.
Note: This section can be written in the first person.
Summary
The section/paper should close with a concluding statement about the doctoral project, making its essential message clear to readers. NEEDS COMPLETED

APA Form and Style CheckChecklist Items Comment History
Citations and Referencing
All citations/references have been cross-checked to ensure that there are corresponding references for every text citation (and that there are no references that do not have associated citations). NEEDS COMPLETED
All sources are cited correctly per APA style, and the reference list is formatted per APA style (for example, studies listed in alphabetical order by first author; no first names of authors).
Grammar, Spelling, and Syntax
The paper has been thoroughly checked for grammar, spelling, and syntax errors. NEEDS COMPLETED
For the final project paper, the manuscript has been checked for correct verb tense representing a completed project.
Headings
Headings are used, consistent with APA style (6th ed.) NEEDS COMPLETED
Use of the Writing Center TemplateAPA style (6th ed.) was used to construct the proposal and/or project paper so that all formatting is correct. NEEDS COMPLETED

Is the ?Recovery-Oriented Psycho-educational Group? training session effective in increasing nurses? knowledge and comfort/confidence in conducting psychoeducation groups?
SPSS version 24 was used to answer the question related to the effectiveness of an educational session in increasing knowledge and comfort in recovery-oriented groups. To fully answer this question, a number of separate analyses were conducted.
First, as per the standard operations procedures of the local organization, a posttest knowledge score of 80% was used as the benchmark goal for the participants. The knowledge test consisted of 8 questions with a possible range of 0-8 points (i.e. a correct response scored 1 point for each question). The 80% cut-point pass rate was calculated as 6.4/8 correct responses. Because true scores were limited to whole numbers, a score of 7 (87.5%) was required to meet the 80% benchmark for individual participants. As indicated in Table *.*, overall there was an increase in knowledge scores from pre to post testing. Pretest scores ranged from 3-8, with 10 (50%) participants meeting the 80% benchmark for passing. Posttest scores ranged from 5-8, with 12 (58.3%) meeting the benchmark. While the number of individuals who reached the benchmark increased from pre to post testing, 10 (41.7%) individuals still did not reach the posttest passing expectation set by the organization.
Knowledge
Score Pretest Posttest
Frequency % Frequency %
0 0 0 0 0
1 0 0 0 0
2 0 0 0 0
3 1 4.2 0 0
4 2 8.3 0 0
5 4 16.7 4 16.7
6 5 20.8 6 25.0
7 10 41.7 5 20.8
8 2 8.3 9 37.5
Total 24 100 24 100
Table *.* TITLE
Second, a paired t-test was conducted to compare pretest knowledge scores to posttest knowledge scores. As displayed in Table *.*, the average score for knowledge increased on the posttest immediately after participating in the educational session. The paired pretest and posttest difference was statistically significant at the .05 significance level (see Table *.*).
Third, a paired t-test was conducted to compare pretest and posttest scores for confidence. As seen in Tables *.* and *.*, there was a slight decrease in posttest confidence scores, but this difference did not reach statistical significance.

Pretest Posttest
Outcome N Mean SD Mean SD r Sig.
Knowledge 24 6.125 1.296 6.792 1.141 .312 .137
Confidence 24 18.875 2.365 18.250 4.589 .420 .041
Table *.* Descriptive Results for Knowledge and Confidence

Outcome Paired Differences t df Sig.
(2-tailed)
Mean SD Std. Error Mean 95% Confidence Interval of the Difference
Lower Upper
Knowledge -.667 1.435 .293 -1.272 -.061 -2.277 23 .032
Confidence .625 4.189 .855 -1.144 2.394 .731 23 .472
Table *.* Paired Sample t-test Results for Knowledge and Confidence

Results state what the results are in other section confidence makes sense that confidence didn?t change, confidence is related to experience and knowledge is related to learning experience.
discussion

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