Date of Conferral

2-6-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Patricia Schweickert

Abstract

This doctoral project implemented a staff education program to promote nursing knowledge of resilience training and stress management at an outpatient mental health clinic. Workplace stress contributes to medication errors and to poor Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) Nurse Communication scores, both of which undermine patient safety. The practice-based question was: Does resilience education enhance stress management strategy knowledge from pre- to post-education? The purpose was to evaluate whether structured resilience education improved nursing knowledge of stress management, guided by the analysis, design, development, implementation, and evaluation (ADDIE) model. Using the Johns Hopkins evidence-based practice (JHEBP) model, 20 studies were appraised, of which 16 supported the effectiveness of resilience education. The evidence included Level I systematic reviews, randomized controlled trials, and Level III quasi-experimental studies, indicating moderate to strong support for the intervention. Three 1-hour, in-person workshops involving 15 nursing staff were held that included mindfulness breathing, cognitive reframing, and progressive muscle relaxation. Knowledge changes were measured using a project-developed questionnaire. Results showed a significant increase from pretest (Median = 4.00) to posttest (Median = 11.00), Wilcoxon signed-rank test, Z = −3.422, p = .001, with a large effect size (r = 0.88). Mean scores increased by 48.6% points from 4.47 (31.9%) to 11.27 (80.5%). Targeted education improved stress management knowledge through flexible resources, with recommendations for groups, longitudinal study, training integration, supporting staff wellbeing, patient safety, and equitable access.

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