The project is related to advanced practice in the nursing specialty and benefits a group, population or community rather than an individual patient. • Often arises from clinical practice • May be done in partnership with another entity: clinical agency, school, health department, church, government, voluntary organization or community group, etc. 2. The project leadership may be solo or collaborative depending on scope of the project and university requirements. 3. The scholarly project addresses identified needs. 4. The literature review suggests an evidence base for the project or supports the need for the project. 5. Description of the innovation is adequate for others to use (essential components for success, cost, etc.) 6. A systematic approach is used and data are collected using methods and tools that meet accepted standards. 7. Expected outcomes are defined and measured (quality improvement, cost savings, etc.). 8. The project is conducted according to ethical principles. 9. Dissemination modes are professional and public (peer review is included). Types of scholarly projects include but are not limited to: This list reflects a range of types of scholarly projects. This is a sample list and is not exhaustive. • Translate research into practice • Quality improvement (Care processes, Patient outcomes) • Implement and evaluate evidence based practice guidelines • Analyze policy: Develop, implement, evaluate, or revise policy • Design and use databases to retrieve information for decision making, planning, evaluation • Conduct financial analyses to compare care models and potential cost savings, etc. • Implement and evaluate innovative uses of technology to enhance/evaluate care • Design and evaluate new models of care • Design and evaluate programs • Provide leadership of interprofessional and or intra-professional collaborative projects to implement policy, evaluate care models, transitions, etc. • Collaborate with researchers to answer clinical questions • Collaborate on legislative change using evidence • Work with lay and or professional coalitions to develop, implement or evaluate health programs (such as health promotion and disease prevention programs for vulnerable patients, groups or communities). The scope of the scholarly project is designed to benefit a group, population and /or a community rather than an individual patient. Specific examples are included to illustrate how these projects might be applied in different settings, for various populations and by different nurse practitioner specialties. Some projects focus on existing programs while others address the creation of new programs. The scope of the project would be determined by the university’s guidelines, feasibility given time devoted to projects in the curriculum, faculty, funding, and other resources, etc. In some programs the project may evolve through course work in courses on policy and inquiry eventually culminating in the final design of the proposed project before it is launched. By providing opportunity over a longer duration in which to explore and develop aspects of the projects, students receive feedback regarding alternatives and strategies before project implementation. Examples of Projects Undertaken in Practice Doctorate Programs The following includes a list of general topics and the grouping of projects by category. This is not an exhaustive list of projects or of categories. • Evaluate interventions, innovations in care techniques • Obtain baseline data, design an evidence based intervention and plan and evaluate • Collaborate with other NPs or other professional colleagues to compare/ evaluate group visits • Capture data on common problems and effectiveness of treatments with recommendations for change • Evaluate management of psychiatric patients (protocols, meds, metabolic monitoring) • Evaluate peer led support groups and their impact • Evaluate pain control in palliative care • Promote patient safety by reducing errors in medications • Evaluate home care comparing satisfaction with physician and NP care Health Promotion & Community Health: Epidemiology and Continuity of Care • Compare strategies for health promotion / disease prevention (community, schools, churches, etc.) • Identify trends in patient visits, outreach programs • Launch collaborative new health promotion program in vulnerable community population and evaluate it • Develop and evaluate monitoring tools or screening programs • Evaluate screening protocols • Evaluate programs (care, training volunteers, education) • Evaluate community responses to disasters • Develop and evaluate the impact of self-care models • Develop and test transition protocols to promote continuity of care across settings • Evaluate high risk patients and develop approaches for risk reduction (child and elder abuse) for policy or care improvement Policy-Related Scholarly Projects • Implement new policy collaboratively by designing and evaluating HPV vaccination for 6th grade girls to prevent cancer (partnering with School/ Health Dept., etc.) • Evaluate or compare nursing home policies for treating chronic pain • Evaluate students at risk (school dropouts, depressed, substance users, pregnant) and recommend policy change, programs • Evaluate employer policies regarding health and potential cost savings of new policies • Evaluate the effect of evidence based policy in NICU • Evaluate inconsistencies in scope of practice issues and use evidence based knowledge and to recommend changes Integration of Technology in Care and Informatics Related Projects • Create a database for monitoring childhood injuries in urgent care and evaluate its impact • Use technology to improve care (telehealth consultation, interactive “home” visits, etc.) and evaluate results • Evaluate technology’s impact on care (information transfer to point of care, etc) • Establish protocols that integrate use of technology in patient assessment in urgent care and evaluate their impact Acknowledgment: The above examples were developed and generalized from several sources including publications, Web sites, and information shared by deans of various nursing practice doctorate programs. Some examples were common to several schools and others were unique to specific programs. NONPF would like to acknowledge the following schools whose projects are reflected in the list above: Medical College of Georgia; Rush University; Oregon Health and Science University; University of Tennessee, Memphis; University of Arizona; University of Kentucky; and University of Washington. We encourage other programs to share examples of scholarly projects that can be added to the list. We hope that this list will be a useful list maintained in the Practice Doctorate Reso
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