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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Updated: Aug 18, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Curriculum and teaching methodologies that effectively refine DNP students' project proposals.

Jacqueline Haverkamp1, Laura Herbert1, Vera Polyakova-Norwood1

  • 1University of South Carolina, College of Nursing, 1601 Greene Street, Columbia, SC 29208, United States of America.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|December 10, 2022
PubMed
Summary

A new Doctor of Nursing Practice (DNP) project proposal course with low-stakes assignments improved student performance and increased successful project defenses. This structured approach offers a more manageable pathway for DNP students.

Keywords:
DNP curriculumDoctor of Nursing Practice projectFeedbackLow stakes writing assignmentStudent writing skillsStudent-faculty collaboration

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Area of Science:

  • Nursing Education
  • Doctoral Studies
  • Curriculum Development

Background:

  • Despite existing guidelines, integrating Doctor of Nursing Practice (DNP) project resources into educational practice remains challenging.
  • The American Association of Colleges of Nursing (AACN) has developed frameworks, yet implementation hurdles persist.

Purpose of the Study:

  • To introduce a novel curricular innovation and specific teaching methodologies designed to enhance DNP students' project proposals.
  • The goal is to refine the process of developing DNP project proposals for improved student outcomes.

Main Methods:

  • A new DNP project proposal course was developed, incorporating low-stakes writing assignments.
  • Regular feedback mechanisms were integrated to support student learning and performance throughout the course.
  • Midterm evaluations facilitated student feedback, enabling faculty to make timely adjustments to the course and assignments.

Main Results:

  • End-of-course evaluations indicated the new course surpassed the overall college mean in student satisfaction.
  • The implementation of the structured course was associated with a higher number of successful DNP project defenses compared to previous methodologies.
  • Student feedback during midterm evaluations led to constructive course and assignment modifications.

Conclusions:

  • Implementing a structured course for DNP project proposals is an effective and sustainable strategy.
  • This approach streamlines the DNP project process, creating a more manageable pathway for students to complete their scholarly work.
  • The curricular innovation demonstrates a successful method for improving DNP student project development and completion rates.