Date of Conferral

2022

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Courtney S. Nyange

Abstract

AbstractThere have been anecdotal reports from the on-site Quality Assurance team, administrators, and educators that a theory-practice gap exists in pediatric nursing practice settings relating to the specific assessment and documentation. A deidentified chart review confirmed the reported practice gaps in 80% of the patient records. Therefore, in collaboration with the in-service unit, this staff education project and the educational interventions were implemented, and the knowledge improvement was appraised using a pre and posteducation survey. Mozirow’s reflective learning theory formed the basis for staff education, utilizing adult learning principles. Twenty-five consenting nurses completed the preeducation survey (N = 25); however, only 17 (68%) completed the education and postsurvey. The survey's key findings showed that most nurses (76%) had between 0-5 years of pediatric experience, and 68% had not received any pediatric-specific continuing education. The paired t test values showed an increased knowledge score (mean difference of -7. 353 with a ± SD of 1.3835), and the improvement in knowledge was statistically significant (t-value -16.520; df 16, and the p < 0.005). It is acknowledged that a more extended project timeline would have improved staff participation; however, the nurses and managers can utilize the educational resources for improving staff knowledge for better health outcomes of children seeking healthcare. It is also recommended that future staff education projects cater to the specific needs for broader staff coverage and objectively evaluate the effectiveness of the educational interventions and quality improvement using a chart audit.

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