Curriculum and teaching methodologies that effectively refine DNP students' project proposals

Abstract

Background: Despite early and continuing development of guidelines and frameworks by scholars and others, including AACN, to streamline the DNP project process, incorporation of DNP project resources into educational practice remains impeded.

Purpose: To share a curricular innovation and specific teaching methodologies aimed at refining DNP students' project proposals.

Methods: Faculty developed a new DNP project proposal course utilizing low stakes writing assignments with feedback to elevate student learning and performance.

Results: Midterm evaluation allowed students to provide feedback and faculty to make course or assignments changes. End-of-course evaluation score showed the new course was above the overall college mean. The new course was associated with an increased number of successful DNP project defenses over previous methods.

Conclusion: Implementing a structured DNP project proposal course is a successful and sustainable strategy and results in a streamlined approach and a more manageable pathway to complete DNP projects.

Keywords: DNP curriculum; Doctor of Nursing Practice project; Feedback; Low stakes writing assignment; Student writing skills; Student-faculty collaboration.