literature review dnp project

Doctorate of Nursing Practice (DNP) Project Resources

What type of review, how to conduct a review, find articles, evaluating articles, full text access tool.

• How to Get Full Articles
• How to Read a Scientific Paper
• Matrix Template & Example
• Research Instruments
• Organize Your Research
• Statistics + Data Analysis
• Writing & Publishing

Researchers, academics and librarians all use various terms to describe different types of literature reviews. Indeed there is often inconsistency between the ways the types are discussed. Here are a couple of simple explanations.

The image below describes common review types in terms of speed, detail, risk of bias and comprehensiveness:

"Schematic of the main differences between the types of literature review" by Brennan, M. L., Arlt, S. P., Belshaw, Z., Buckley, L., Corah, L., Doit, H., Fajt, V. R., Grindlay, D., Moberly, H. K., Morrow, L. D., Stavisky, J., & White, C. (2020). Critically Appraised Topics (CATs) in veterinary medicine: Applying evidence in clinical practice. Frontiers in Veterinary Science, 7 , 314. https://doi.org/10.3389/fvets.2020.00314 is licensed under CC BY 3.0

The table below has been adapted from a widely used typology of fourteen types of reviews, (Grant & Booth, 2009).  Here are four of the most common types:

For a more detailed list of review types, see:

Grant, M.J. & Booth, A. (2009).  A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26 (2), 91-108.  DOI: 10.1111/j.1471-1842.2009.00848.x

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) outlines standards of practice completing a systematic review to ensure consistency and high-quality results.

• PRISMA 2020 Explanations
• PRISMA 2020 Checklist
• PRISMA 2020 Flow Diagram
• PRISMA Flow Diagram Generator
• PRISMA-S: an extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews

Techniques from the PRISMA process can also be used with other types of reviews to have a systematic process for searching and evaluating results.

• Article Evaluation Handout Key questions to evaluate each section of original research studies (RCTs, cohort studies, etc)

LibKey Nomad is a browser extension that connects you with articles that are library-licensed or open access. LibKey Nomad is available for Google Chrome, Firefox, Safari, Microsoft Edge, Brave, and Vivaldi.

Here is a short demonstration of how it works:

When using LibKey Nomad, you will automatically be directed to the best available version of an article so you don't need to search in multiple places. When the full text of an article is not available, you will be provided with options to request the article through  Interlibrary Loan (ILL).

LibKey Nomad does not require you to create a personal account. It does not track users or hold credentials, and it is only active when you are on the web page of a scholarly publisher or database.  

Getting Started

• Install the LibKey Nomad extension for your browser of choice. (Note: A user account is  not  required to use the extension.)
• Search for and select "James Madison University" from the list of institutions. See images below.
• When you are on publisher websites, Wikipedia, PubMed, and more, you can l ook for the LibKey Nomad button to download PDFs.

Publisher Websites

When you're browsing publisher sites and other web pages, LibKey Nomad provides a link to download the PDF of an article available through the JMU Libraries. It is not necessary to first connect through the JMU Libraries website. If the full text of the article is not available through the JMU Libraries subscriptions, an "Access Options" button will appear, and you will see options for requesting the article through ILL. See example in the image below.

LibKey Nomad also works with Wikipedia. When you're viewing the list of references for an entry, a "Download PDF" button will appear after the citations, if the full text of the article is available from JMU Libraries. An "Article Link" button may appear for citations that are from sources that do not support linking directly to the PDF. For articles not available from JMU Libraries, an "Access Options..." button will appear that provides options for requesting the articles through ILL. See example in the image below.

When you're searching PubMed, LibKey Nomad shows options for downloading a PDF, linking to an article, or additional access options. You can also view the cover images of the journals that articles appear in. LibKey Nomad also provides a link to the complete issue of a journal. Click "View Complete Issue" to browse the table of contents for the issue in which an article appears, helping you find similar articles from the same publication. See example in the image below.

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DNP Intensive

• Research Fundamentals
• Searching with Library Tools
• Specialty Sources

Writing a Literature Review

Tools to Help Organize your Literature Review

• APA Style and Reference Managers
• Evaluating Research Articles
• DNP Course Reserves

Unless you have a reason to present the literature chronologically (to show development over time, perhaps), the preferred method for organizing your literature is thematically. 

Step 1 : Identify your themes.

Step 2 : Identify the articles that address those themes

Step 3 : Identify the similarities and differences among the articles within the themes

A Literature Synthesis Matrix will be especially helpful in this process.

Literature Review Matrix

This type of matrix will help you see the content of all of your articles at a glance. Each row represents an article, and each column and element of the articles. Typical columns can include things like 

• Research method
• Sample size
• Theoretical framework

However, the exact columns you chose depend on the elements of each study you want to discuss in your paper. You get to decide!

Here are couple of examples to give you a better idea.

• An evolutionary concept analysis of helicopter parenting. (Lee et al., 2014)
• The use of video conferencing for persons with chronic conditions: A systematic review. (Mallow et al. 2016)

Literature Synthesis Matrix

In essence a synthesis matrix is a way to organize your literature by theme, which is generally the way writers organize their whole literature reviews. The real benefit is that it helps you identify the articles that talk about the same themes so that you can write about them together in your literature review.

North Carolina State  has a very nice description and example of the process. 

This YouTube video also explains the process.

Here is a  template  you can use (this one is in Word instead of PPT).

• Transcript-Literature Review Martix Transcript document for the Literature Review Matrix video.
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Doctor of Nursing Practice (DNP): Conducting a Literature Review

• Find Articles
• Reference Resources
• Writing & Citing
• Conducting a Literature Review
• Video/Tutorial Resources
• Web Resources
• Finding Full Text Articles
• Searching for Quantitative and Qualitative Articles
• Presentation Tips

Selected Literature Review Books

Tips for Literature Reviews

• Search the nursing/healthcare literature to find studies relevant to your topic or PICOT question.
• Appraise your findings
• Summarize research studies
• Compare and contrast studies
• Synthesize the key concepts of your readings

Selected Online Resources

• DOI Help: Digital Object Identifiers (DOIs) How to find an article's Digital Object Identifier, or DOI.
• Evaluating Research Literature A guide from Kennesaw State University on how to assess and evaluate research studies.
• Literature Review: A Self-Guided Tutorial A step-by-step guide to conducting a literature review.
• Literature Reviews This guide provides detailed information about conducting a literature review
• Literature Reviews This guide from NYU gives details about various types of literature reviews and a roadmap for evidence synthesis.
• Literature Reviews & Research Methods This JSU subject guide offers advice on doing literature reviews and types of research methods
• RefWorks: Analysis & Synthesis How to use RefWorks to help with the synthesis of articles for a literature review. Part of a comprehensive subject guide from Kennesaw State University.
• What is a Literature Review? This page offers information on literature reviews

Welcome to the Houston Cole Library Guide pages! The Conducting a Literature Review Guide gives you links to key resources to help you get started finding and organizing your resources. Information is also available at Houston Cole Library's How to Conduct a Literature Review page.

Finding Information and Keeping Track of References

Selected databases to search for literature are listed below. RefWorks is a reference manager designed to keep track of the references cited in your papers, and to create bibliographies.

Don't Fear the Literature Review

• Literature Review Tutorial This short tutorial breaks down the aspects of a literature review and how to perform one with emphasis on tips to take the anxiety out of the process.

Literature Reviews: An Overview for Graduate Students

Health and Sciences Librarian

Other Useful Subject Guides

• Basic Academic Research by John Upchurch Last Updated Aug 9, 2024 12 views this year
• Evidence Based Practice in Nursing by Paula Barnett-Ellis Last Updated Aug 28, 2024 481 views this year
• How to Conduct a Literature Review by Karlie Johnson Last Updated Aug 9, 2024 238 views this year
• Medicine, Health, and Nursing by Paula Barnett-Ellis Last Updated Aug 26, 2024 567 views this year
• RefWorks by Karlie Johnson Last Updated Aug 9, 2024 14 views this year
• Scholarly Writing and Publishing by Paula Barnett-Ellis Last Updated Aug 25, 2024 54 views this year
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Nursing Doctoral Programs: DNP & PhD

• Where to Start?
• Find Articles/Databases
• Reference Resources
• Evidence Summaries & Clinical Guidelines
• Drug Information
• Health Data & Statistics
• Patient/Consumer Facing Materials
• Images and Streaming Video
• Grey Literature
• Mobile Apps & "Point of Care" Tools
• Test Instruments This link opens in a new window
• Framing Research Questions
• Selecting Databases
• Building the Search
• Expanding a Search
• Filtering / Narrowing the Search
• Cited Reference Searching
• Saving Searches
• Alerting Services
• Finding Full Text
• What are Literature Reviews?
• Conducting & Reporting Systematic Reviews
• Finding Systematic Reviews
• Tutorials & Tools for Literature Reviews
• Locating Qualitative Research This link opens in a new window
• Critical Appraisal Resources
• Citing Sources
• Writing/Publishing
• Data Management This link opens in a new window
• Deposit in the Institutional Repository

What are Systematic Reviews? (3 minutes, 24 second YouTube Video)

Systematic Literature Reviews: Steps & Resources

These steps for conducting a systematic literature review are listed below . 

Also see subpages for more information about:

• The different types of literature reviews, including systematic reviews and other evidence synthesis methods
• Tools & Tutorials

Literature Review & Systematic Review Steps

• Develop a Focused Question
• Scope the Literature  (Initial Search)
• Refine & Expand the Search
• Limit the Results
• Download Citations
• Abstract & Analyze
• Create Flow Diagram
• Synthesize & Report Results

1. Develop a Focused   Question 

Consider the PICO Format: Population/Problem, Intervention, Comparison, Outcome

Focus on defining the Population or Problem and Intervention (don't narrow by Comparison or Outcome just yet!)

"What are the effects of the Pilates method for patients with low back pain?"

Tools & Additional Resources:

• PICO Question Help
• Stillwell, Susan B., DNP, RN, CNE; Fineout-Overholt, Ellen, PhD, RN, FNAP, FAAN; Melnyk, Bernadette Mazurek, PhD, RN, CPNP/PMHNP, FNAP, FAAN; Williamson, Kathleen M., PhD, RN Evidence-Based Practice, Step by Step: Asking the Clinical Question, AJN The American Journal of Nursing : March 2010 - Volume 110 - Issue 3 - p 58-61 doi: 10.1097/01.NAJ.0000368959.11129.79

2. Scope the Literature

A "scoping search" investigates the breadth and/or depth of the initial question or may identify a gap in the literature. 

Eligible studies may be located by searching in:

• Background sources (books, point-of-care tools)
• Article databases
• Trial registries
• Grey literature
• Cited references
• Reference lists

When searching, if possible, translate terms to controlled vocabulary of the database. Use text word searching when necessary.

Use Boolean operators to connect search terms:

• Combine separate concepts with AND  (resulting in a narrower search)
• Connecting synonyms with OR  (resulting in an expanded search)

Search:  pilates AND ("low back pain"  OR  backache )

Video Tutorials - Translating PICO Questions into Search Queries

• Translate Your PICO Into a Search in PubMed (YouTube, Carrie Price, 5:11) 
• Translate Your PICO Into a Search in CINAHL (YouTube, Carrie Price, 4:56)

3. Refine & Expand Your Search

Expand your search strategy with synonymous search terms harvested from:

• database thesauri
• reference lists
• relevant studies

Example: 

(pilates OR exercise movement techniques) AND ("low back pain" OR backache* OR sciatica OR lumbago OR spondylosis)

As you develop a final, reproducible strategy for each database, save your strategies in a:

• a personal database account (e.g., MyNCBI for PubMed)
• Log in with your NYU credentials
• Open and "Make a Copy" to create your own tracker for your literature search strategies

4. Limit Your Results

Use database filters to limit your results based on your defined inclusion/exclusion criteria.  In addition to relying on the databases' categorical filters, you may also need to manually screen results.  

• Limit to Article type, e.g.,:  "randomized controlled trial" OR multicenter study
• Limit by publication years, age groups, language, etc.

NOTE: Many databases allow you to filter to "Full Text Only".  This filter is  not recommended . It excludes articles if their full text is not available in that particular database (CINAHL, PubMed, etc), but if the article is relevant, it is important that you are able to read its title and abstract, regardless of 'full text' status. The full text is likely to be accessible through another source (a different database, or Interlibrary Loan).  

• Filters in PubMed
• CINAHL Advanced Searching Tutorial

5. Download Citations

Selected citations and/or entire sets of search results can be downloaded from the database into a citation management tool. If you are conducting a systematic review that will require reporting according to PRISMA standards, a citation manager can help you keep track of the number of articles that came from each database, as well as the number of duplicate records.

In Zotero, you can create a Collection for the combined results set, and sub-collections for the results from each database you search.  You can then use Zotero's 'Duplicate Items" function to find and merge duplicate records.

• Citation Managers - General Guide

6. Abstract and Analyze

• Migrate citations to data collection/extraction tool
• Screen Title/Abstracts for inclusion/exclusion
• Screen and appraise full text for relevance, methods, 
• Resolve disagreements by consensus

Covidence is a web-based tool that enables you to work with a team to screen titles/abstracts and full text for inclusion in your review, as well as extract data from the included studies.

• Covidence Support
• Critical Appraisal Tools
• Data Extraction Tools

7. Create Flow Diagram

The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) flow diagram is a visual representation of the flow of records through different phases of a systematic review.  It depicts the number of records identified, included and excluded.  It is best used in conjunction with the PRISMA checklist .

Example from: Stotz, S. A., McNealy, K., Begay, R. L., DeSanto, K., Manson, S. M., & Moore, K. R. (2021). Multi-level diabetes prevention and treatment interventions for Native people in the USA and Canada: A scoping review. Current Diabetes Reports, 2 (11), 46. https://doi.org/10.1007/s11892-021-01414-3

• PRISMA Flow Diagram Generator (ShinyApp.io, Haddaway et al. )
• PRISMA Diagram Templates  (Word and PDF)
• Make a copy of the file to fill out the template
• Image can be downloaded as PDF, PNG, JPG, or SVG
• Covidence generates a PRISMA diagram that is automatically updated as records move through the review phases

8. Synthesize & Report Results

There are a number of reporting guideline available to guide the synthesis and reporting of results in systematic literature reviews.

It is common to organize findings in a matrix, also known as a Table of Evidence (ToE).

• Reporting Guidelines for Systematic Reviews
• Download a sample template of a health sciences review matrix  (GoogleSheets)

Steps modified from: 

Cook, D. A., & West, C. P. (2012). Conducting systematic reviews in medical education: a stepwise approach.   Medical Education , 46 (10), 943–952.

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Section Two: Review of the Literature

1. Clinical practice problem statement

The Clinical Practice Problem is to be formulated and stated using the PICO(T) format of Population, Intervention, Comparison, Outcome, Timeline.

2. Evaluation/Summary of the evidence from the literature

• Develop and implement an exhaustive search process
•  Literature search method.
• Selection criteria.
• Publication years included in search.
• Review current research and other related literature.
• Complete an Evaluation/Summary Table to summarize the literature.
• If guidelines exist, rate the guidelines using the Appraisal of Guidelines for Research and Evaluation II (AGREE II) Instrument
• Review each article using Critical Appraisal Tools.
• There must be adequate evidence to support the proposed problem and the subsequent proposed recommendation for practice change.
• Quality Metrics (HCAPS, core measures, NDNQI).

3. Critical appraisal of the evidence

This is an essential step of the evidence-based practice project that moves the analysis beyond a mere review of evidence; you are appraising the quality and the strength of the evidence to answer your clinical question.

• Synthesize the evidence that supports the project utilizing appropriate synthesis table(s) followed by a narrative synthesis including the following items; strength of the body of evidence, quality of the body of evidence, generalizability of the body of evidence to answer your inquiry, feasibility of implementing the evidence in the proposed
• Interventions should then be evaluated for Effectiveness as related to Scholarly Examinationples of rating systems are provided in Evaluation of the Level of Effectiveness. Record on Summary of Effectiveness Table .
• Synthesize the body of evidence assembled to answer the clinical question including a synthesis of;
• the strength of the body of evidence;
• the body of evidence related to outcomes of interest;
• the body of evidence related to practice change recommendations;
• the body of evidence related to implementation strategies, etc.

4. Presentation of theoretical basis

Theoretical base for investigation of the clinical problem or implementation of the intervention is provided. This may include a conceptual framework; mid-range theory to guide the formulation of the intervention; theoretical framework for implementation (i.e., change theory, EBP models).

• Providing theoretical basis for the investigation of the problem (conceptual framework, etc.).
• Providing an EBP model that will guide the project (Iowa, Rosswurm and Larabee, etc.).
• Providing a description of how the project fits the organizational nursing department’s theory of practice, or the organizational strategic plan or mission statement.

5. Utility/Feasibility

• Complete a critique of applicability of your proposed intervention/implementation.
• Feasibility goes beyond cost. Other considerations are time involvement, adequate resources; training needs if applicable, space needs, institutional interest and commitment, etc.
• Analyze the benefits and risks of use of intervention/implementation.
• Education plan if applicable.
• Including but not limited to i.e. personnel, operational, equipment.

6. Recommendations summary

• Statement of the recommendations
• Reference(s) in support of the recommendations
• Identification of key stakeholders
• Strategies to engage
• Identification of potential barriers
• Strategies to address

DNP Evidence-Based Practice Project: Library Resources: Review of the Literature

• PICOT Question
• EBP Implementation Models
• Nursing Theories
• Research Databases
• Search Strategies
• Access Full-Text Articles
• Critical Appraisal and Levels of Evidence
• Evidence Synthesis
• Measurement Tools
• Creating a Conference Poster
• Scholarly Writing
• Creating Tables & Figures
• APA 7th Edition Style & Formatting
• Submitting Your DNP Project to the Sigma Repository
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All about the DNP project

Understanding the process helps ensure a successful project..

The final doctor of nursing practice (DNP) project provides students with the opportunity to systematically translate the best current evidence into practice. However, variability in how projects are implemented exists among programs. In response, the American Association of Critical Care Nurses (AACN) commissioned white papers from two internal task forces: the Implementation Task Force (ITF) and the Advanced Practice Registered Nurse Clinical Training Task Force. The ITF’s white paper, The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations, describes and clarifies the characteristics of DNP graduate scholarship (including the DNP project), efficient resource use, program length, curriculum considerations, practice experiences, and collaborative partnership guidelines. The Advanced Practice Registered Nurse Clinical Task Force white paper, Re-envisioning the Clinical Education of Advanced Practice Registered Nurses , explores how APRN education can adapt to include more simulation opportunities, academic-practice partnerships, competency-based assessments, and nontraditional APRN clinical education models, such as technology or informatics. However, the AACN doesn’t make specific recommendations with regard to the final DNP project, pointing instead to the DNP Essentials to explain the project’s scope and depth.

This article discusses the issue of project variability, then explores DNP project fundamentals to help eliminate ambiguity and confusion and broaden students’ understanding of the project’s significance. Before initiating a DNP project, several key elements—mentoring, time management, organizational and academic support, potential institutional review board approval, and planning for dissemination—must be in place. (See 8 steps to completion.)

8 steps to completion

Students should take these eight steps to complete their doctor of nursing practice (DNP) projects.

• Identify and obtain approval for the area of interest.
• Write a proposal.
• Create a project timeline.
• Acquire institutional review board approval (if needed).
• Implement project.
• Write final report.
• Present an oral presentation.
• Disseminate the project.

Source: Anderson et al. 2015.

DNP project variability

With the increased volume of new programs and growing interest in the DNP degree, the profession must clarify the scope of the final project, including implementation, impact on system and practice outcomes, extent of collaborative efforts, dissemination, and degree of faculty mentorship and oversight. Some universities require students to complete a practice improvement project over the span of a course, whereas others require students to initiate an evidence-based practice (EBP) innovation project when they begin the program and continue it through the final semester.

Despite projects’ various forms, many elements—including planning, implementation, evaluation, and sustainability—must be consistent across programs. Without concrete guidelines, programs have employed several interpretations, including portfolios, case studies, systematic reviews, and writing projects. (See Project dissemination variability. )

Project dissemination variability

Several doctor of nursing practice (DNP) project types are included in the DNP Essentials . The table compares the American Association of Colleges of Nursing’s (AACN’s) white paper recommendations and AACN DNP Tool Kit with regard to dissemination.

Reasons for variability include:

• lack of faculty familiarity with quality improvement (QI) and EBP methods
• strain on faculty capacity and time commitment for project completion
• lack of faculty expertise in DNP education
• inability to find clinical sites that allow students to implement projects
• lack of DNP faculty resulting in programs led by PhD faculty
• lack of graduate-level writing skills
• differing student education levels (for example, BSN-DNP, MSN-DNP)
• time constraints within the iterative process requiring multiple revisions of written work.

Although some program variability is expected, concern about the lack of adherence to the DNP Essentials exists . In response, the AACN is committed to enhancing program congruency. To ensure consistency, post-master’s and post-baccalaureate DNP students (who begin their doctoral programs with different education and practice backgrounds) should graduate with the same comprehensive skill set as described in the DNP Essentials .

Project fundamentals

The DNP project, previously called the capstone project or the scholarly project, should demonstrate translation of acquired knowledge into clinical practice and exhibit the student’s growth in clinical knowledge, expertise, and use of the DNP Essentials and DNP Tool Kit. (See DNP Essentials and Tool Kit.)

DNP Essentials and Tool Kit

The American Association of Colleges of Nursing’s (AACN’s) eight DNP program essentials prepare nurse leaders for advanced practice.

• Scientific underpinnings for practice
• Organizational and systems leadership for quality improvement and systems thinking
• Clinical scholarship and analytical methods for evidence-based practice
• Information systems/technology and patient care technology for the improvement and transformation of healthcare
• Healthcare policy for advocacy in healthcare
• Interprofessional collaboration for improving patient and population health outcomes
• Clinical prevention and population health for improving the nation’s health
• Advanced nursing practice

DNP Tool Kit

The DNP Tool Kit, which continues to evolve, provides schools with the resources for formatting a DNP program. It combines information from the DNP Essentials and recommendations from the AACN DNP white paper to provide templates, exemplars, frequently asked questions, and other resources.

Projects can focus on QI, executive outcomes management, or an EBP change initiative aimed at strengthening healthcare. (See DNP project examples.)

Project examples

The following are examples of doctor of nursing practice (DNP) projects completed by the authors when they were DNP students.  

Quality improvement projects

• After evaluating evidence-based practices for type 2 diabetic foot management, the student developed a new standardized protocol for staff education and patient care practices for foot care assessment and management.
• The student reinforced nursing education as a means to overcoming adherence barriers to an evidence-based sedation protocol for improved ICU outcomes.

Evidence-based practice projects

• The DNP student used an evidence-based survey tool to measure student anxiety when caring for dying patients. Based on the results, an education module was developed to help students manage their stress.
• To decrease nonurgent use of the emergency department and increase fever knowledge, the student created an educational program for caregivers of pediatric patients.

Guideline development and improvement project

• After a systematic evidence search, the student developed a neonatal abstinence syndrome treatment guideline to standardize care and reduce treatment duration, symptom severity, length of hospitalization, and costs.

While working on their projects, students learn to build strong, collaborative partnerships with stakeholders and mentors.

DNP programs throughout the United States require students to conduct various types of projects, which contributes to ongoing confusion about DNP preparation and role. However, all projects should reflect the DNP Essentials in a single, cumulative work that evolves as the student progresses through the program. In addition, this scholarly synthesis should serve as a platform for future scholarship after graduation.

According to the AACN DNP Tool Kit, all projects should:

• focus on a change that impacts the outcome of healthcare through direct or indirect care
• have a systems (micro-, meso-, or macro-level) or population/aggregate focus
• demonstrate implementation in the appropriate practice area
• include a plan for sustainability (it should take into account financial, systems, or political realities, not only theoretical abstractions)
• include an evaluation of processes and outcomes (formative or summative).

Frequently, a project is the outcome of a student’s identified need for improvement in clinical practice or patient outcomes guided by the spirit of inquiry. The project results are a compendium of graduate education immersed in nursing leadership, education, health policy, or clinical practice.

Dissemination

All DNP projects should emphasize positive change that advances quality outcomes, attention to systems thinking, strategies for sustainability with an appraisal of processes and outcomes, and a structure for future practice. The expectation is that DNP-prepared nurses will contribute to the body of knowledge in nursing practice by sharing their work with others so that they can apply it to their practice roles. Platforms for dissemination include social media, peer-reviewed journals, presentations, professional conferences, brochures, posters, policy briefs, organizational team meetings, media interviews, academia, and press releases. Many programs require students to summarize their projects for publication in a peer-reviewed journal.

The final requirement of the DNP project is a student’s presentation before their institution’s doctoral panel. In this venue, students deliver elemental details about their project’s processes and impact, including purpose, evidence synthesis, project design, data analysis, frameworks, and dissemination.

Be a trailblazer

DNP students’ final projects reflect the culmination of their educational journey and prepare them to share their work with others to benefit patients, the healthcare system, and the nursing profession. The result is a body of information that bridges the gap between research theory and clinical practice. As trailblazers, DNP-prepared nurses can empower other professionals to improve patient outcomes and achieve benchmarks for practice change supported by collaborative endeavors.

The following authors are DNP graduates from the University of Texas at Tyler in Tyler: Barbara Chapman is a family NP with the INTUNE Mobile Unit and assistant clinical professor in the school of nursing at The University of Texas at Tyler. Chiquesha Davis is department head of post-licensure programs, graduate programs, and assistant professor at Tarleton State University in Stephenville, Texas. Sonya Grigsby is a critical care NP at CHRISTUS Mother Frances Hospital in Tyler, adjunct nursing faculty at University of Texas at Tyler, and locum NP at OSF St. Francis Medical Center in Peoria, Illinois. Cyndi B. Kelley is a nurse manager in the special care nursery and chair of the doctoral collaboration council at Texas Health Presbyterian Hospital of Dallas and adjunct faculty in the ADN-to-BSN program at Grand Canyon University in Phoenix, Arizona. Rebecca Shipley is a family NP at CHRISTUS Trinity Mother Frances Health System. Christian Garrett is a DNP student at the University of Texas at Tyler, a family NP at CHRISTUS Trinity Mother Frances Hospital, and an adjunct professor in the school of nursing at The University of Texas at Tyler.

Alexander S. Scholarship in clinical practice: An update on recommendations for doctor of nursing practice programs. Clin Nurse Spec. 2016;30(1):58-61. doi:10.1097/NUR.0000000000000177

American Association of Colleges of Nursing. The doctor of nursing practice (DNP) tool kit. aacnnursing.org/DNP/Tool-Kit

American Association of Colleges of Nursing. The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations. August 2015. aacnnursing.org/Portals/42/DNP/DNP-Implementation.pdf

Anderson BA, Knestrick JM, Barroso R. DNP Capstone Projects: Exemplars of Excellence in Practice. New York, NY: Springer Publishing Company; 2014.

Bednash G, Breslin ET, Kirschling JM, Rosseter RJ. PhD or DNP: Planning for doctoral nursing education. Nurs Sci Q. 2014;27(4):296-301. doi:10.1177/0894318414546415

Broome ME, Riner ME, Allam ES. Scholarly publication practices of doctor of nursing practice-prepared nurses. J Nurs Educ. 2013;52(8):429-34. doi:10.3928/01484834-20130718-02

Brown MA, Crabtree K. The development of practice scholarship in DNP programs: A paradigm shift. J Prof Nurs. 2013;29(6):330-7. doi:10.1016/j.profnurs.2013.08.003

Dols JD, Hernández C, Miles H. The DNP project: Quandaries for nursing scholars. Nurs Outlook. 2017;65(1):84-93. doi:10.1016/j.outlook.2016.07.009

Dreher HM, Glasgow MES. DNP Role Development for Doctoral Advanced Nursing Practice. 2nd ed. New York, NY: Springer Publishing Company; 2017.

Grigsby S, Chapman B, Kelley CB, et al. DNP and PhD: Complementary roles. Am Nurse Today. 2018;13(7):8-13.

Holly C. Scholarly Inquiry and the DNP Capstone. New York, NY: Springer Publishing Company; 2014.

Moran KJ, Burson R, Conrad D. The Doctor of Nursing Practice Project: A Framework for Success. Burlington, MA: Jones & Bartlett Learning; 2019.

Murphy MP, Staffileno BA, Carlson E. Collaboration among DNP- and PhD-prepared nurses: Opportunity to drive positive change. J Prof Nurs. 2015;31(5):388-94. doi:10.1016/j.profnurs.2015.03.001

Pandi-Perumal SR, Akhter S, Zizi F, et al. Project stakeholder management in the clinical research environment: How to do it right. Front Psychiatry. 2015;6(71). doi:10.3389/fpsyt.2015.00071

Shipley R, Chapman B, Davis C, et al. (2019). DNPs: Healthcare change agents. Am Nurse Today. 2019;14(7):16-8.

White KA, Hitzler ET, Anderson KM, et al. Essential knowledge, skills, & attitudes of mentors and mentees for successful DNP scholarly projects. Nurse Educ Today. 2018;71:107-10. doi:10.1016/j.nedt.2018.09.015

Zaccagnini ME, White KW. The Doctor of Nursing Practice Essentials. 3rd ed. Burlington, MA: Jones & Bartlett Learning; 2017.

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• DNP Program Guide
• Find Journals
• Find Articles

Search PubMed

• Find Clinical Practice Guidelines
• Use Clinical Tools & Mobile Apps
• Find Patient Education Materials

Write a Literature Review

• 3 Minute Step-by-Step Guide

STEP 1: Search the Literature

• STEP 2: Evaluate & Select Sources

STEP 3: Identify Themes & Gaps

Step 4: outline the structure.

• STEP 5: Write the Review
• Make Posters & Presentations
• Citing in APA
• Use EndNote to Manage Citations
• Use Zotero to Manage Citations
• Use Interlibrary Loan

A literature review is a survey of scholarly sources on a specific topic. It provides:

an overview of current knowledge, 

identification of relevant theories,

investigation of study methods, and

gaps in the existing research.

Writing a literature review involves:

finding relevant publications (such as books and journal articles),

critical analysis, and

explaining in writing what you discovered.

How to Write a Literature Review: 3 Minute Step-by-step Guide | Scribbr 🎓

How to Search for Relevant Literature FAST Using Boolean Operators| Scribbr 🎓 (3:05)

Search CINAHL

• Searching CINAHL 5-minute video describing the scope of content and demonstrating how to use the search tools available on the CINAHL EBSCOhost search interface to find research articles.

Search Google Scholar

• Google Scholar for Scholarly Literature Searching In this video, you will learn how to use Google Scholar to find scholarly journal articles, including how to get full-text access, do an advanced search, save articles for later, and more.
• Roseman Links in Google Scholar In this video, you will learn how to change settings in Google Scholar to allow Roseman University library links to show.
• PubMed subject search: How it works A brief (4 min) tutorial from NLM on how automatic term mapping and explosion enhance your PubMed search.
• PubMed: Using the Advanced Search Builder Brief (3 min) training video from NLM on using the Advanced Search Builder in PubMed.
• PubMed: Save searches and set e-mail alerts A brief (2 min) tutorial on how to get alerts for articles on a topic using PubMed. Saving searches is a good way to document your searches.
• Search PubMed Guide

Step 2: Evaluate & Select Sources

You probably won't be able to read absolutely everything that has been written on the topic.  You will have to evaluate which sources are most relevant to your PICO.

For each publication, ask yourself questions such as:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Find out how to find the answers to these questions by learning How to Read Scientific Articles .

• Evaluting Sources A tutorial describing how to evaluate sources from Western Libraries.

Table of Evidence &  EndNote

As you read and evaluate your literature It is important to keep track of your sources with citations to avoid plagiarism. It is highly recommended to make a table of evidence that includes answers to the above questions and notes that can later be incorporated into the text of your literature review and use a citation manager such as EndNote.

• Johns Hopkins EBP Model Individual Evidence Summary Tool Use this form to document and collate the results of your literature searches in preparation for evidence synthesis.
• Table of Evidence Sample Table of Evidence word document for managing & summarizing selected sources.
• EndNote Guide EndNote is a powerful tool for managing and using your citations (references), articles, and research. With this tool, you can collect and create citations to insert directly into your Word documents.

To begin organizing your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?

Themes: what questions or concepts recur across the literature?

Debates, conflicts and contradictions: where do sources disagree?

Pivotal publications: are there any influential theories or studies that changed the direction of the field?

Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and explain the purpose of and need for your project proposal.

In the video below, you'll learn how to identify themes, debates, and gaps between sources, using examples from real papers.

There are various approaches to organizing the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Four common approaches to organizing the body of a literature review are below.

Chronological

A chronological approach involves tracing the development of your topic over time. Try to avoid just listing studies in chronological order; rather, identify trends and turning points and explain how different studies fit into the timeline.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

A methodological approach may be appropriate if your topic has been approached with a variety of methods. You can trace how these different methods have been applied and what conclusions have emerged from different approaches.

Theoretical

A literature review is often the foundation for a theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

In the video below, you will learn how to build a theoretical framework for your research in 3 steps.

Step 5: Write the Review

Like any other academic text, your literature review should have an introduction, a main body, and a conclusion. What you include in each depends on the objective of your literature review.

Introduction

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers—add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

In the video below, you’ll learn what to include in each section, as well as 4 tips for the main body illustrated with an example.

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Doctor of Nursing Practice

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What is a Literature Review?

The Scholarly Conversation

A literature review provides an overview of previous research on a topic  that critically evaluates, classifies, and compares what has already been published on a particular topic. It allows the author to synthesize and place into context the research and scholarly literature relevant to the topic. It helps  map the different approaches to a given question and reveals  patterns.  It  forms the foundation for the author’s subsequent research and justifies the significance of the new investigation.

A literature review can be a short introductory section of a research article or a report or policy paper that focuses on recent research. Or, in the case of dissertations, theses, and review articles, it can be an extensive review of all relevant research.

• The  format  is usually a bibliographic essay; sources are briefly cited within the body of the essay, with full bibliographic citations at the end.
• The  introduction  should define the topic and set the context for the literature review. It will include the author's perspective or point of view on the topic, how they have defined the scope of the topic (including what's not included), and how the review will be organized. It can point out overall trends, conflicts in methodology or conclusions, and gaps in the research.
• In the  body of the review , the author should organize the research into major topics and subtopics. These groupings may be by subject, (e.g., globalization of clothing manufacturing), type of research (e.g., case studies), methodology (e.g., qualitative), genre, chronology, or other common characteristics. Within these groups, the author can then discuss the merits of each article and analyze and compare the importance of each article to similar ones.
• The  conclusion  will summarize the main findings, make clear how this review of the literature supports (or not) the research to follow, and may point the direction for further research.
• The  list of references  will include full citations for all of the items mentioned in the literature review.

Sonoma State University Library Nursing LibGuide

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• Last Updated: Aug 19, 2024 7:15 PM
• URL: https://guides.acu.edu/dnp

• How to Write a DNP Project Proposal with Examples

Wilson Logan

• May 24, 2024
• Nursing Writing Guides

Are you ready to take the first step in your Doctor of Nursing Practice (DNP) journey? Writing a strong project proposal is key to getting started on the right foot. Your proposal is like a roadmap that lays out the problem you want to tackle, your plan to solve it, and how your project can make a real difference for patients and nurses. In this blog post, we break down the process of writing a DNP project proposal, highlighting all the critical parts of a DNP project proposal while sharing some helpful tips and examples along the way.

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Get DNP writing help for proposals, Scholarly Projects, and Presentations. ZERO AI, ZERO Plagiarism, and 💯 Timely Delivery. 

What is a DNP Project Proposal?

A Doctor of Nursing Practice (DNP) project proposal is a comprehensive document that outlines a quality improvement initiative focused on translating evidence into practice and enhancing patient outcomes. The proposal serves as a blueprint for the final DNP project, providing a detailed description of the problem statement, objectives, methodology, and anticipated outcomes.

Format of a DNP Project Proposal

The format of a DNP project proposal may vary slightly depending on the specific requirements of the institution. However, most proposals include the following essential components:

• Introduction and Background: This section provides an overview of the problem or issue being addressed, its significance to nursing practice, and the project’s potential impact on patient outcomes and healthcare quality.
• Problem Statement: A clear, concise statement that articulates the specific problem or gap in practice that the project aims to address, supported by evidence from the literature.
• Purpose and Objectives: The purpose statement outlines the overall goal of the project, while the objectives provide specific, measurable, achievable, relevant, and time-bound (SMART) targets that align with the purpose.
• Literature Review: A comprehensive review of the current literature related to the problem, including an analysis of the strengths, weaknesses, and gaps in the existing evidence.
• Theoretical or Conceptual Framework: A description of the theoretical or conceptual framework that guides the project, explaining how it relates to the problem and proposed intervention.
• Methodology: A detailed plan outlining the project design, setting, sample, interventions, data collection methods, and data analysis strategies.
• Project Timeline: A realistic timeline that outlines the key milestones and deliverables of the project, from proposal approval to final dissemination.
• Resources and Budget: An overview of the resources required for the project, including personnel, materials, equipment, and any associated costs.
• Evaluation Plan: A description of how the project’s outcomes and effectiveness will be assessed, including specific metrics, tools, and data collection methods.
• Sustainability and Dissemination Strategy: A plan for ensuring the project’s long-term impact and sharing the findings with relevant stakeholders, such as healthcare organizations, professional associations, and the broader nursing community.
• References: A list of all sources cited in the proposal, formatted according to the required citation style (e.g., APA, MLA, or Vancouver).
• Appendices: Additional materials that support the proposal, such as data collection instruments, informed consent forms, or project site approval letters.

How to Write a DNP Project Proposal with Examples of Each Section

• The title of your DNP project proposal should be a concise and clear representation of your project’s main focus.
• It should capture the essence of your project in no more than 12 words, making it easily understandable to readers. Take time to craft a title that effectively communicates the purpose and scope of your project.
• Consider including key elements such as the population, intervention, or outcome of interest.

Introduction

• The introduction is your opportunity to engage the reader and establish the significance of your project . Begin with a compelling statement that highlights the problem you plan to address.
• Next, provide context for your problem by discussing its prevalence or incidence at various levels, from international to local, depending on the scope of your project.
• Use reliable sources, such as meta-analyses, systematic reviews, or reports from reputable national or international organizations , to support your claims.
• Identify the specific populations affected by the problem, including age groups, genders, races, cultures, or any relevant subgroups. This helps demonstrate the breadth and depth of the issue you are addressing.
• Discuss the implications of the problem. Use specific data and examples to illustrate the real-world consequences of the problem.
• Conclude with a strong argument for the significance of your project. Explain how your project has the potential to make a meaningful impact on healthcare and advanced nursing practice. Highlight the unique contributions your project will make and how it aligns with the goals of the DNP program and the nursing profession as a whole.

Read More on how to write a DNP capstone project

Problem Statement

The problem statement defines the problem you are addressing, without including any discussion of potential solutions.

• Begin by describing the current practice related to the problem. This provides a baseline understanding of how the issue is currently being addressed in healthcare settings.
• a clinical problem, such as preventing blood stream infections;
• an educational problem, like improving discharge teaching for patients;
• a policy problem, such as advocating for full practice authority; or
• an administrative problem, like evaluating the safety of 12-hour nursing shifts.
• Explain how the problem was identified. This may involve presenting data from needs assessments, objective measures, or outcomes related to safety, risk management, quality indicators, patient satisfaction, staff satisfaction, organizational performance, variations in practice within the setting or compared to external organizations, or financial and human resource considerations. Use evidence to demonstrate the existence and significance of the problem.
• Discuss the parameters of the problem. Specify whether the problem affects an individual (such as a clinician, patient, or family member), a population (such as adult cardiac patients or recovery room nurses), or an institution or system (such as patient transportation or patient and staff satisfaction). Defining the scope of the problem helps clarify the focus of your project and its potential impact.

The PICOT question is a foundational element of your DNP project proposal. It provides a structured framework for defining your project’s key components and helps guide your literature search and project design. The PICOT acronym stands for:

• Population – The population should be well-defined, including any relevant demographic or clinical characteristics
• Intervention – The intervention should be described in detail, specifying the actions or changes in practice you plan to implement.
• Comparison – with another intervention, current practice, or usual care
• Outcome – State the desired outcome of your project, using measurable and achievable terms.
• Time frame for achieving the outcome (if applicable) – specify the time frame over which you expect to see the desired outcome.

Here’s an example of a well-constructed PICOT question for a DNP scholarly proposal:

• “In adult patients with type 2 diabetes (P), how does the use of a mobile app for diabetes self-management (I) compared to usual care (C) affect hemoglobin A1c levels (O) over a 6-week period (T)?”

Read more on

• Capstone vs Thesis vs Dissertation in Nursing
• 266+ Nursing Capstone Project Ideas and Topics for BSN, MSN – DNP [With Examples – updated]

Purpose and Objectives

State the overall purpose or aim of your project, which should directly relate back to your PICOT question. The purpose statement should clearly articulate why you are conducting the project and what you hope to achieve.

Next, list the specific objectives of your project. These should be presented as a formatted list, using the SMART format:

• Specific: Objectives should be clear, well-defined, and focused.
• Measurable: Objectives should be quantifiable, allowing you to track progress and determine success.
• Attainable: Objectives should be realistic and achievable within the scope of your project.
• Relevant: Objectives should align with your project’s purpose and contribute to achieving the desired outcome.
• Time-limited: Objectives should have a specific time frame for completion.

Here’s an example of SMART objectives for the diabetes self-management project:

• Recruit 50 adult patients with type 2 diabetes from the XYZ Clinic to participate in the mobile app intervention within the first month of the project.
• Achieve a 10% reduction in average hemoglobin A1c levels among participants after 6 months of using the mobile app, compared to baseline.
• Conduct semi-structured interviews with at least 20 participants to assess their satisfaction with the mobile app and its impact on their diabetes self-management practices within 2 months of completing the intervention.

By setting SMART objectives, you create a roadmap for your project that helps keep you on track and allows you to measure your progress and success.

The background section of your DNP project proposal provides context for the problem you are addressing and helps justify the need for your project.

• Describe the specific characteristics of your project site. This may include details such as the type of healthcare setting (e.g., hospital, clinic, community health center), the patient population served, the size of the organization, and any unique features or challenges relevant to your project.
• Present data that supports the necessity of your project at this particular time and in this specific context. This may include information on current practices, patient outcomes, staff knowledge and skills, or organizational priorities. Use a variety of sources, such as internal reports, quality improvement data, patient satisfaction surveys, or stakeholder feedback, to build a compelling case for your project.
• When discussing the background, be sure to draw connections between the specific characteristics of your project site and the problem you are addressing. Explain how the current situation at your site contributes to the problem or how your project aligns with the needs and priorities of the organization.

Here’s an example of how you might present the background for the diabetes self-management project:

“The Banner Clinic serves a diverse population of 5,000 patients in an urban setting, with a high prevalence of type 2 diabetes. According to internal quality improvement data, only 50% of our patients with diabetes have achieved the recommended hemoglobin A1c target of < 7%. Patient satisfaction surveys have also revealed that many patients struggle with managing their diabetes on a daily basis and feel they lack the knowledge and tools to effectively self-manage their condition. The clinic has identified diabetes self-management as a top priority for improving patient outcomes and reducing healthcare costs. Implementing a mobile app intervention aligns with the clinic’s goal of providing patient-centered, evidence-based care and leveraging technology to support chronic disease management.” DNP Project Proposal Background Section Example

In the concepts section of your DNP project proposal, you will define and operationalize the key concepts relevant to your project.

• Identifying the main concepts in your project. – These may include terms related to your population, intervention, outcome measures, or theoretical framework. For each concept, provide a clear definition that is grounded in the literature or accepted standards in your field.
• Operationalize each concept by specifying how it will be measured or assessed in your project. This may involve describing the specific tools, instruments, or criteria you will use to evaluate the concept.

Here’s an example of how you might define and operationalize concepts for the diabetes self-management project:

• Type 2 diabetes: A chronic metabolic disorder characterized by hyperglycemia resulting from insulin resistance or inadequate insulin production. Operationalized as a documented diagnosis of type 2 diabetes in the patient’s medical record.
• Diabetes self-management: The ongoing process of managing diabetes through a combination of lifestyle modifications, medication adherence, and regular monitoring. Operationalized as participants’ self-reported engagement in self-management behaviors, as measured by the Diabetes Self-Management Questionnaire (DSMQ).
• Hemoglobin A1c: A blood test that measures average blood sugar levels over the past 2-3 months, providing an indicator of long-term glycemic control. Operationalized as the percentage of glycated hemoglobin, measured through a standard laboratory test.
• Mobile app intervention: A smartphone application designed to support diabetes self-management through features such as blood glucose tracking, medication reminders, and educational resources. Operationalized as participants’ use of the XYZ Diabetes Management App, as tracked through app usage data.

The framework section of your DNP project proposal describes the theoretical or conceptual foundation that will guide your project.

• This may be a nursing theory, such as Orem’s Self-Care Deficit Theory, or a framework from another discipline, such as the Health Belief Model from psychology.
• Provide a brief overview of the key components and assumptions of the framework.
• Explain how the chosen framework will guide your project. Discuss how the framework’s concepts and propositions relate to your problem statement, PICOT question, and project objectives.
• Describe how the framework will inform the design of your intervention, the selection of outcome measures, and the interpretation of your findings.

Synthesis of the Evidence

The synthesis of evidence section of your DNP project proposal presents a comprehensive review and analysis of the existing literature related to your problem and proposed intervention.

• Describe your evidence search process. List the databases you searched, such as CINAHL, PubMed, and Cochrane Library, as well as any other sources, such as gray literature or professional organization websites.
• Specify the search terms you used, as well as any inclusion or exclusion criteria, such as date range, language, or study design. Report the number of articles initially retrieved and the process you used to narrow down the results to the most relevant and high-quality studies.
• Provide a summary of the level and quality of evidence for the studies you included in your review. Use a recognized evidence hierarchy, such as the Melnyk and Fineout-Overholt hierarchy of evidence, to classify the studies by their design and methodological rigor. Discuss the overall strength of the evidence and any limitations or gaps in the existing research.
• Identify the main themes or categories that emerged from your review of the literature. These may include topics such as the effectiveness of similar interventions, factors influencing patient adherence, or barriers and facilitators to implementation. For each theme, provide a synthesis of the key findings from the included studies, highlighting similarities, differences, and any inconsistencies or contradictions in the results.
• Based on your synthesis, draw conclusions about the current state of evidence related to your problem and proposed intervention. Summarize the main findings and their implications for practice, policy, and future research. Identify any gaps in the evidence that your project aims to address and explain how your project will contribute to advancing knowledge and practice in this area.

Methodology

The methodology section of your DNP project proposal provides a detailed description of how you will conduct your project.

• Describe your project design. This may be a quasi-experimental design, a quality improvement initiative, or a program evaluation. Provide a rationale for your chosen design and explain how it will allow you to address your project’s objectives and answer your PICOT question.
• Describe the setting and population for your project. This may include details such as the type of healthcare organization, the specific unit or department, and the characteristics of the patients or staff who will be involved in your project. Specify any inclusion or exclusion criteria for participants and explain how you will recruit and enroll them in your project.
• Provide a detailed description of your intervention. This should include the specific components of your intervention, such as the features and functionality of a mobile app, the content and duration of an educational program, or the steps in a new clinical protocol. Use evidence from your literature review to justify the design and content of your intervention.
• Describe the data collection methods you will use to measure your project’s outcomes. This may include surveys, interviews, focus groups, chart reviews, or physiological measures. Provide specific details about the instruments or tools you will use, including their validity and reliability. Explain how and when you will collect data, and how you will ensure the privacy and confidentiality of participants’ information.
• Outline your data analysis plan. This should include the statistical methods you will use to analyze quantitative data, such as descriptive statistics, t-tests, or regression analyses. For qualitative data, describe your approach to coding and thematic analysis. Explain how you will triangulate data from different sources to enhance the credibility and trustworthiness of your findings.
• Finally, address any ethical considerations related to your project. This may include obtaining informed consent from participants, minimizing risks and maximizing benefits, and ensuring equitable access to your intervention. Describe the steps you will take to obtain approval from your organization’s Institutional Review Board (IRB) or other relevant ethics committees.

Project Timeline and Budget

The project timeline and budget section of your DNP project proposal outlines the anticipated schedule and costs for your project. This section should demonstrate that your project is feasible and well-planned, with realistic expectations for completion and resource utilization.

Begin by developing a project timeline that includes all the major milestones and deliverables for your project. This may include tasks such as:

• IRB approval
• Participant recruitment and enrollment
• Staff training on intervention protocols
• Data collection (baseline, mid-point, and post-intervention)
• Data analysis
• Preparation of final report and presentation

For each task, specify the anticipated start and end dates, as well as the person(s) responsible for completion. Use a Gantt chart or similar visual aid to present your timeline in a clear and concise format.

Next, develop a detailed budget for your project. This should include all the anticipated expenses, such as:

• Personnel costs (e.g., salaries for project staff, stipends for participants)
• Equipment and supplies (e.g., mobile devices, educational materials, laboratory tests)
• Travel (e.g., mileage reimbursement for home visits, conference attendance)
• Printing and dissemination (e.g., posters, handouts, publication fees)
• Indirect costs (e.g., overhead expenses charged by your institution)

For each expense category, provide a breakdown of the specific items and their estimated costs. Use current market prices or historical data to ensure that your budget is accurate and realistic. Identify any potential sources of funding, such as grants, scholarships, or institutional support, and explain how you will allocate these funds to cover your project expenses.

Finally, discuss any potential challenges or barriers to completing your project within the proposed timeline and budget. This may include issues such as difficulty recruiting participants, staff turnover, or unexpected costs. Describe your contingency plans for addressing these challenges and ensuring that your project stays on track.

Here’s an example of how you might present the timeline and budget for the diabetes self-management project:

DNP project proposal project timeline example

“The project timeline will span a total of 12 months, from January to December 2023. The major milestones and anticipated completion dates are as follows:

• IRB approval (January)
• Participant recruitment and enrollment (February-March)
• Staff training on mobile app and study protocols (March)
• Baseline data collection (April)
• Mobile app intervention period (April-September)
• Mid-point data collection (July)
• Post-intervention data collection (October)
• Data analysis and preparation of final report (November)
• Presentation of findings to clinic staff and stakeholders (December)

The project budget is estimated at $25,000, with the following breakdown of expenses:

• Personnel: $10,000 (0.2 FTE for project manager, $500 stipends for 20 participants)
• Equipment and supplies: $5,000 (50 mobile devices at $100 each)
• Laboratory tests: $4,000 (hemoglobin A1c tests at $50 each, 4 tests per participant)
• Educational materials and supplies: $1,000 (printing of app user guides, handouts)
• Travel: $1,000 (mileage reimbursement for home visits, local conference attendance)
• Indirect costs: $4,000 (20% of direct costs, per institution policy).”

Evaluation Plan

The evaluation plan section of your DNP project proposal describes how you will assess the effectiveness and impact of your intervention.

• Discuss your evaluation framework or model. This may be a specific evaluation theory, such as the CDC Framework for Program Evaluation, or a more general approach, such as formative and summative evaluation. Explain how your chosen framework will guide your evaluation activities and help you to answer your project’s key questions.
• Describe your evaluation design . This may be a pre-post design, a quasi-experimental design with a control group, or a mixed-methods design incorporating both quantitative and qualitative data. Provide a rationale for your chosen design and explain how it will allow you to measure your project’s outcomes and impact.
• To what extent did the intervention improve patients’ hemoglobin A1c levels and self-management behaviors?
• How satisfied were patients with the intervention, and what were their perceived benefits and challenges?
• What were the facilitators and barriers to implementing the intervention in the clinic setting?
• For each evaluation question, specify the indicators or measures you will use to assess your project’s outcomes such as quantitative measures, such as clinical data or survey scores, as well as qualitative measures, such as interviews or focus groups.
• Discuss how you will use your evaluation findings to inform project improvements and future planning . This may involve making adjustments to your intervention based on participant feedback, sharing best practices with other healthcare providers, or advocating for policy changes to support the sustainability of your project.
• Finally, describe your plan for disseminating your evaluation findings to key stakeholders . This may include presenting at conferences, publishing in peer-reviewed journals, or creating reports or infographics for your organization’s leadership and community partners.

The conclusion section of your DNP project proposal should provide a concise summary of the key points and main takeaways from your proposal.

• Restate the problem statement and the purpose of your project.
• Summarize the main components of your project, including the intervention, target population, setting, and evaluation plan.
• Discuss the anticipated outcomes and benefits of your project. This may include improvements in patient outcomes, enhancements to nursing practice, or contributions to the broader healthcare system.
• Acknowledge any limitations or potential challenges to your project, but also explain how you plan to address or mitigate these issues.
• Finally, conclude with a strong statement about the significance and relevance of your project to the nursing profession and to healthcare as a whole. Emphasize the alignment of your project with the goals and values of the DNP program and the potential for your work to advance the role of nurses as leaders and change agents in healthcare.

Overall, your DNP project proposal should provide a clear, compelling, and evidence-based plan for addressing a significant problem in healthcare through the implementation and evaluation of an innovative, patient-centered intervention.

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A 10-year evaluation of projects in a doctor of nursing practice programme

AUTHOR CONTRIBUTION

Associated Data

Aims and objectives:.

The role of professional doctorates is receiving increased attention internationally. As part of building the rigour and scholarship of these programmes, we assessed projects undertaken as part of a doctor of nursing practice (DNP) programme at Johns Hopkins University. Recommendations for programme development in professional doctorates are provided.

Background:

Past research has described the methodologic limitations and dissemination of DNP projects. However, few studies have provided recommendations for strengthening these projects and alternative strategies for achieving scale in larger student cohorts.

A descriptive study reported in accordance with STROBE guidelines.

From 2009–2018, 191 final DNP project reports were obtained from the DNP programme administrator. Essential project characteristics from the papers were extracted, including use of theoretical framework, design, setting, sample and dissemination through publication. To determine whether the results of the projects had been published, the title and student’s name were searched in Google Scholar and Google.

Of the 191 projects, 83% focused on adults and 61% were conducted in the hospital setting. Sample sizes ranged from 7 to 24,702. Eighty per cent of the projects employed a pretest/post-test design, including both single and independent groups. The projects spanned six overarching themes, including process improvement, clinician development, patient safety, patient outcome improvement, access to care and workplace environment. Twenty-one per cent of the project findings were published in scholarly journals.

Conclusions:

Conducting a critical review of DNP projects has been useful in refining a strategy shifting from incremental to transformative changes in advanced practice.

1 |. INTRODUCTION

As nursing is a practice discipline, there is a strong movement to recognise this significance at the level of the terminal degree ( Fulton, Kuit, Sanders, & Smith, 2012 ). As long ago as the late 1970s, there have been widespread calls worldwide to bring doctoral education closer to practice ( Yam, 2005 ). The professional doctorate has emerged internationally to satisfy university requirements for a doctoral degree and meet the needs of various professional groups by preparing students to work within a professional context ( Yam, 2005 ). The professional doctorate is widespread and increasingly adopted by varied professions, often making it challenging to clearly delineate this credential between disciplines. However, the 2005 task force by the Council for Higher Education Accreditation and Council of Graduate Schools identified a number of core characteristics, recommending that the professional doctorate should (a) address an area of professional practice where other degrees are not currently meeting employer needs, (b) emphasise applied or clinical research or advanced practice and (c) include leaders of the profession who will drive the creative and knowledge-based development of its practices and the development of standards for others ( CGS in the USA, 2007 ; DEST, 1997 ). Professional doctorates have also grown more prevalent internationally ( CGS, 2006 ; CGS in the USA, 2007 ; DEST, 1997 ; Mellors-Bourne, Robinson, & Metcalfe, 2016 ) with the doctor of nursing practice (DNP) being one such professional doctorate that has been developed in recent years ( CGS in the USA, 2007 ).

The professional doctorate typically requires students to complete a dissertation or project to fulfil the requirements of a doctoral degree ( CGS in the USA, 2007 ). In 2015, the American Association of Colleges of Nursing (AACN) issued a report from the Task Force on the implementation of the DNP with a section addressing DNP projects. This document explained that DNP programmes prepare nurses in advanced nursing practice to influence health care outcomes at the individual or population level. It also provided six key elements that should be present in all DNP projects: (a) focus on a change impacting healthcare outcomes, (b) systems or population approach, (c) demonstration of implementation in the appropriate arena of practice, (d) plan for sustainability, (e) evaluation of a process and/or outcomes and (f) provide for future practice scholarship ( AACN, 2015 ). In 2018, a report from AACN provided more information on the scholarship of practice and gave several examples of projects in this category. While the report mentions the translation of research, quality improvement initiatives and the use of big data and system-wide data in the scholarship of practice, it avoids being overly prescriptive about methods to use in the scholarship of practice ( AACN, 2018 ). There have been several papers in the literature describing limitations in the design and reporting of DNP projects both within and across DNP programmes. The Johns Hopkins University School of Nursing is in its 130th year as a school and 10th year as a DNP programme. The authors take this occasion to describe and critique the DNP projects conducted by students in our DNP programme since its outset and provide recommendations to strengthen our programme that we hope may be useful to faculty in other schools with DNP programmes.

2 |. BACKGROUND

There have been several papers in the nursing literature between 2013–2019 that have described curricular and educational approaches to guiding students in the development of DNP projects ( Brown & Crabtree, 2013 ; Kirkpatrick & Weaver, 2013 ; Waldrop, Caruso, Fuchs, & Hypes, 2014 ), DNP project topics ( Howard & Williams, 2017 ; Minnick, Kleinpell, & Allison, 2019 ) and the quality of measurement and analyses used in DNP project reports across schools in the USA ( Dols, Hernandez, & Miles, 2017 ; Roush & Tesoro, 2018 ). Roush and Tesoro (2018) examined 65 DNP project reports stored in the electronic dissertation and thesis database, ProQuest®. The authors reported substantial methodological limitations in the project reports including inadequate description of the methods used for sample selection, intervention implementation and data analyses. The authors had several recommendations including greater attention to teaching these methods and publication of the DNP projects to allow for ongoing evaluation across schools.

Earlier reports of DNP projects at Johns Hopkins University School of Nursing included a report by Terhaar and Sylvia in 2015 examining 80 DNP project reports from the first five years of the DNP programme. The most common method of analysis of project findings was descriptive–comparative and more than half of the students used a pretest/post-test design. The authors noted that the scope and complexity of the projects increased from the first cohort to the fifth cohort and that students in the earlier cohorts were more likely to examine changes in knowledge than students in the later cohorts. In another paper describing publication outcomes of DNP students at Johns Hopkins University School of Nursing, Becker, Johnson, Rucker, and Finnell (2018) described the 156 students enrolled in between 2009–2016 and any publications that they had during their studies and after graduation. Fifty-eight (37%) students published their DNP Project papers and 20 (13%) published integrative reviews of the literature.

2.1 |. Description of the Johns Hopkins University School of Nursing DNP Executive Program

Johns Hopkins University School of Nursing launched a Post-Master’s DNP Executive Program in 2008 that was accredited by the Maryland Higher Education Commission and the Commission on Collegiate Nursing Education. The six-semester programme includes coursework in quality improvement for evidence-based practice, graduate-level biostatistics, finance, informatics, health policy and leadership. At least one full-time faculty member and an organisational mentor guide the student in completing a DNP Project that is relevant to the student’s practice. DNP project proposals are reviewed by the Johns Hopkins University Medicine Institutional Review Board (IRB). Most have been classified as performance improvement projects. A few have undergone an IRB review for human subjects research. Due to the large increases in number of students and subsequently DNP projects, the Johns Hopkins University School of Nursing has established its own internal IRB, in collaboration with the Johns Hopkins University Medicine IRB, to review future DNP projects starting in 2020. The School of Nursing internal IRB will decide whether projects are performance improvement, if projects are thought to be human subjects research, they will still be submitted to the Medicine IRB for review.

Johns Hopkins University School of Nursing saw its first DNP cohort graduate in 2009. The authors take this occasion on the 10th year of the DNP programme and the 130th year of Johns Hopkins University Nursing to describe the DNP projects completed by students in this programme up to 2018. In this descriptive study, we follow 10 cohorts of students and aim to (a) evaluate the publication of project outcomes over time; (b) describe the components of the DNP projects, including the topics addressed in the projects, theoretical underpinnings, designs, samples and methods of analysis; and (c) recommendations for the future direction of DNP projects and education. We offer recommendations for strengthening the DNP projects at our own school including a template to guide construction and reporting of the projects and a summary of common methods of analysis employed in these projects that may be useful to faculty and students in other schools with DNP programmes.

3 |. METHODS

Using the method of a descriptive study design, assessment of 191 projects submitted from cohorts graduating between 2009–2018, as part of course work requirements were assessed. Final versions of the DNP project reports were submitted to the DNP programme administrator to be retained on file as part of the collection of scholarly products of the DNP programme. The authors extracted essential project characteristics from the papers including use of theoretical framework, design, setting, sample and dissemination through publication. Three of the authors performed the initial extraction to an Excel spreadsheet. One co-author extracted information from all 191 projects on the DNP project theme, theoretical framework, sample and setting. The projects were then split evenly between the two co-first authors for verifying the previously extracted information and to extract additional information on project design, analysis and publication. All authors discussed any discrepancies and reached consensus to validate the project characteristics and outcomes. To determine whether the results of the projects had been published at any point since the student graduated from the programme, the two co-first authors searched the title and student’s name, from the list of programme graduates obtained from the DNP programme administrator, in Google Scholar and Google. In some cases when no publications were discovered in Google Scholar and Google, the authors also searched PubMed and CINAHL. The study was carried out according to the STROBE guidelines (see Appendix S1 ). This study was deemed exempt research by the Johns Hopkins University School of Medicine Institutional Review Board (IRB00248926).

4 |. RESULTS

The authors analysed all 191 DNP Executive project reports and Table 1 provides a summary of the key elements of the DNP projects. Eighty per cent of the projects employed a pretest/post-test design which included both single and independent groups. Sample sizes ranged from 7 to 24,702. Eighty-three per cent of the projects focused on adults and 61% were conducted in the hospital setting. Sixty-seven per cent of the projects did not specify a conceptual framework used.

DNP project characteristics

4.1 |. Project themes

The main themes that were the focus of the DNP projects and one or two examples by theme are included in Table 2 . Six overarching themes were identified, including process improvement, clinician development, patient safety, patient outcome improvement, access to care and workplace environment. Many of the projects spanned multiple of the identified themes.

DNP project themes

4.1.1 |. Process improvement

Process improvement projects sought to increase efficiency of health care delivery related to human factors and systems integration. The processes examined included screening for disease conditions and health risks, documentation of care processes, adherence to guidelines, time to healthcare delivery, time to discharge and reduction of readmission rates. One project involved establishing a command centre for a nearly 1,000 bed hospital and examined admissions and interhospital transfers resulting in increased efficiency in these processes throughout the hospital ( Newton & Fralic, 2015 ).

4.1.2 |. Clinician development

Clinician development refers to improving clinician skills, knowledge and abilities. Projects focused on leadership, mentorship, educational approaches and interprofessional training. Multiple dimensions of communication were examined including the content and timing of communication and the confidence of the clinician communicating. Many of these projects measured knowledge before and after an educational intervention. One of these projects involved examining the effectiveness of short, frequent training sessions on nurses’ retention of initial cardiopulmonary resuscitation priorities and the most efficient training interval ( Sullivan et al., 2015 ).

4.1.3 |. Patient safety

Patient safety included patient protection from medical errors and other harms, including projects associated with reducing medical errors and improving medication administration, infection control, and the informed consent process. One of these projects involved examining the effectiveness of a mandatory computerised ordering tool that allowed for early interdisciplinary communication and evaluation by a Peripherally Inserted Central Catheter (PICC) team for suspected PICC infections and thromboses, on decreasing premature PICC removal rates and associated complications ( Kim-Saechao, Almario, & Rubin, 2016 ).

4.1.4 |. Patient outcome improvement

Projects focused on patient outcome improvement in the healthcare setting assessed various aspects of health, lifestyle behaviour, self-care, symptom management, knowledge and satisfaction. One of these projects involved examining the effectiveness of an education programme and increased patient support options, as well as increased provider education on continuous positive airway pressure adherence ( Dinapoli, 2015 ).

4.1.5 |. Access to care

Access to care refers to connections to care, such as improving patient attendance at follow-up appointments, and transitions of care, such as from the acute to the primary care and the paediatric to adult setting. One of these projects involved examining the effectiveness of a telemental health programme, in a rural setting, in improving time to consult as compared to face-to-face groups ( Southard, Neufeld, & Laws, 2014 ).

4.1.6 |. Workplace environment

Workplace environment included patient factors such satisfaction but also improvement of the work environment for nurses and other health professionals. One of these projects involved determining whether the implementation of a standardised handoff tool, reorganising interrupting processes and training on effective handoff communication could reduce the number of interruptions per intershift report ( Younan & Fralic, 2013 ).

4.2 |. Settings

Sixty-one per cent of projects took place in hospital settings including emergency rooms, inpatient medical or surgical units, critical care areas and the operating room. Thirty-one per cent of projects took place in schools, outpatient and community settings. An additional 3% of projects bridged both the hospital and outpatient/community settings.

4.3 |. Samples

Samples included patients, family members, community members, clinicians, students and healthcare support staff. Eighty-three per cent of projects included adult samples and 5% of projects included paediatric samples. An additional 10% of projects included both adult and paediatric samples. Some projects examined a single race or ethnic group. The locations for the projects relative to the university were local, national and global representing countries on multiple continents in North and Central America, Africa and the Middle East.

4.4 |. Theoretical framework

Thirty-three per cent of the reports described a theoretical framework that was used to guide the project. The most common were evidence translation models such as The Knowledge to Action Framework ( Graham et al., 2006 ), the Johns Hopkins University Translating Evidence into Practice Model ( Dang & Dearholt, 2017 ) and the Ottawa Model of Research Use Framework ( Logan & Graham, 1998 ). Some were broadly focused such as Rogers’ Diffusion of Innovation ( Rogers, 1962 ) and process improvement theories including The Content and Process Model of Strategic Change ( Pettigrew & Whipp, 1992 ). Others were focused on specific conditions such as chronic illness and addiction disorders. Examples of these included the Chronic Care Model ( Kane, 1999 ) and the National Center for HIV/AIDS, Viral Hepatitis, STDs and TB Prevention Framework ( CDC, 2009 ).

4.5 |. Designs

The various types of designs used for the projects are summarised in Table 1 and represent the breadth of advanced nursing practice. Eighty per cent of the projects used a pretest–post-test design and one of these was a mixed-methods study design. Some used the same sample while others used two different samples before and after the introduction of an intervention. Still others used post-test only with a historical comparison group. The remainder of the projects used a variety of designs including single sample post-test only, randomised controlled trial design, systematic review and proposal of strategies. Five of the DNP projects used a randomised controlled trial design. However, in these designs the control group largely consisted of usual care and blinding was not used. Four of these randomised controlled trials employed the typical two group, intervention and control design and one study employed a multi-group design.

4.6 |. Analyses

The majority of the projects used univariate analysis including independent or paired t test and chi-square. Only a few of the projects used regression analysis. Most students used the statistical package, SPSS to conduct their analyses. Most reports did not include a power analysis.

4.7 |. Sustainability

Eighteen per cent of reports included a plan for sustainability of the project. For example, many projects involved the adoption of the new performance improvement process in the unit practice or a plan was developed to adopt the new practice in the future.

4.8 |. Publications

All projects were presented orally or as posters. Publications were discovered for 21% of the projects reviewed in both nursing and interdisciplinary journals. The impact factor of these journals ranged from 0.1 to 5.9. These included both specialty journals, such as Resuscitation, Progress in Transplantation and Advances in Neonatal Care, and journals focused on performance improvement such as Journal of Nursing Care Quality.

5 |. DISCUSSION

Many of the projects undertaken as part of the DNP degree were designed to describe the implementation of a new evidence-based practice intervention and the patient and provider outcomes that followed within a particular practice setting. The evolution of our DNP programme has occurred in the context of significant development in both implementation science and quality improvement methodology. Implementation science is the study of methods for promoting the adoption and integration of evidence-based practices, interventions and policies into routine practice and has been codified in frameworks such as the Consolidated Framework for Implementation Research ( CFIR, 2019 ). Similarly, the Standards for QUality Improvement Reporting Excellence have increased both the rigour in design and reporting of quality improvement strategies ( Ogrinc et al., 2016 ). A strength of the DNP programme at Johns Hopkins University is the collaboration among faculty with research and advanced practice expertise in teaching and guiding DNP students in their DNP projects. This collaboration results in a range of methodological approaches to these projects. Cygan and Reed (2019) have described an approach to collaborative DNP-PhD scholarship that is consistent with what we have described here.

Within the curriculum, there is an emphasis on dissemination and all students present their work as an oral presentation or poster presentation at a School of Nursing conference to which our practice partner institutions are invited. In addition, 21% of students generated a peer-reviewed publication reporting the DNP project outcomes. As part of knowledge sharing and exchange, we also encourage students to place their project in the Sigma Theta Tau Virginia Henderson Repository ( Sigma Theta Tau, n.d. ).

5.1 |. Limitations of this review

This review of DNP projects has some limitations. First, we report that 21% of the projects generated publications. But it can take two or more years for students to publish a paper from their projects so this publication rate may be artificially low. Second, the DNP projects included in this review are solely from the Post-Master’s DNP Executive Track of the DNP programme at Johns Hopkins University School of Nursing. Thus, the findings may not be generalisable to the Post-Baccalaureate DNP Advanced Practice Track at Johns Hopkins University School of Nursing. However, we believe that our recommendations to improve our DNP Executive Track and the guidelines we provide will be useful for faculty in both Tracks. Finally, since this paper has looked at 191 DNP projects over the past 10 years, we provided a general overview of the findings. Faculty may wish to examine various subgroups by population, setting or type of intervention/practice guideline, to provide further detail. More importantly, these data reflect the maturation of the DNP programme and the implementation of the DNP essentials ( AACN, 2006 ) focusing on advanced nursing practice that is evidence-based, innovative and applies credible research findings. We have some exciting new programmes, including the dual degree programmes DNP-PhD and DNP-MBA which will extend our domain-specific knowledge to advance patient outcomes. As many programmes strive internationally to increase the focus on practice doctorate, this reflective analysis provides some useful signposts for increasing both the rigour and programme relevance.

5.2 |. Strengths of projects

One strength of the projects that reflects the strength of the Johns Hopkins University School of Nursing was the international diversity of the projects from countries in North and Central America, Africa and the Middle East. The projects reflected the diversity of nursing practice across these countries such as the nurses’ role in patient education and in leading process improvement initiatives in the practice setting.

Another strength was the number of publications that were generated. We found that 21% of the projects resulted in publication. This was lower than the 37% in a previous report that included DNP projects from Johns Hopkins University School of Nursing up to 2016 by Becker et al. (2018) . This may be because these authors, in addition to searching the literature using PubMed and Google Scholar also accepted a print version of a publication provided by the graduate. For this paper, we only searched the literature electronically and did not also examine publications that the graduates provided that were not found in the literature search.

The diversity of the settings in which the projects were conducted demonstrated the opportunities for nurses to lead initiatives resulting in improvements in patient outcomes. They also demonstrate the rich learning opportunities for nurses in DNP programmes to learn from colleagues who practise across the spectrum of healthcare delivery.

5.3 |. Opportunities for future development of DNP projects

In this section, we discuss the implications of our findings for future directions and improvement in DNP projects and education.

5.3.1 |. DNP project reports

Most studies were designed to evaluate factors influencing the translation of an evidence-based intervention into practice. However, one limitation identified was that only 33% of the project reports included the translation framework used although translational frameworks are a required part of the development of their project proposal. Moving forward, we have increased our teaching and guidance about how these frameworks guide the development of the project and how to incorporate the framework into the project report. The majority of our students did not report a power analysis when it would have been appropriate given the design. In order to promote accurate interpretation of the findings, this has become a requirement in cases where the significance of differences between pretest and post-test within a single group or between two or more groups is being assessed. Students have the opportunity to learn these methods in the curriculum and also have access to a designated statistician for consultation.

In order to promote coherence between the design used in the project and analysis of findings, we have developed a template to guide faculty and students that may be useful to faculty and students in other DNP programmes ( Appendix S2 ). We have also included a description of common DNP project designs ( Figure 1 ) and analyses ( Table 3 ) to guide faculty and students in project development.

DNP project designs

Guidelines for analysis by design

5.3.2 |. Scope and depth of DNP projects

Opportunities for advancing the scope and depth of the projects in the future may involve group approaches that would allow two or more students to work on one project. This would allow student groups to focus on several dimensions of the same project. For example, among a student group interested in studying readmission rates among patients with congestive heart failure several dimensions the students could address include the following: lifestyle education, patient and caregiver knowledge, symptom management and follow-up care. This would enable each student to select one dimension and working together, and develop a more comprehensive and effective improvement project. Project design courses would need to incorporate elements on developing cohesive interventions supported by practice guidelines and research findings.

While the AACN supports group projects in which each student is accountable for at least one component of the project and a deliverable ( AACN, 2015 ), we have not yet had a group DNP project at Johns Hopkins University. Moving ahead, we are considering how we might engage students in group projects simultaneously or sequentially at different sites or focusing on different aspects of the same project. We are now finding that when the practice sites offer several potential projects to students and students select from among these, the practice site is more likely to be invested in DNP projects.

5.3.3 |. Sustainability of DNP projects

As noted, only 18% of the project reports included a plan for sustainability. Moving forward, the need for sustainability and ideas on how to achieve sustainability should be included in the curriculum at the beginning of project development. Potential methods for promoting sustainability of DNP projects may be through the pursual of longitudinal DNP projects with more than one DNP student participating. Another aspect in the future that will promote sustainability will be a more formal process for having the practice sites select the projects and having DNP students choose from among projects that are a priority to the clinical partner agency. Some challenges in having partner agencies select the project are that they may want to use a self-designed measure that has not been validated. In the light of this, the programme now seeks to emphasise the need to find validated instruments and guides students to the available resources in order to accomplish this goal.

The process of analysing these projects provided us with insight into some strengths and limitations of our programme and has guided our plans for improving our teaching and learning strategies in this programme. This comprehensive review of DNP projects is a critical process in striving for excellence in academic programming and ensuring fidelity to the DNP essentials in fostering advanced practice. We also consider that the recommendations based on this review have relevance for professional doctorates internationally.

In Table 4 , we provide additional recommendations for DNP programmes while conducting programme evaluation.

Recommendations for DNP programme evaluation

6 |. CONCLUSION

Our review has found that process improvement, clinician development, patient safety, patient outcome improvement, access to care and workplace environment were a key focus of projects underscoring the relevance of the practice-focused degree. Ensuring graduates of clinical doctorates have the knowledge, skills and competencies for practice development is of critical importance. Ensuring that the capstone project demonstrates these attributes is essential for programme rigour.

7 |. RELEVANCE TO CLINICAL PRACTICE

DNP scholarly projects are a critical component of DNP curriculum in order to prepare nurses in advanced nursing practice to influence health care outcomes at the individual or population level. Therefore, evaluation of DNP scholarly projects is essential to improving DNP curriculum and ensuring DNP graduates are prepared to lead change in complex healthcare delivery systems. The findings from this descriptive study will provide insight to faculty at other schools with DNP programmes on ways to improve DNP projects that may lead to greater impact on clinical practice.

What does this paper contribute to the wider global clinical community?

• Outlines the importance of programme evaluation in professional doctorate programmes
• Profiles the challenges and opportunities for developing and refining a project aligned with delineated competencies
• Provides recommendations for achieving methodological rigour and programme efficiencies

Supplementary Material

S1 strobe statement checklist, appendix s2 dnp project template, acknowledgements.

The authors would like to acknowledge Denise Rucker, Academic Administrator for the DNP programme, for providing the DNP project report documents to review for this paper.

This study was supported in part by a grant from the Maryland Higher Education Commission (NSP II-17-107). RT is supported by the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) of the National Institutes of Health under award number T32DK062707 and an award by the American Heart Association. ES is supported by the National Institute of Nursing Research of the National Institutes of Health under award numbers F31DR017328 and T32 NR012704.

Sponsors had no involvement in the study design; collection, analysis and interpretation of the data; in writing of the report; or in the decision to submit the article for publication.

SUPPORTING INFORMATION

Additional supporting information may be found online in the Supporting Information section.

Relevance to clinical practice: Programme evaluation is critical in order to sufficiently prepare nurses in advanced nursing practice to influence healthcare outcomes at the individual or population level.

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Home > ETDs > DNP Projects

Doctor of Nursing Practice (DNP) Projects

Dnp projects from 2025 2025.

Trauma-Informed Care: A Therapeutic Approach in Communication , Nicole A. Leonce

DNP Projects from 2024 2024

Fostering Interprofessional Collaboration in Community College Mental Health Centers: A Quality Improvement Project , Sara Jane Hamilton

Nurse-led Telehealth Visits for Patients with Multiple Sclerosis During the COVID-19 Pandemic and Beyond , Eun Hye Kim

Inservice Education: Management of Fever and Neutropenia Among the Pediatric Oncology Population , Sarkis Makarovich

Implementing Diabetic Eye Care Education for Healthcare Professionals , Misun Serena Moser

Asthma and Peak Flow Assessments Based on NHLBI Asthma Guidelines , Julia Gliceria Almario Regalado

Increasing the Optimal Usage of the GAD-7 and PHQ-9 Screening Tools to Better Detect Co-Occurring Disorders in an Alcohol Use Disorder Clinic , Lauren Swansick

Education for Primary Care Providers on Advance Care Planning , Lindsey Ward

DNP Projects from 2023 2023

Implementing an African American Cultural Awareness Program for Skilled Nursing Facility Staff , ADEKEMI T. ADEDIPE

Community Health Worker Certification Program - Motivational Interview, Advocacy, Communication and Conflict Resolution , Stella Antony

Predicting the Risk of Falling with Artificial Intelligence , Ann Aquino

Mindfulness Based Self Care Toolkit for Psychiatric Healthcare Staff , Harkirat K. Bajwa

Mindfulness Based Self Care Toolkit for Psychiatric Healthcare Staff , Harkirat Kaur Bajwa

Trauma-Informed Treatment for Alcohol Use Disorder: Improving Long-Term Recovery , Aline M. Bales

Improving Patient Safety for Surgical Clearance: A PreOp One Stop Shop , Anna Benedictos

Using Critical Incident Debriefing after Code Blue Events to Support Registered Nurses , David L. Boyd

Improving New Nurse Manager Orientation and Onboarding Program , Leanne E. Deegenaars

Effects of Leadership Education and Mentoring for Assistant Nurse Managers , Karen T. Descent

Promoting Parent-Child Relationships Through Community-Based Family Wellness Programs to Improve Mental Health in Children , Maria Elena Falcon

Supporting Mental Health in Children by Providing Basic Skills and Knowledge of Mental Health to Middle-School Teachers , MariaElena Falcon

Reducing 30-day Heart Failure Hospital Readmissions Through the Implementation of a Telehealth Education and Screening Program , Madison Geib, Jo Loomis, and Maria (Dupi) Gomez Cogan

Responding to a Deteriorating Patient: An Educational Intervention for Outpatient Clinic Nurses , Angela N. Ikeme

Screening for Uterine Fibroids in Black Women , Winnie N. Kagendo

School-Based Development and Implementation of Adolescent Mental Health Educational Toolkits , Chantel M. Kilford Ms

School-Based Development and Implementation of an Educational Toolkit , Chantel M. Kilford Ms

Assuring a Continuum of Care for Heart Failure Patients Through Post-Acute Care Collaboration , Purnima Krishna

Save the Children Community Health Worker Program – Adverse Childhood Events Prevention , Jieun Lee

Educating Community Health Workers and Gatekeepers to Screen for Suicide , Jennifer Maina

The importance of suicide screening training for healthcare providers as part of suicide prevention , Jennifer Maina

Mental Health Services: Reaching the Homeless , Gurdeep Mann

Improving Outcomes in Persons Who Inject Drugs: A Multidisciplinary Healthcare Initiative , Carla S. Martin

Implementation of a Community Health Worker (CHW) training program to improve birth outcomes , Emiko Maruri

Beyond the Physical Wounds: A Proactive Approach to Mental Health Recovery After a Traumatic Injury , Christine McGahey

Environmental and Occupational Health Risks: Educating Undergraduate (ADN-BSN) Nursing Students for Safer Practice , Dorinda A. Mercado

Enhancing Mental Health Assessments for Hysterectomy Patients: Implementing a Depression Screening Tool for Healthcare Clinicians , Dede Mihedji

Depression Screening Tool for Hysterectomy Patients , Dede C. Mihedji

Developing and Implementing an Infection Prevention Practice Fellowship Program , Sejal Naik

Implementing Community Health Workers to Improve the Management of Chronic Non-Communicable Diseases in Children , Julia L. Newell

Implementing an Infant-Driven Feeding Practice Model , Ann P. Nguyen

Reducing 30-Day Psychiatric Inpatient Hospital Readmission of Mentally Ill Homeless Men with Substance Use Disorder by Using a Discharge Checklist , Chibuogwu E. Ogbuka

A Quality Improvement Project on Anxiety Management Before Ketamine-Assisted Psychotherapy , Kiera Paulo

Enhancing Nurse Manager Resilience with a Resilience-Enhancing Toolkit , Rosarina A. J. Pelikan

Strategies to Reduce Chronic Disease: Adding Role to Community Health Workers , Ingrid J. Renwanz DNP, PMHFNP-BC/APRN, MSN, RNC

Community Health Worker Program: Adverse Childhood Experiences and Early Childhood , Arelis Sandoval

Implicit Bias in Nursing: Raising Awareness, Fostering Change , Jeanette C. Sandoval

Determining Care Delivery Model Feasibility Using Discrete-Event-Simulation , Tanya Scott

Implementation of Implicit Bias Training in a Doctor of Nurse Practitioner Program , MacDana Selecon

Improving Health Outcomes for LGBTQ+ Youth Through Provider Education , Marissa Simko

Implementation of Fast-Track Triage Process to Improve Ambulance Patient Offloading Time (APOT) in a Psychiatric Emergency Services (PES) Unit , OKE AUGUSTINE UMEUGOJI

Improving Health Outcomes Among Patients with CHF Through Implementation of Telehealth Depression Screening and CHF Symptom Management , Akudo Udodiri Unanwa

The Dedicated Education Unit: Increasing Capacity and Confidence , Heather Marie Van Housen

DNP Projects from 2022 2022

Save the Children Community Health Worker Program—Project Management , Lauren Loree Burchfield

Increasing vaccination rates in the Latin X communities through a public health initiative for increasing education and vaccination , Gabriela Carrico

Educating Providers Without Prescriptive Authority About Psychopharmacology Basics: Bridging the Interdisciplinary Work Among Psychotropic Prescribers and Psychologists , Olivia Ceja

Psychosocial Distress Screening for Patients with Cancer: A Value-Based Approach to the Integration and Delivery of Holistic Care , Candy Cheung

Engaging Rural Providers About the Potential of Low-Earth Orbit Internet Satellite Supported Rural Telehealth Programs , Joshua M. Cleary

Development and Implementation of a Standardized Protocol for Nurse Practitioners Working in an AUD Treatment Telehealth Program , CJ Dea

Oleoresin Capsicum Gel: Enhancing Safety for the Home Health Clinician , Lilly Dickens

Diabetes Prevention and Management Education for Punjabi-Sikh Older Adults , Mandeep K. Gill

Improving Home Health Nurses' Knowledge of Heart Failure Self-Care Management , Nenette Hoffman

Improving Colorectal Cancer Screening in Primary Care , Bushra iqbal

Improving Colorectal Cancer Screening in Primary Care , Bushra Iqbal

Community Health Worker Program - Substance Use Disorder in Pregnancy , Alicia Claire Kletter DNP

Improving Diabetes Self-Management (DSM) Among Patients with Uncontrolled Type 2 Diabetes Mellitus (T2DM): A Patient-Centered Education Model , Maria Hannah Tiangha Mandecote

Save the Children® Community Health Worker Program - Prenatal Care , Deirdre A. Martinez

MITIGATE Toolkit for Outpatient Antibiotic Stewardship: Enhancing Safe Antibiotic Prescribing Practices , Allyssa Marie Montemayor and Allyssa Marie Montemayor

Implementing a Diabetic Foot Care Program in a Virtual Primary Care Clinic , Zahra Naderi Asiabar

Decreasing Seclusion and Restraint Events Among Clients Within an Inpatient and Crisis Stabilization Behavioral Health Facility , Karen Lee Richards

Utilization of the Nurse Practitioner Skillset in Partnership with the Medical Device Industry , Daniel C. Rowland

Integrating Culturally Tailored Interventions to Increase Cervical Cancer Screening: A Quality Improvement Initiative in a Primary Care Clinic , Marife Centeno Solomon

Advancing Treatment for Opioid Use Disorder in a Rural Emergency Department , Jill M. Wabbel

DNP Projects from 2021 2021

Technology-Based Advance Care Planning Education for Primary Care Patients , Taryn Achong

Development and Implementation of an Evidence-Based Practice Mentor Fellowship , Stacy L. Alves

Promoting Antibiotic Stewardship in Primary Care Setting: An Evaluation Process of Treatment Practices for Uncomplicated Urinary Tract Infections in Premenopausal Non-Pregnant Women , Ira Amayun

Manager Onboarding to Improve Retention, Knowledge, and Confidence to Lead , Christine Asiimwe

Manager Onboarding to Improve Knowledge and Confidence to Lead , Christine (Tina) K. Asiimwe

Designing and Implementing a De-Escalation Toolkit to Improve Staff Education and Competency on De-Escalation within a Mental Health Outpatient Setting , Balraj Bajwa

Increasing Chlamydia Screening in the High-Risk Population using Electronic Notification and Targeted Education: A Primary Care Approach , Michael Barnett

Transcatheter Aortic Valve Replacement: Implementation of Shared Decision-Making , LIESEL BUCHNER

Mindfulness-based Cognitive Therapy Staff Training Program to Tackle Postpartum Depression , Helen XUMIN Chen

Implementation of an Acute Care for the Elderly (ACE) Unit in a Community Hospital , Kimberly A. Colonnelli

Bullying in the C-Suite: A Nurse Leader Perspective , Kimberly Ann Colonnelli

Educating Providers to Screen for Post-Traumatic Stress Disorder , Alyssa Fraino

Creating a Pipeline to Increase Diversity in Executive Leadership Positions , Trarina Harris

Developing a Culturally Relevant Mental Health Assessment for Persons of African Descent , Roberta Iyamu

A Peer Feedback Process to Improve Assistant Nurse Manager Job Satisfaction , Juanita A. Jularbal-Walton

Development of an eHealth Harm Reduction Resource to Address Opioid Use Among Youth in Rural Northern California , Carolyn Perrotti Lake

Implementation of a Mental Health Environmental Risk Assessment Tool , Alan Le

Purposeful Nurse Hourly Rounding: A Plan To Decrease Patient Falls During a Pandemic , Robbie Masangkay

Purposeful Nurse Hourly Rounding: Plan to Decrease Patient Falls During a Pandemic , ROBBIE MASANGKAY

Regulatory Orientation to Support Transition to Academic Leadership , Annmarie Munana

Preparing Nurses in Management Positions for Bedside Care During Times of Crisis , Trevor Murray

Utilizing Digital Technology to Address Loneliness and Isolation in Older Adults through a Community-Based Connection Model: Responding to a Pandemic , Melissa A. Nagel

The Nurse Will See You Now: Improving Nurse-Led Chemotherapy Teaching , Laura Oka

PROVIDING HYPERTENSION EDUCATION FOR AFRICAN IMMIGRANTS AT A SOUTHERN CALIFORNIA CONGREGATION DURING THE COVID-19 PANDEMIC , Esther Oshunluyi

PROVIDING HYPERTENSION EDUCATION TO AFRICAN IMMIGRANTS AT A SOUTHERN CALIFORNIA CONGREGATION DURING THE COVID-19 PANDEMIC , Esther Oshunluyi

Increasing Continuous Positive Airway Pressure Compliance with Various Telemedicine Interventions: An Integrated Literature Review , Tracy Partington

Telehealth Appointments to Increase Therapy Compliance in Patients with MOSA , Tracy J. Partington

Behavioral Health Patients and Agitation in the Emergency Department: A Synthesis of Literature , Adam Pelzl

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Doctor of Nursing (DNP) Project

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Weekly Readings

• DNP scholarly project changes practice Newland, J. (2013). DNP scholarly project changes practice. Nurse Practitioner 38(4). p. 6
• Doctor of nursing practice program evaluation and beyond: capturing the profession's transition to the DNP. Kaplan, L., & Brown, M. (2009). Doctor of nursing practice program evaluation and beyond: capturing the profession's transition to the DNP. Nursing Education Perspectives, 30(6), 362-366.
• DNP portfolio: the scholarly project for the doctor of nursing practice. Must be requested by interlibrary loan (for free). Please follow the link to the article. Click on the link to "request by Interlibrary loan". The username is your myWilmU email address. Current users will continue to use the same ILLiad password. If you are a new user, your password is the last 4 digits of your Student ID number. This can be found by clicking on My Profile on your myWilmU home screen. If your password is not working, you can use the "Forgot Password" link to reset. Click "submit" at the bottom of the page. You will get an email notification when the article is delivered to you (1-3 days).
• Reaching Consensus on a Regulatory Model: What Does This Mean for APRNs? Must be requested by interlibrary loan (for free). Please follow the link to the article. Click on the link to "request by Interlibrary loan". The username is your myWilmU email address. Current users will continue to use the same ILLiad password. If you are a new user, your password is the last 4 digits of your Student ID number. This can be found by clicking on My Profile on your myWilmU home screen. If your password is not working, you can use the "Forgot Password" link to reset. Click "submit" at the bottom of the page. You will get an email notification when the article is delivered to you (1-3 days).

Statistics for Advanced Practice Nurses and Health Professionals

This comprehensive, graduate-level text for advanced practice nurses and other health care professionals provides state-of-the-art tools that facilitate the reading and interpretation of clinical research articles that use increasingly complex statistical techniques. It addresses clinically relevant topics in biostatistics beyond the usual introduction to linear models, such as survival analysis and evaluation of screening tests. The text emphasizes the importance of understanding the underlying logic of statistical inference and statistical models to support correct interpretation and effective translation into practice.

Nursing Research Using Life History

 This concise, "how to" guide to conducting ethnography research is part of the seven-book nursing series, Qualitative Designs and Methods, which focuses on qualitative methodologies. The series will be of direct aid to novice nurse researchers and specialists seeking to develop or enhance their competency in a particular design, graduate educators and students in qualitative research courses, research sections in larger hospitals, and in-service educators and students. The book describes traditional and focused life history, phases of research, and methodology from sample and setting to dissemination and follow-up.

Evidence-Based Public Health Practice

Designed for students and practitioners, Arlene Fink's practical book shows how to do evidence-based research in public health. As a great deal of evidence-based practice occurs online, Evidence Based Public Health Practice focuses on how to find, use and interpret online sources of public health information. It also includes examples of community-based participatory research and shows how to link data with community preferences and needs. Each chapter begins with specific learning objectives and concludes with practice exercises geared to the objectives.

The Nurse Manager's Guide to Budgeting and Finance

Nurse managers are expected to know and do it all. The nurse manager must not only poses clinical knowledge and the managerial skills of hiring, firing, inspiring, but also plan for budgeting and finance. The Nurse Managers Guide to Budgeting & Finance will help provide essential information about the financial aspect of running a nursing unit. This is the second in Sigma Theta Tau International series of practical handbooks for nurse managers.

Economics and Financial Management for Nurses and Nurse Leaders

The text has been significantly revised to simplify its content and to be useful within both traditional in-class formats and hybrid and on-line distance courses and programs. The book provides multiple opportunities for experiential learning such as writing business plans and health program grant proposals. It delivers enhanced discussions of cost-benefit analysis and cost-effectiveness analysis, discusses budget preparation, offers strategies for controlling budget costs, and updates health reform policy, health care spending, and other relevant policies and statistics. The text discusses patient advocacy and interdisciplinary teamwork as they relate to economic and financial issues. Its engaging format promotes the synthesis of economics and finance across the nursing curriculum through the use of case examples, end-of-chapter exercises, discussion questions, and games based on concepts within the text. Additionally, tips throughout the book alert students about the need to apply concepts from other aspects of their education to economic and financial situations. The text also includes on-line supplemental material for teachers and students including Excel spreadsheets, games, a test bank, and PowerPoint slides. 

Recommended Journals

• Advances in Nursing Science
• American Journal of Nursing
• International Journal of Evidence-Based Healthcare
• International Journal of Nursing Practice
• Journal of Advanced Nursing
• Journal of Professional Nursing (Current Issue in Full Text)
• Journal of the American Academy of Nurse Practitioners
• Nurse Researcher
• Nursing Science Quarterly

Literature Review Resources

• The Literature Review: A Few Tips On Conducting It Created by Written by Dena Taylor, Health Sciences Writing Centre, University of Toronto.
• A Guide to Writing the Dissertation Literature Review Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.
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How do you write a dnp project proposal.

Writing a Doctor of Nursing Practice (DNP) project proposal requires careful planning and attention to detail. Here's a general outline to guide you through the process:

Title Page:

Include the title of your proposal, your name, your institutional affiliation, and the date.

Summarize your proposal in a concise manner, highlighting the problem, the proposed solution, and the expected outcomes.

Introduction:

Provide an overview of the background and context of the problem you're addressing.

Clearly state the purpose of your project and its significance to nursing practice.

Problem Statement:

Clearly articulate the problem or issue that your project aims to address.

Provide evidence (such as literature reviews, data, or statistics) to support the existence and significance of the problem.

Purpose Statement:

State the specific aim or objectives of your project.

Explain how addressing this problem will contribute to nursing practice, theory, or policy.

Literature Review:

Conduct a comprehensive review of relevant literature related to your topic.

Summarize key findings, identify gaps in existing research, and discuss how your project will build upon or fill those gaps.

Theoretical or Conceptual Framework:

Identify and explain the theoretical or conceptual framework that will guide your project.

Describe how this framework informs your approach to addressing the problem.

Methodology:

Describe the research design or methodology you will use for your project.

Explain how you will collect and analyze data, and justify your chosen approach.

Population and Sample:

Define the population or sample you will be working with.

Justify why this population or sample is appropriate for your project.

Data Collection:

Outline the specific methods and tools you will use to collect data.

Discuss any ethical considerations and how you will address them.

Data Analysis:

Describe how you will analyze the data you collect.

Explain the rationale behind your chosen analytical techniques.

Expected Outcomes:

Clearly state the anticipated outcomes of your project.

Discuss how these outcomes will address the problem and contribute to nursing practice.

Provide a timeline for completing each phase of your project.

Break down tasks into manageable steps and allocate realistic time-frames for each.

Estimate the resources (financial, human, material) needed to complete your project.

Justify each expense and provide a total budget for the project.

References:

List all the references cited in your proposal according to the appropriate citation style (e.g., APA, MLA).

Appendices (if necessary):

Include any additional materials or supporting documents that are relevant to your proposal, such as survey instruments, consent forms, or interview protocols.

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Nursing - Graduate Studies Research Guide

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• Evidenced Based Practice

Literature Review

Literature review steps.

• Scholarly Writing

Lit Review Templates

• Literature search strategy planner
• Literature search log template
• Review Literature
• Literature Matrix

A literature review is an essay or part of an essay that summarizes and analyzes research in a particular discipline. It assess the literature by reviewing a large body of studies on a given subject matter. It summarizes by pointing out the main findings, linking together the numerous studies and explaining how they fit into the overall academic discussion on that subject. It critically analyzes the literature by pointing out the areas of weakness, expansion, and contention. 

Literature Review Sections:

• Introduction: indicates the general state of the literature on a given subject.
• Methodology: states  where (databases), how (what subject terms used on searches), and what (parameters of studies that were included); so others may recreate the searches and explain the reasoning behind the selection of those studies.
• Findings: summary of the major findings in that subject.
• Discussion: a general progression from broader studies to more focused studies.
• Conclusion: for each major section that again notes the overall state of the research, albeit with a focus on the major synthesized conclusions, problems in the research, and even possible avenues for further research.
• References: a list of all the studies using proper citation style. 

Literature Review Tips:

• Beware of stating your own opinions or personal recommendations (unless you have evidence to support such claims).
• Provide proper references to research studies.
• Focus on research studies to provide evidence and the primary purpose of the literature review.
• Connect research studies with the overall conversation on the subject.
• Have a search strategy planner and log to keep you focused.

Literature reviews are not a book reports or commentaries; make sure to stay focused, organized, and free of personal biases or unsubstantiated recommendations.

Literature Review Examples:

• Lemetti, T., Stolt, M., Rickard, N., & Suhonen, R. (2015). Collaboration between hospital and primary care nurses: a literature review. International Nursing Review , 62 (2), 248-266. doi:10.1111/inr.12147  

1. Choose a topic and define your research question.

Your literature review should be guided by a focus research question.   Consider PICO and FINER criteria for developing a research question.

• Make sure your research question is not too broad or too narrow. Do a couple of pre-searches to see what information is out there and determine if it is a manageable topic.
• Identify the main concepts of your research question and write down terms that are related to them. Keep a list of  terms that you can use when searching.
• If possible, discuss your topic with your professor. 

2. Decide on the scope of your review.

Check with your assignment requirements and your professor for parameters of the Literature Review.

• How many studies are you considering?
• How comprehensive will your literature review be?
• How many years should it cover? 

3. Select appropriate databases to search.

Make a list of the databases you will search. 

• Don't forget to look at books, dissertations or other specialized databases .
• Contact your librarian to make sure you are not missing any vital databases for that topic.

4. Conduct searches and find relevant literature.

As you are searching in databases is important to keep track and notes as you uncover information.

• Read the abstracts of research studies carefully instead of just downloading articles that have good titles.
• Write down the searches you conduct in each database so that you may duplicate or avoid unsuccessful searches again.
• Look at the bibliographies and references of research studies you find to locate others .
• Look for subject terms or MeSH terms that are associated with the  research studies you find and use those terms in more searches.
• Use a citation manager such as Zotero or Endnote Basic to keep track of your research citations.

5. Review the literature. 

As you are reading the full articles ask the following questions when assessing studies:

• What is the research question of the study?
• Who are the author(s)? What are their credentials and how are they viewed in their field?
• Has this study been cited?; if so, how has it been analyzed?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.  Does the research seem to be complete?  What further questions does it raise?
• Are there any conflicting studies; if so why?

Throughout the process keep careful notes of your searches and findings so it is easier to put it together when it comes to the writing part.

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• Next: Scholarly Writing >>
• Last Updated: Aug 14, 2024 10:33 AM
• URL: https://hpu.libguides.com/DNP/MSN