Date of Conferral

3-13-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Barbara Gross

Abstract

This Doctor of Nursing Practice (DNP) evidence-based staff education project aimed to improve the quality and consistency of discharge medication education for adolescents prescribed antidepressants. Adolescents are at increased risk for antidepressant-related adverse effects, including suicidal ideation, particularly during the early stages of treatment. The identified practice problem was the lack of consistent, developmentally appropriate, and culturally sensitive discharge teaching for adolescents and their families. This gap in practice contributes to poor adherence, preventable readmissions, and diminished safety outcomes. The project was guided by the PICO question: For adolescents discharged from inpatient or outpatient behavioral health care, how does a structured medication education program compared with usual teaching affect adherence, safety, and satisfaction? Frontline nursing staff on an adolescent behavioral health unit participated in an evidence-based education intervention that included in-person in-service training and optional online modules. The curriculum emphasized use of reliable resources, recognition of antidepressant side effects, and effective teach-back communication. Pre- and post-education surveys measured staff knowledge, confidence, and use of evidence-based strategies. Post-intervention results demonstrated substantial improvements in staff confidence and competence. The proportion of staff reporting they were “very confident” in locating and using medication education resources increased from 17.9% to 64.3%. Qualitative feedback showed enhanced clinical awareness, improved discharge communication, and greater integration of caregiver involvement and crisis resources. These outcomes reflect strengthened staff capacity to deliver safe, individualized education that meets adolescent developmental needs. Organizational benefits included improved patient safety, greater consistency in discharge teaching, and alignment with quality and accreditation standards. Limitations included small sample size, single-site design, and reliance on self-reported data, which restrict generalizability. Despite these limitations, the project provides evidence that structured, nurse-led education programs can effectively enhance staff competence and promote safer care transitions. This project supports nurses’ essential role as educators and advocates in behavioral health settings. It contributes to positive social change by promoting equitable, culturally responsive, and developmentally appropriate education that empowers adolescents and families, reduces health disparities, and fosters trust in the healthcare system.

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