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.
Nurse Educ. 2020 Jan/Feb;45(1):11-16. doi: 10.1097/NNE.0000000000000677.
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.
This study examined DNP project characteristics and compared knowledge, skills, and attitudes about quality improvement (QI) processes between DNP program faculty and graduates.
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.
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.
Faculty development efforts to improve QI knowledge and skills for DNP program faculty are needed.
在不同的护理实践博士（DNP）项目中，DNP 项目的期望以及护士质量和安全教育能力的课程整合存在很大差异。
本研究考察了 DNP 项目的特点，并比较了 DNP 项目教师和毕业生在质量改进（QI）过程方面的知识、技能和态度。
本描述性研究使用了来自多个环境的全国便利样本的 DNP 项目教师和毕业生（N=147），他们完成了一份关于质量改进知识、技能和态度调查的修改版的电子调查。
大多数 DNP 项目都是质量/实践改进（85.5%），需要跨专业协作（65%）和实施实践改变（55.8%），同时进行评估（65.5%）。DNP 项目教师（n=73）和毕业生（n=30）在 QI 知识或技能方面没有显著差异；教师报告在知识（P=.002）和技能（P=.007）方面的信心低于毕业生。
需要为 DNP 项目教师开展质量改进知识和技能的教师发展工作。
