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The Doctor of Nursing Practice Final Projects collection contains the completed works of students from the DNP Program at Arizona State University's College of Nursing and Health Innovation. These projects are the culminating product of the curricula and demonstrate clinical scholarship.

Collaborating Institutions:
College of Nursing and Health Innovation
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Policy to Practice Change: The Development and Implementation of Sedation Policy and Protocols

Description
Sedation exists along a continuum; and, it is impossible to predict a patient’s exact response to a medication administered to induce any level sedation. Under the direction of a licensed independent practitioner (LIP), registered nurses (RN) in the Emergency Department (ED) have been permitted to administer propofol for time-sensitive,…

Sedation exists along a continuum; and, it is impossible to predict a patient’s exact response to a medication administered to induce any level sedation. Under the direction of a licensed independent practitioner (LIP), registered nurses (RN) in the Emergency Department (ED) have been permitted to administer propofol for time-sensitive, moderate sedation procedures (e.g. orthopedic reductions). In 2019, this changed when a Board of Nursing (BON) in the Southwestern United States posted an Advisory Opinion (AO) limiting the circumstances under which acute care RNs could administer propofol. The purpose of this doctoral project was to revise the 2019 AO to remove specific medication names and to generate recommendations for aligning hospital-based adult sedation policies and procedures (P&P) with the revised AO. In May 2020, the BON enacted the revised AO. Enactment endorses RNs practicing at the top of their scope and justifies amending existing hospital-based sedation P&Ps. Not restricting nurses’ scope of practice according to medication name supports medication selection based on patient condition and clinical situation and safeguards provision of timely, personalized healthcare to communities statewide.
ContributorsBonefield, Brittany A. (Author) / Tharalson, Erin (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-04-18
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Improving Confidence Levels in Wound Care Education: A Harm Reduction Strategy for People Who Inject Drugs

Description

People who inject drugs (PWID) are at high risk for disease transmission and bacterial invasion of the blood and/or skin. PWID are a marginalized population who often delay medical treatment or substitute self-care treatment due to increased fear, barriers, or stigmatization in traditional healthcare settings. These delays often create multifaceted…

People who inject drugs (PWID) are at high risk for disease transmission and bacterial invasion of the blood and/or skin. PWID are a marginalized population who often delay medical treatment or substitute self-care treatment due to increased fear, barriers, or stigmatization in traditional healthcare settings. These delays often create multifaceted complications that eventually cost the healthcare system billions of dollars. This leads to poorer health outcomes in PWID. There is evidence that community-based interventions are effective in reaching this population of people in order to promote better health outcomes.

To address this gap in care, an evidenced based project centered on increasing the confidence levels of community lay workers when providing general wound education to PWID was conducted. The project was implemented at a rural harm reduction agency site in Northern Arizona. Utilizing the theoretical framework of the Adult Learning Theory, a convenience sample of 22 participants received a general wound education intervention consisting of a PowerPoint presentation with a written brochure over multiple sessions.

Adapted questions from the new general self-efficacy (NGSE) scale, which has demonstrated valid internal consistency, were utilized to measure confidence levels of participants and a scored checklist was used to measure teaching performance. Confidence levels significantly increased from baseline to week four (p = .001). Teach-back performance scores also increased from baseline to week two and four. Providing a general wound education intervention to community lay workers improved confidence levels and teaching performance which can promote better health outcomes in PWID.
ContributorsBray, Jodi (Author) / Tharalson, Erin (Thesis advisor)
Created2020-04-30