Date of Conferral
Doctor of Nursing Practice (DNP)
A gap exists in the knowledge of clinical faculty teaching prelicensure students about hourly rounding. The purpose of this project was to develop an educational program to prepare clinical faculty teaching student nurses to conduct hourly rounding. Hourly rounding trained faculty ensure safe practice by students and adherence to hospital policies. Hourly rounding includes the 4 Ps, which entails the assessment of “potty”, pain, position, and possession/periphery. Models and theories used to inform the project included the American Academy of Pediatrics’ 10-step process for developing training courses, Knowles’ theory of adult learning, Kirkpatrick's evaluation model, and the Accreditation Commission for Education in Nursing (ACEN) manual. The practice question examined the content and processes required to meet the faculty’s gap in practice. The target audience of the course was full-time clinical faculty. The components of the course included a pretest and posttest, a lesson plan with activities suitable to exercise the processes. An expert panel evaluated the components of the curriculum using a rubric and a questionnaire. Analysis and synthesis of findings from the faculty expert panel were used to refine the program and to ensure the developed course met the criteria of the evaluation rubric adopted from ACEN standards. The content and processes to address the gap in clinical faculty’s knowledge about hourly rounding were found to be adequate and comprehensive and over the course of 3 revisions met all criteria. A positive social change impact will be ensured for patients, families, and staff when the clinical faculty work collaboratively to address clinical needs in a timely manner.
bailey, lisa, "Preparing Clinical Faculty to Teach and Reinforce Hourly Rounding" (2020). Walden Dissertations and Doctoral Studies. 8843.