Abstract
Doctor of Nursing Practice (DNP) programs continue to increase across the nation (American Association of Colleges of Nursing [AACN]). Graduates are charged to be practice scholars and leaders who work well in multi-disciplinary teams to improve healthcare metrics (AACN, 2024). Yet, wide variation across programs, and lack of curricular consistency contributes to confusion among students, faculty, and organizations who hire DNP prepared nurses regarding expected outcomes (Wright, et al., 2022). Acquiring the skills needed to use quantitative methods with scientific rigor in DNP practice projects remains a notable challenge (Sowan & Chinman, 2024). Evidence-based methods to support teaching and curricular strategies which prepare the DNP learner with adequate depth are needed. The purpose of this study is to answer the questions “What teaching and curricular strategies are recommended for quantitative scholarship in DNP programs to support student practice projects,” and to “Discuss how the use of theoretically guided questions juxtaposed with valid resources and faculty support may assist the DNP student to gain the quantitative and methodologic skill set needed for sound clinical scholarship.”
An integrative review of the research which included teaching strategies for quantitative methods for Evidence-based Quality Improvement and Evaluation Projects was conducted using a modified approach as reported by Whittemore & Knafle (2005) and the 2020 PRISMA guidelines was conducted to inform the study. The Cochrane Collaborative, Medline Complete, CINAHL, ERIC, Education Research Complete, Health Sources: Nursing/Academic Edition, and Psychology and Behavioral Sciences electronic databases were searched from first year of reporting to August 2024 by the research team and Research Librarian using the keywords “teaching strategies” or “learning methods” and “quantitative methods” and “evidence based quality improvement” or “evaluation project” and “DNP” or “doctorate of nursing practice students.”
Ten articles were identified from the search and three through Bibliographic mining with no duplicates. Independent consensus was reached on inclusion and exclusion criteria for a final sample of (n = 7) articles.
Limited evidence exists on how to teach research and quantitative methods to DNP students preparing for clinical scholarship. Theoretically guided, evidence-based teaching strategies may improve the acquisition of essential quantitative skills for DNP’s.
Notes
References:
American Association of Colleges of Nursing (2024). “AACN Fact Sheet –DNP.” https://www.aacnnursing.org/news-data/fact-sheets/dnp-fact-sheet
Sowan, A. & Chinman, M. (2024). “Model for Doctor of Nursing Practice Projects Based on Cross-Fertilization Between Improvement and Implementation Sciences: Protocol for Quality Improvement and Program Evaluation Studies. Journal of Medical Internet Research Protocols, 13: e54213. doi: 10.2196/54213: 10.2196/54213.
Whittemore, R. & Knafle, K. (2005). "The Integrative Review: Updated Methodology." Journal of Advanced Nursing, 52(5), 546-53. doi: 10.1111/j.1365-2648.2005.03621.x.
Wright R; Lee YJ; Yoo A; McIltrot K; VanGraafeiland B; Saylor MA; Taylor J; Han HR, (2022). “Doctor of nursing practice projects: Key challenges and possible solutions.” Journal of professional Nursing : official journal of the American Association of Colleges of Nursing ISSN: 1532-8481, 2022 Jul-Aug; Vol. 41, pp. 53-57; Publisher: W.B. Saunders; PMID: 35803659.
Sigma Membership
Iota Mu
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Theory, Implementation Science, Doctor of Nursing Practice, DNP Scholarship
Recommended Citation
Stennett, Randall; Smith, Stephan R.; Long, JoAnn D.; Garcia, Emilia; and Bolyard, Vanessa, "Theoretically Guided Strategies for Teaching Quantitative Methods for DNP Scholarship" (2025). International Nursing Research Congress (INRC). 210.
https://www.sigmarepository.org/inrc/2025/presentations_2025/210
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Theoretically Guided Strategies for Teaching Quantitative Methods for DNP Scholarship
Seattle, Washington, USA
Doctor of Nursing Practice (DNP) programs continue to increase across the nation (American Association of Colleges of Nursing [AACN]). Graduates are charged to be practice scholars and leaders who work well in multi-disciplinary teams to improve healthcare metrics (AACN, 2024). Yet, wide variation across programs, and lack of curricular consistency contributes to confusion among students, faculty, and organizations who hire DNP prepared nurses regarding expected outcomes (Wright, et al., 2022). Acquiring the skills needed to use quantitative methods with scientific rigor in DNP practice projects remains a notable challenge (Sowan & Chinman, 2024). Evidence-based methods to support teaching and curricular strategies which prepare the DNP learner with adequate depth are needed. The purpose of this study is to answer the questions “What teaching and curricular strategies are recommended for quantitative scholarship in DNP programs to support student practice projects,” and to “Discuss how the use of theoretically guided questions juxtaposed with valid resources and faculty support may assist the DNP student to gain the quantitative and methodologic skill set needed for sound clinical scholarship.”
An integrative review of the research which included teaching strategies for quantitative methods for Evidence-based Quality Improvement and Evaluation Projects was conducted using a modified approach as reported by Whittemore & Knafle (2005) and the 2020 PRISMA guidelines was conducted to inform the study. The Cochrane Collaborative, Medline Complete, CINAHL, ERIC, Education Research Complete, Health Sources: Nursing/Academic Edition, and Psychology and Behavioral Sciences electronic databases were searched from first year of reporting to August 2024 by the research team and Research Librarian using the keywords “teaching strategies” or “learning methods” and “quantitative methods” and “evidence based quality improvement” or “evaluation project” and “DNP” or “doctorate of nursing practice students.”
Ten articles were identified from the search and three through Bibliographic mining with no duplicates. Independent consensus was reached on inclusion and exclusion criteria for a final sample of (n = 7) articles.
Limited evidence exists on how to teach research and quantitative methods to DNP students preparing for clinical scholarship. Theoretically guided, evidence-based teaching strategies may improve the acquisition of essential quantitative skills for DNP’s.
Description
Limited evidence exists on how to teach research and quantitative methodologies to DNP students in preparation for clinical scholarship and practice projects. Theoretically guided evidence-based approaches may help faculty and students develop the quantitative skills underpinning DNP scholarship.