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Lazear J, Hemphill JC. Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project. J Prof Nurs. 2020;36(6):673-680doi: 10.1016/j.profnurs.2020.09.009.
Lazear, J., & Hemphill, J. C. (2020). Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 36(6), 673-680. https://doi.org/10.1016/j.profnurs.2020.09.009
Lazear, Janice, and Hemphill, Jean Croce. "Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 36,6 (2020): 673-680. doi: https://doi.org/10.1016/j.profnurs.2020.09.009
Lazear J, Hemphill JC. Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project. J Prof Nurs. 2020 Nov - Dec;36(6):673-680. doi: 10.1016/j.profnurs.2020.09.009. Epub 2020 Sep 17. PMID: 33308570.
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J Prof Nurs. 2020 Nov - Dec;36(6):673-680. doi: 10.1016/j.profnurs.2020.09.009. Epub 2020 Sep 17.

Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Janice Lazear, Jean Croce Hemphill

Affiliations

  1. Graduate Nursing, College of Nursing, PO Box 70629, East Tennessee State University, Johnson City, TN 37614, USA. Electronic address: [email protected].
  2. Graduate Nursing, College of Nursing, PO Box 70629, East Tennessee State University, Johnson City, TN 37614, USA. Electronic address: [email protected].

PMID: 33308570 DOI: 10.1016/j.profnurs.2020.09.009

Abstract

Faculty expressed a need to improve knowledge and skills related to leading Doctor of Nursing Practice projects. A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses. Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis (M = 2.05, SD =0.88, p < .041) and Project Dissemination (M = 2.25, SD = 0.89, p < .046). The pilot project was a first step in assessing strategies for educating and mentoring faculty leading Doctor of Nursing Practice projects.

Copyright © 2020 Elsevier Inc. All rights reserved.

Keywords: Academic rigor; Capstone; DNP programs; DNP projects; Faculty development; Faculty mentoring

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