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Laly Joseph

 

Laly Joseph

Mount Sinai Phillips School of Nursing, USA

Abstract Title:Creating Organizational Infrastructure: A Framework to Reconceptualize and Evaluate High-Impact Sustainable Doctor of Nursing Practice (DNP) Projects

Biography:

Dr. Laly Joseph is the Dean & Nursing Endowed Chair at Florida Southern College. Her academic & health care career spans more than 30 years, with previous positions as Interim Dean, Vice Dean, Senior Associate Dean, Associate Director, Assistant Professor, RN-MSN Program Director, Administrative Nursing Supervisor, Director of Education, United Nations Delegate & International Nursing Consultant. Dr. Joseph is a board-certified Adult Nurse Practitioner, National Academies of Practice Distinguished Fellow & Practitioner, Certified Nurse Educator, clinically active & trained in palliative and end-of-life care by End-of-Life Nursing Consortium with specialty areas in management, oncology, mobile technology, virtual simulation, & gerontology.

Research Interest:

Abstract: The DNP degree was introduced by the American Association of Colleges of Nursing in 2004 and defined the competencies and curricular elements emphasizing the importance of preparing graduates with the knowledge and skills needed to design, implement, and evaluate health care system-level improvements. Since that time, the results of multiple studies have called into question the rigor, impact, and sustainability of DNP scholarly projects. A framework was developed by our DNP faculty to create and evaluate projects that are consistent with the vision and goals for the practice doctorate in nursing and to address academic-practice partner quality improvement priorities.

Purpose: The purpose of this project was to develop a framework for creating and evaluating DNP projects that focus on building organizational infrastructure or new programs which are cited as priority needs by our academic-practice partners.  

Methods: DNP faculty expanded their conceptualization of the DNP project to define the scope and nature of the project work, tangible work products, and evaluation strategies focused on building new programs or organizational infrastructure.

Results: Students have successfully completed DNP projects using the model meeting the five evaluation criteria published by Waldrop and colleagues in 2014 with the potential to generate long-term meaningful change in the respective practice settings.

Conclusions: The framework developed can be applied to create and evaluate projects to address academic-practice partner quality improvement priorities. Model implementation does require a willingness to reconsider DNP project evaluation to focus on the structural dimensions of health care quality improvement.