Date of Conferral

2-6-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Dr. Lilo Fink

Abstract

A lack of staff knowledge regarding timely intake response and follow-up communication processes resulted in inconsistent management of client follow-up at the private mental health clinic in Florida. This gap in practice guided the practice-focused question: Does educating mental health clinical staff on timely intake response and follow-up communication improve staff knowledge in managing client follow-up processes in a private mental health clinic, as evidenced by pre- and post-surveys? This educational initiative employed the analysis, design, development, implementation, and evaluation (ADDIE) model, the Johns Hopkins evidence-based practice (JHEBP) model, the Walden University DNP Project Checklist, and the DNP Project Process Guide. A comprehensive literature search was conducted using CINAHL, PubMed, ProQuest, and the Walden University Library, yielding 32 relevant articles, of which 18 were selected to support the intervention. Two content experts with experience in mental health operations and clinical workflow education reviewed and validated the educational materials. The project included two structured staff education sessions held at the mental health clinic for 10 staff members, incorporating an online presurvey, an evidence-based educational intervention, and a postsurvey to evaluate knowledge improvement. Knowledge levels increased from a mean score of 54% on the presurvey to 92% on the postsurvey, representing an average learning gain of 38%, with statistical significance supported by a paired t test (t (9) = 8.72, p < .001). This educational project may promote positive social change by improving staff knowledge essential for timely client engagement, enhancing continuity of care, reducing delays in mental health service access, and supporting improved organizational efficiency in patient follow-up care.

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