Date of Conferral

8-28-2025

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Sue Subocz

Abstract

This Doctor of Nursing Practice (DNP) project was a staff education initiative developed to address insufficient staff knowledge related to discharge planning for homeless individuals experiencing mental health crises. The purpose of the project was to examine whether enhanced staff training could improve knowledge of transitional care planning, thereby supporting equitable, safe, and inclusive discharge processes. By improving staff proficiency, the project sought to reduce gaps in care coordination and promote continuity of treatment for a highly vulnerable patient population. The project was implemented at a Crisis Stabilization Unit (CSU) in the southern United States that serves individuals experiencing homelessness, psychiatric crises, and substance use disorders. A total of 10 staff members, including eight registered nurses and two case managers, participated. The intervention consisted of a structured educational session delivered via a 15-minute PowerPoint presentation in two small-group sessions. Knowledge was measured using a 10-item multiple-choice pre- and post-test. Descriptive statistics were used to analyze participant scores across five domains of transitional care knowledge: goals and benefits, roles and responsibilities, collaboration and integration, education and resources, and continuity and safety. Findings demonstrated a substantial improvement in staff knowledge. The average pre-test score was 36%, while the post-test score increased to 87%, reflecting a 51-percentage-point gain. Improvements were observed across all domains and among both nurses and case managers, underscoring the effectiveness of the intervention. The results suggest that targeted staff education can significantly strengthen provider knowledge, enhance discharge planning practices, and support safer care transitions. Recommendations include incorporating the training into staff onboarding, offering annual refreshers, and expanding participation across disciplines. This project highlights the importance of structured educational initiatives in addressing social determinants of health, reducing care fragmentation, and fostering positive social change by equipping staff to provide more equitable and patient-centered transitional care.

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