? Instructions for students:
o Indicate on the checklist the page numbers (use the actual document page number, not the MS Word pagination) where the appropriate content is located.
o Respond to comments from your supervisory committee and/or URR members in the comment history box. Do not delete previous comments?just add your response and use some means to clearly identify your remarks (e.g., colored, bolded, or italicized text).
? Instructions for the DNP Doctoral Project committee chair, second member, and URR member.
o Provide specific feedback in the comment history column. Do not delete previous comments?just add your response and use some means to clearly identify your remarks (e.g., colored, bolded, or italicized text).
o If you made detailed comments on the draft (using track changes and comments), you can make reference to such comments in the draft rather than copy the text into the checklist comment history section.
Student?s Name: Student ID:
Committee Members? Names
University Research Reviewer:
Checklist Items Comment History
Describe the practice problem and why it is important to address within the context of nursing practice. Recovery-oriented care in psychiatry improves quality of care of the patient and increases the efficiency of health care providers. Despite eminent benefits, recovery-oriented care either lacks or is inadequately implemented in many psychiatric health settings. Therefore, training of psychiatric staff on evidence-based practices on recovery-oriented psychiatric care is the solution. By using sound mythologies of psychoeducation groups and group dynamic training, a 26 beds and 36 staff members psychiatric care unit can be used to implement a recovery-oriented care-training project. The purpose of the project is to develop and implement a process of educating the psychiatric staff on how to provide recovery-oriented care through psycho-educational groups and group dynamics on the psychiatric unit. The objectives are to: 1) assess the training needs, 2) evaluate the barriers for effective recovery-oriented psychiatric nursing, 3) develop strategies to address these barriers, 4) train nursing staff in psychoeducation approaches and group dynamics, and 5) evaluate the effectiveness of the training,. Each of the objectives had a corresponding question, which seeks to meet it. Patient recovery-oriented training at the unit can change the quality of psychiatric care. Thereby, it affects social change and improves consumer satisfaction and efficiency of the care delivery system. This quality improvement project will be guided by the Iowa Model of Evidence-Based Practice to Promote Quality Care and the following frameworks: Partnership Care Delivery Model, Newman?s Health as Expanding Consciousness Theory, and Leininger?s Culture of Care Theory.
Background information related to recovery care a
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The post The following checklist provides a tool to develop DNP Doctoral Projects in healthcare contexts. The doctoral project involves multiple steps, including identification of the local problem and development of the practice-focused question(s) to address it (Section 1), review of the background and context related to the problem (Section 2), systematic collection and analysis of evidence to inform a solution or strategy that addresses the practice-focused question(s) (Section 3), and product(s) or recommendation(s)-for-action based on that analysis (Section 4). appeared first on STUDENT HOMEWORKS.
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