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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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Pilot Psychosocial Screening Protocol in Children with Congenital Heart Disease

Description

Children with congenital heart disease (CHD) are at increased risk for psychosocial issues (PSI), decreased quality of life (QOL), and decreased resilience. The purpose of this project was to implement a screening protocol for PSI, QOL, and resilience, with appropriate psychosocial referral for children with CHD.

A pilot protocol was implemented…

Children with congenital heart disease (CHD) are at increased risk for psychosocial issues (PSI), decreased quality of life (QOL), and decreased resilience. The purpose of this project was to implement a screening protocol for PSI, QOL, and resilience, with appropriate psychosocial referral for children with CHD.

A pilot protocol was implemented to screen children with CHD, aged 8-17 years, and parents, for resilience, QOL, and PSI. Referrals for psychosocial services were made for 84.2% of children screened (n = 16) based on scoring outcomes. Statistically significant differences in the parents and children’s resilience mean scores were noted. Higher parental scores may indicate that parents believe their children are more resilient than the children perceive themselves to be.
Early identification of concerns regarding QOL, resilience, and PSI in children with CHD can provide ongoing surveillance, while affording opportunities for improved communication between providers, parents, and children. Routine screening and longitudinal follow-up is recommended.
ContributorsBonowski, Kelley (Author) / Jacobson, Diana (Thesis advisor) / Zangwill, Steven (Thesis advisor) / Espinoza, Jennifer (Thesis advisor)
Created2018-04-30
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The Impact of Interprofessional Education and Curricular Design on Healthcare Participant Professional Integration

Description
The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but…

The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but requires a team-based approach to eliminate known learner barriers. These barriers include attitude toward collaboration, role delineation, team development and patient delivery and outcome. While IPE opportunities and activities can be looked at as unique, developing structured curricular standards can be applied to all IPE experiences. Healthcare Participants (HCP’s) (N=15) from two organizational settings participated in an online IPE experience using best practice IPE interventions and structured design formatting focusing on older adults. The course consisted of an online pre learning activity followed by one online session to work as teams on case studies alongside mentorship guidance. The previously validated and reliable ICCAS and RIPLS survey tools were used to measure outcomes of readiness for IPE and professional development. Though no statistically significant changes were noted on the dependent variables, there was clinical significance found in professional development.
ContributorsFlom-Racoma, Kehart (Author) / Uriri-Glover, Johannah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)
Created2021-05-03