Date of Conferral
2023
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Dr. Melanie L. Braswell
Abstract
One of the most important factors affecting the quality of diabetes care is the association between a patient’s knowledge and their practices. The practice gap in this primary care clinic was a lack of standardized diabetic foot care. The purpose of this DNP project was to provide nursing staff with an evidence- based, culturally congruent diabetic footcare curriculum that could help decrease inconsistencies in care. The practice-focused question for this project addressed whether an educational program for nursing staff on diabetic footcare would increase their knowledge and translate this knowledge into practice to prevent diabetic foot infections and its complications. Transformative learning theory was used as a guiding framework for this project. A literature and resource review search were conducted to develop the staff education program. Participants in the program were four members of the nursing staff in a primary care clinic in California with a predominantly Filipino American patient population. A pretest and posttest were conducted before and after the education program using a 10-item test modified Summary of Diabetes Self Care Assessment tool to determine the effect of the intervention. The results showed that the educational initiative helped increase diabetic footcare knowledge among participating nursing staff. This increase in knowledge can reduce the risk of diabetic foot infections. The findings of this project and this staff education program have potential implications for positive social change by improving diabetic footcare practices among patients and overall reduction in healthcare costs from diabetic foot infection and complications.
Recommended Citation
Nielsen, Riza Grace, "Staff Education of Diabetic Foot Care in an Ambulatory Setting" (2023). Walden Dissertations and Doctoral Studies. 14384.
https://scholarworks.waldenu.edu/dissertations/14384
