Date of Conferral

9-25-2026

Date of Award

9-25-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Robert Anders

Abstract

This doctoral project was a staff education evidence-based practice initiative implemented at a state-operated adult inpatient psychiatric facility in California. The practice gap was inconsistent nursing staff knowledge of early Crisis Prevention Intervention-based de-escalation strategies and available unit-based resources despite an established crisis-prevention framework. The practice-focused question asked whether a standardized staff education activity would increase staff knowledge, as measured by anonymous pre-education and immediate post-education scores. The purpose was to develop, implement, and evaluate the education using staff knowledge change as the sole measurable outcome. The Johns Hopkins Evidence-Based Practice Model guided appraisal and synthesis of 11 evidence sources located through health database searches, and the ADDIE framework guided education development. Of 52 eligible direct-care nursing staff, 49 completed one of three standardized sessions and both assessments, a 94.2% completion rate. The mean score increased from 9.51 of 15, or 63.4%, to 13.59 of 15, or 90.6%, a gain of 4.08 points or 27.2 percentage points. A paired-samples t test showed a statistically significant increase in staff knowledge from pretest to immediate posttest, t(48) = 18.57, p < .001. All participants improved and met the predefined post-education benchmark of at least 80%. Recommendations include incorporation into new-staff orientation, periodic refresher education, and continued use of the handout. This project advances social change by strengthening equitable, trauma-informed, least-restrictive psychiatric care. Limitations include a single-site convenience sample and measurement only immediately after education, which did not establish long-term retention.

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