Date of Conferral
10-6-2025
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Cheryl Holly
Abstract
This doctoral project sought to close a critical knowledge gap in the implementation of early mobility (EM) practices among intensive care unit (ICU) nurses. Guided by the ADDIE instructional design model, the initiative centered on developing and delivering a six-week educational intervention aimed at enhancing nurses’ comprehension and application of EM strategies for critically ill patients. Despite robust evidence supporting EM’s role in mitigating ICU-acquired weakness, reducing delirium, and improving functional outcomes, its clinical adoption remained inconsistent prior to this intervention. The project was anchored by the practice-focused question: “To what extent does an educational intervention improve ICU nurses’ knowledge of early mobility practices?” Drawing on the theory of planned behavior, the intervention was designed to foster behavior change through increased knowledge and perceived behavioral control. Ten ICU nurses participated in the program, completing pre- and post-intervention surveys to assess shifts in knowledge and confidence. Findings revealed a substantial improvement, with mean knowledge scores rising from 46% to 86%, reflecting an 89% gain. Broader implications for social change include advancing evidence-based nursing care, enhancing recovery trajectories for ICU patients, and contributing to institutional efforts to minimize complications linked to prolonged immobility
Recommended Citation
Chand, Mohini, "Improving ICU Nurses’ Knowledge of Early Mobility Through an Educational Intervention" (2025). Walden Dissertations and Doctoral Studies. 18485.
https://scholarworks.waldenu.edu/dissertations/18485
