Doctor of Nursing Practice Projects
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The DNP is a practice doctorate in nursing which prepares graduates to function at the highest level of nursing practice. The DNP curriculum includes development of a clinical practice project. This “DNP project” is designed to synthesize scholarship in an advanced nursing practice specialty or an area of health care leadership. Practice immersion experiences provide the context within which the project is completed. Students develop the project under the direction of a team, including program faculty, the student, the clinical advisor, the faculty advisor, and alumni mentors.
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Browsing Doctor of Nursing Practice Projects by Author "Appel, Susan"
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Item The impact of social media on social presence and student satisifaction in nursing education(University of Alabama Libraries, 2014) Hollis, Holly Nicole; Houser, Rick; University of Alabama TuscaloosaThe purpose of this study was to determine if social media has a place within the classroom and can enhance the student's learning experience by tapping into a medium in which they are already comfortable and familiar, and interact with on a daily basis. Social media has the potential to change the overall dynamic of the traditional lecture classroom, opening up new avenues of communication and learning that lecture classes alone are not able to offer. It can enhance the learning of students by promoting a digital learning community. Social media is also a cost effective tool for the institution, as it costs nothing for the faculty or student to join. This study involved assessing 49 nursing students who used social media, or Facebook to be more exact, compared to when they used a traditional online learning platform. A learning community, a place where instructors can be involved in building social presence, which involves instructors and students in a site-based format that helps assist continued collaborative development, was built into the class (Linder, Post, & Calabrese, 2012). Learning communities provide a way for the instructor to provide information to students, and then allows those students to discuss among themselves the subject assigned. A digital learning community may facilitate improvement in the students' online social presence.Item Reducing Noise Pollution in the Operating Room During Critical Phases of AnesthesiaJablonski, Amanda; Appel, Susan; Phillips, Bradly; University of Alabama TuscaloosaIntroduction/Purpose: Noise pollution in the Operating Room (OR) has been a problem since the 1970's. Noise levels have been recorded much higher than recommended which can lead to distractions during the anesthesia induction and emergence phases. The purpose of this project is to evaluate if the perceived level of noise in the OR, level of distraction, and level of stress for the anesthesia provider is improved after an educational Toolkit is implemented for the OR staff. Review of the literature: Research shows that noise levels and number of distractions during anesthesia induction and emergence are far too high. Studies have been conducted to implement educational interventions in order to decrease noise levels and number of distractions during these periods, and they have shown significant improvement. Methods: A Toolkit was developed to encourage staff to add a cue into the pre-anesthesia verification and period at the end of the surgical case. In addition, the operating room staff and anesthesia staff were provided with an education module on the topic of noise pollution in the OR with a specific focus on the anesthesia induction and emergence phases. Results: Utilizing a repeated cross sectional design data analysis, data revealed results both consistent and inconsistent with previous research. There was even distribution among the different OR cores, and unequal distribution among providers who filled out the data collection surveys with CRNAs participating more frequently than resident physicians. There was a decrease in unnecessary conversations and occurrence of loud noises during induction When compared using p-values, there was only a statistically significant change in occurrence of unnecessary conversations (p = 0.0009). When combining the two categories, there was a total of a 20.7% decrease in occurrence. Music playing during induction and emergence decreased after intervention but not to a statistically significant level. There was an increase in unnecessary conversations during emergence to a statistically significant level. There was a decrease in the occurrence of loud noises during emergence, but not to a statistically significant level. A majority of participating anesthesia providers (64.62%) felt that the educational intervention improved clinical care during critical anesthetic periods. Discussion: This project revealed that it is possible to decrease noise and distractions by implementing an educational intervention. The results did not show as much improvement as revealed in other studies. This is possibly from COVID-19 limitations causing changes to be made to the implementation of the educational intervention. Data may have also been different than expected due to the providers who filled out the surveys becoming more aware of noises and conversations as participation continued on throughout the project. Statistically significant changes during the induction period and not during emergence may have been due to the presence of an anesthesia pre-induction verification that creates a natural pause in the room. Plan: This project had pre- and post- intervention data collection through surveys that were filled out by the anesthesia provider just after induction and just after emergence. This survey had yes and no questions about the presence of noise and distractions during induction and emergence that has been borrowed with permission from another study. Two additional questions about the impact of the noise and distractions are asked and measured on a Likert scale.