Date of Conferral

12-30-2025

Date of Award

December 2025

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Cheryl Holly

Abstract

This doctoral staff education project was developed to address a significant gap in nursing practice, specifically the limited knowledge of outpatient clinical staff regarding cultural, social, and health literacy factors that influence the management of chronic hypertension in African American (AA) patients. Through this project, I aimed to equip clinical staff with evidence-based, culturally competent strategies to promote equitable, patient-centered care. This project was guided by the following practice-focused question: Can an evidence-based practice educational session on how external factors impact the management of chronic hypertension in the AA population enhance staff knowledge and understanding? Using the analysis, design, development, implementation, and evaluation instructional design framework, I created a structured training program delivered in an outpatient internal medicine clinic. The program involved eight clinical staff members who participated in an educational session that included presentations, case studies, and interactive learning activities. I used pre- and posttest assessments to measure changes in participant knowledge. Data were analyzed using descriptive statistics and the Brigham and Women’s Hospital learning gain formula. Results indicated an average learning gain of 56.8%, demonstrating an improvement in staff knowledge. In this project, I developed culturally responsive educational materials, evaluation tools, and a replicable training module based on the Healthcare Provider Cultural Competence Instrument (HPCCI). The project promotes the integration of cultural competence into clinical education to enhance care quality; advance equity, address cultural, environmental, and socioeconomic factors; and reduce health disparities among underserved populations.

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