Staff Education to Improve Knowledge of Evidence-Based Engagement Strategies to Reduce No-Show Rates
Date of Conferral
4-24-2026
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Mary Martin
Abstract
High no-show rates in outpatient mental health settings remain a persistent barrier to effective care delivery, negatively affecting continuity of care, patient outcomes, and access to services. In the identified practice setting, inconsistent use of evidence-based engagement strategies beyond standard reminder practices contributed to missed appointments. The purpose of this Doctor of Nursing Practice project was to evaluate whether a structured staff education intervention on evidence-based engagement strategies would improve staff knowledge as a foundation for enhancing appointment adherence. A quantitative pre- and posttest design was used to evaluate knowledge change following the intervention. Participants included outpatient mental health clinic staff across multiple roles. The intervention consisted of a structured, PowerPoint-based educational session focused on patient-centered communication, teach-back methods, and structured follow-up practices. A 10-item multiple-choice assessment was administered before and after the session to measure knowledge. Results demonstrated a statistically significant improvement in staff knowledge following the educational intervention. Mean scores increased from 55% on the pretest to 86% on the posttest, reflecting a 31-percentage point improvement. A paired t-test confirmed the significance of this change, t(9) = 13.29, p < .001. These findings support the effectiveness of staff education in improving understanding of evidence-based engagement strategies. Although changes in no-show rates were not directly measured, improved staff knowledge represents a critical first step in promoting consistent engagement practices. Recommendations include integrating ongoing staff education into onboarding and continuing education, reinforcing engagement strategies within routine workflows, and evaluating long-term outcomes related to appointment adherence. This project has important implications for nursing practice and social change. Strengthening staff knowledge and engagement practices supports patient-centered care, improves continuity of treatment, and may enhance equitable access to mental health services for underserved populations.
Recommended Citation
Luster, Jerrica, "Staff Education to Improve Knowledge of Evidence-Based Engagement Strategies to Reduce No-Show Rates" (2026). Walden Dissertations and Doctoral Studies. 19868.
https://scholarworks.waldenu.edu/dissertations/19868
