doctor of nursing practice capstone project examples

Home > ETDs > DNP Projects

Doctor of Nursing Practice (DNP) Projects

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

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

Implementation of an Agitation Scale in Three Emergency Departments in an Urban Area of Northern California , Adam Pelzl

Targeting Pre-Operative Booking Processes to Decrease Risks of "Never Events" , Rebecca Lynn Poths and Rebecca Lynn Poths

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Author Corner

• Submit Research
• Nursing and Health Professions Submission Guide

Library Links

• Gleeson Library
• Zief Law Library

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

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.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

NurseLine Newsletter

• First Name *
• Last Name *
• Hidden Referrer

*By submitting your e-mail, you are opting in to receiving information from Healthcom Media and Affiliates. The details, including your email address/mobile number, may be used to keep you informed about future products and services.

Test Your Knowledge

Recent posts.

FAQs: AI and prompt engineering

Breaking barriers: Nursing education in a wheelchair

Effective clinical learning for nursing students

Nursing professional development at night

Engaging nurses in scholarly work

NCLEX vs Next Generation

Native knowledge

Nursing student stress, role-modeling self-care

Dedicated academic advisors for nursing student athletes

LPNs in modified care delivery models

Patient care assistant training

You’re not cut out for this: Motivation to succeed

Informatics: An essential nursing career

Standardization of virtual simulation

Bachelor of science in nursing: What to consider

• Student Experience
• Research Expertise
• Master of Science in Nursing (MSN)
• Doctoral Programs
• Dual Degree Programs
• Post-Degree Certificates
• Post-Doctoral Fellowships
• Executive Education
• Prerequisites for Health Professions
• Master of Science in Nursing (MSN): Entry into Nursing Program
• MSN Healthcare Organizational Leadership
• MSN Healthcare Organizational Leadership/MBA Dual Degree
• Doctor of Nursing Practice (DNP) Advanced Practice
• Doctor of Nursing Practice (DNP) Executive Track
• Doctor of Philosophy in Nursing (PhD)
• DNP: Adult-Gerontological Acute Care Nurse Practitioner
• DNP: Adult-Gerontological Primary Care Nurse Practitioner
• DNP: Family Primary Care Nurse Practitioner
• DNP: Pediatric Primary Care Nurse Practitioner
• DNP: Pediatric Dual Primary/Acute Care Nurse Practitioner
• DNP: Psychiatric Mental Health Nurse Practitioner
• DNP: Nurse Anesthesia
• DNP Advanced Practice/PhD Dual Degree
• DNP Executive/MBA Dual Degree
• DNP Executive/MPH Dual Degree
• Doctor of Nursing Practice (DNP) to Doctor of Philosophy in Nursing (PhD)
• Post-Master’s Healthcare Organizational Leadership CERTIFICATE
• Post-Master’s Nursing Education CERTIFICATE
• Post-Master’s Pediatric Acute Care Nurse Practitioner CERTIFICATE
• Post-Master’s Psychiatric Mental Health Nurse Practitioner CERTIFICATE
• Post-Doctoral Opportunities
• How to Apply: Prerequisites for Health Professions
• Online Prerequisites for Health Professions FAQs
• Nutrition (NR.110.200)
• Human Growth and Development Through the Lifespan (NR.110.201)
• Biostatistics (NR.110.202)
• Microbiology with Lab (NR.110.203)
• Anatomy with Lab (NR.110.204)
• Physiology with Lab (NR.110.205)
• Chemistry with Lab (NR.110.206)
• Biochemistry with Lab (NR.110.207)
• Academic Advising
• Academic Calendar
• Academic Catalogue
• Academic Resources
• Course Schedules & Descriptions
• Student Academic/Administrative Forms
• Ask Admissions
• Engage with Us
• Financial Aid & Scholarships
• How to Apply
• Tuition & Fees
• International Students
• Contact Admissions
• Admissions Talks
• Online Chats
• On-Campus Events
• Off-Campus Events
• Virtual Information Sessions
• Recorded Events & Informational Videos
• Connecting with Us
• Apply for Financial Aid
• Student Loans
• Scholarships, Grants & loans
• Student Employment Opportunities
• Other Funding Sources
• Financial Aid Forms and Helpful Links
• Financial Services Frequently Asked Questions and Financial Aid Policies
• Student Enrollment & Account Management (SEAM)
• Clinical Placement Services
• Disability Services
• Fellowships, Honors Programs & Learning Opportunities
• Student Affairs
• The Learning Collaborative
• Faculty Directory
• Faculty Opportunities
• Endowed Chairs in Nursing and Bloomberg Distinguished Professors
• Faculty Handbook
• Areas of Expertise
• Nursing Office of Research Administration (NORA)
• Research Centers, Institute, and Specialty Interest Groups
• Research Opportunities
• Research Projects & Funding
• Acute & Chronic Care
• Community & Global Public Health
• Gender-Based Violence
• Infectious Diseases
• Mental Health & Behavioral Interventions
• Policy, Leadership & Administration
• Women, Children & Family Health

Doctor of Nursing Practice Projects

Dnp projects.

Doctor of Nursing Practice (DNP) students create a DNP project at the culmination of study. Students’ projects must:

Enhance health outcomes, practice outcomes, or policy outcomes

Evaluate health care outcomes, practice outcomes, or policy outcomes

Reflect a culmination of practice inquiry

Engage in new partnerships

Reflect a translation of evidence into practice

The DNP program prepares students to bridge the gap between new science and integration into practice. At the Johns Hopkins School of Nursing, graduates of our DNP program have created projects that implement research, plans, and practices that advance our profession and improve health outcomes. View the DNP projects below. 

“I find that I really enjoy mentoring other nurses and making them better leaders, or the best version of themselves they can be as far as nursing leadership goes.” Sondra Leiggi Brandon

Posters are not available for Summer 17. 

Posters are not available for Spring 17. 

Detailed Guide on How to do a DNP Capstone Project step by step – 2024

Wilson logan.

• May 2, 2024
• Nursing Writing Guides

Completing a capstone project is a critical milestone in your academic journey as a doctor of nursing practice (DNP) student. The DNP capstone project is an opportunity to demonstrate your expertise in evidence-based practice and significantly contribute to the nursing field.

This comprehensive guide will walk you through the process of developing and defending your DNP capstone project, from understanding the basics to implementing your project and disseminating your findings.

Basics of a DNP Project

What is a dnp project.

A DNP project is a scholarly endeavor that focuses on translating evidence into practice to improve healthcare outcomes. It involves identifying a practice problem, conducting a thorough literature review, designing and implementing an intervention, and evaluating its impact on patient care, healthcare delivery, or nursing practice.

DNP Capstone Project Help

Our services include:

• Topic development and refinement
• PICOT question formulation
• Literature search and synthesis
• Theoretical framework integration
• Methodology design and implementation planning
• Data analysis and interpretation
• Scholarly writing, editing, and formatting
• Committee selection and communication strategies
• Presentation and dissemination planning

Why Do Students Write DNP Capstone Projects?

The purpose of a DNP capstone project is to:

• Demonstrate the student’s ability to apply advanced nursing knowledge and skills to solve complex practice problems
• Contribute to the body of nursing knowledge and evidence-based practice
• Enhance the student’s leadership, collaboration, and project management skills
• Prepare the student for their role as a DNP-prepared nurse leader and change agent

Developing Your DNP Project Using an Evidence-Based Approach Step-by-Step

Step 1: Choose a Project Topic

Begin by identifying a problem or area for improvement in your practice setting. Consider your experiences as a nurse practitioner in various healthcare settings, such as primary care, acute care, emergency department, or outpatient clinics. Look for opportunities to implement evidence-based practices that can enhance patient care, improve health outcomes, or address specific challenges, such as:

• Chronic disease management (e.g., hypertension, diabetes)
• Medication safety and prescribing practices
• Telehealth implementation
• Infection control and prevention
• Care coordination and transitions of care

Conduct a preliminary literature review to identify existing research and best practices related to your topic of interest. This will help you refine your problem statement and clearly understand your chosen area’s current state of knowledge.

Step 2: Craft a PICOT Question

Develop a focused clinical question using the PICOT format, which stands for:

• Population: The specific patient population or healthcare setting of interest
• Intervention: The proposed evidence-based intervention or practice change
• Comparison: The current practice or alternative intervention (if applicable)
• Outcome: The desired patient, provider, or system-level outcomes
• Time: The timeframe for implementing the intervention and measuring outcomes

A well-crafted PICOT question will guide your literature search, project design, and evaluation plan.

Step 3: Choose Appropriate Nursing Theories

Select one or more nursing theories or conceptual frameworks that align with your project’s purpose and guide your intervention design and implementation. Some commonly used theories in DNP projects include:

• Lewin’s Change Theory
• Rogers’ Diffusion of Innovations Theory
• Donabedian’s Quality Framework
• Orem’s Self-Care Deficit Nursing Theory
• Bandura ‘s Social Cognitive Theory

Integrating nursing theories into your project will provide a foundation for understanding the problem, designing effective interventions, and evaluating outcomes.

Step 4: Research and Collect Resources

Conduct a comprehensive literature review to identify the best available evidence related to your PICOT question. Use databases such as CINAHL, PubMed, and Cochrane Library to search for peer-reviewed articles, systematic reviews, and clinical practice guidelines. Critically appraise the evidence to determine its quality, relevance, and applicability to your project.

In addition to the literature review, consider other sources of evidence, such as:

• Organizational data (e.g., quality metrics, patient satisfaction surveys)
• Stakeholder input (e.g., patients, healthcare providers, administrators)
• Expert opinion and consultation
• Professional organization recommendations and position statements

Synthesize the evidence to inform your project design and implementation plan.

Step 5: Develop Your Project Proposal

Craft a compelling project proposal outlining your DNP project’s key components. The proposal should include:

• Introduction: Background and significance of the problem, purpose statement, and PICOT question
• Literature Review: Synthesis of the evidence supporting your proposed intervention
• Theoretical Framework: Description of the nursing theories or conceptual frameworks guiding your project
• Setting and population
• Intervention description
• Outcome measures and data collection methods
• Data analysis plan
• Timeline and resources
• Ethical Considerations: Plan for ensuring the protection of human subjects and obtaining necessary approvals (e.g., Institutional Review Board)
• Dissemination Plan: Strategies for sharing project findings with stakeholders and the broader nursing community

Step 6: Create a Project Outline

Develop a detailed outline of your DNP project paper, following the structure provided by your nursing program or the DNP Project Template. A typical outline may include:

• Table of Contents
• Introduction
• Background and Significance
• Problem Statement
• Purpose Statement
• Clinical Question (PICOT)
• Literature Review
• Theoretical Framework
• Methodology
• Setting and Population
• Intervention Description
• Outcome Measures
• Data Collection and Analysis
• Ethical Considerations
• Implications for Practice
• Limitations and Recommendations

Step 7: Start Writing

Begin drafting your DNP project paper, using your outline as a guide. Follow the formatting and citation guidelines your nursing program provides, typically APA style. As you write, keep in mind the following tips:

• Use clear, concise language and avoid jargon
• Provide sufficient detail to allow readers to understand and replicate your project
• Use headings and subheadings to organize your paper and improve readability
• Cite sources accurately and consistently throughout the paper
• Include tables, figures, and appendices to support your content and provide additional details

Step 8: Edit and Revise

Once you have completed your initial draft, set it aside for a few days and then return to it with fresh eyes. Read through your paper carefully, checking for clarity, coherence, and logical flow of ideas. Revise and refine your writing as needed, paying attention to:

• Grammar, spelling, and punctuation
• Consistency in terminology and formatting
• Alignment between problem statement, purpose, methods, and results
• Strength and relevance of evidence supporting your intervention and findings
• Implications and recommendations for nursing practice, education, policy, and research

Consider seeking feedback from your DNP project committee, peers, or a writing tutor to identify areas for improvement and ensure your paper meets the highest standards of scholarly writing.

Tips for Selecting Your DNP Capstone Committee

Choosing the right DNP capstone committee is critical to the success of your project. Here are some tips to help you select committee members who will support and guide you throughout the process:

Pick People You’ve Interacted With

Consider faculty members, mentors, or preceptors with whom you have established positive relationships and who are familiar with your work and interests. These individuals may be more invested in your success and willing to provide the guidance and support you need.

Choose Subject Area Experts

Look for committee members who have expertise in your project’s content area, methodology, or theoretical framework. Their knowledge and experience can help you refine your project design, navigate challenges, and ensure the rigor and relevance of your work.

Choose People Who’ll Get Along

Select committee members who have compatible working styles and personalities. A cohesive and collaborative committee can foster a positive and productive experience, while conflicts or communication breakdowns can hinder your progress and add unnecessary stress.

Overcoming DNP Scholarly Writing Challenges

Writing a DNP capstone project can be a daunting task, but with the right strategies and support, you can overcome common challenges and produce a high-quality scholarly work. Here are some tips to help you succeed:

• Start early and break the project into manageable tasks with realistic deadlines
• Set aside dedicated writing time and create a distraction-free environment
• Use writing tools and resources, such as citation managers, writing templates, and style guides
• Seek regular feedback from your committee and incorporate their suggestions
• Join a writing group or find a writing accountability partner for support and motivation
• Take breaks and practice self-care to avoid burnout and maintain focus

If you need additional support, consider seeking professional DNP capstone writing help from experienced nurses and scholars who can provide guidance, editing, and coaching throughout the writing process.

Developing and defending a DNP capstone project is a challenging but rewarding journey that allows you to contribute to advancing nursing practice and improving patient outcomes. By following this comprehensive guide and seeking the support of your committee, peers, and professional resources, you can successfully navigate the process and achieve your goals as a DNP-prepared nurse leader.

Remember to choose a topic that aligns with your passions and expertise, engage in a rigorous evidence-based approach, and collaborate with stakeholders to ensure the relevance and impact of your work. Embrace the opportunity to grow as a scholar, leader, and change agent, and use your DNP capstone project as a springboard for ongoing professional development and advocacy in the nursing field.

Working on a DNP Capstone Projects?

Are you ready to embark on your DNP capstone project journey but need expert guidance and support? Look no further than NursingStudy.org, where our team of experienced DNP-prepared writers is dedicated to helping you succeed.

NursingStudy.org offers comprehensive DNP capstone project assistance tailored to your unique needs and goals. From topic selection and literature review to project design and scholarly writing, our knowledgeable consultants will provide the personalized support you need every step of the way.

We understand the challenges and demands of DNP programs and are committed to helping you navigate the complexities of the capstone project process.

Don’t let the overwhelming nature of the DNP capstone project hold you back from achieving your academic and professional dreams. Partner with the experts at NursingStudy.org and receive the individualized attention, resources, and expertise you need to succeed.

Visit NursingStudy.org today to learn more about our DNP capstone project services and how we can help you make a lasting impact on the nursing profession. Take the first step towards completing your DNP degree with confidence and excellence by contacting our team of experienced nurse educators and scholars.

Working On an Assignment With Similar Concepts Or Instructions? ​

A Page will cost you $12, however, this varies with your deadline. 

We have a team of expert nursing writers ready to help with your nursing assignments. They will save you time, and improve your grades. 

Whatever your goals are, expect plagiarism-free works, on-time delivery, and 24/7 support from us.  

Here is your 15% off to get started.  Simply:

• Place your order ( Place Order ) 
• Click on Enter Promo Code after adding your instructions  
• Insert your code –  Get20

All the Best, 

Have a subject expert Write for You Now

Have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, what you'll learn.

• Nursing Careers
• Nursing Paper Solutions
• Nursing Theories
• Nursing Topics and Ideas

Related Posts

• How to Write a DNP Project Executive Summary: Comprehensive Guide for Nursing Students
• DNP Project Gantt Chart Guide for Nursing Students 
• How to Prepare a Stakeholder Management Chart for a DNP Project: Tips and an Example

Important Links

Knowledge base.

Nursingstudy.org helps students cope with college assignments and write papers on various topics. We deal with academic writing, creative writing, and non-word assignments.

All the materials from our website should be used with proper references. All the work should be used per the appropriate policies and applicable laws.

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty.

Phone: +1 628 261 0844

Mail: [email protected]

We Accept: 

@2015-2024, Nursingstudy.org 

What Is a DNP Capstone Project?

The DNP capstone project (most often referred to as a DNP final project) takes place near the end of your DNP program. It  is your opportunity to take your newly acquired competencies achieved through DNP coursework and clinical experiences and design a project that is focused on positively impacting healthcare outcomes, either through direct clinical nursing care or indirectly from the systems side of nursing. As a culminating project, the goal  is to provide students with the opportunity to demonstrate mastery of  newly acquired skills and knowledge. A successful DNP capstone project reflects the scope of the student’s doctoral level work and focuses on a meaningful change to healthcare outcomes.

Note: The term “DNP capstone project” has given way to the term “DNP final project” in recent years due to the AACN’s 2015 call for nursing schools to use a term that distinguishes the DNP project from other graduate-level projects.

Sponsored School(s)

Your final DNP project is an investigation of an area of nursing practice, the healthcare delivery system, or a healthcare policy issue that aligns with the scope of your doctoral work. It’s your time to translate health research into practice, preparing you to make the transition to the role of active practitioner in the delivery of informed, quality healthcare.

Your final DNP project will be unique to you, although all DNP projects should:

• Feature a systems or population/aggregate focus
• Demonstrate how it can be implemented into your area of practice
• Include a realistic plan for sustainability
• Include an evaluation of the project’s results
• Provide a foundation for future practice scholarship

How Do I Choose a Capstone Project?

Your final DNP project will align with your DNP’s focus and clinical experiences and be something meaningful to you. What your DNP looks like will ultimately depend on what’s important to you, although your DNP project coordinator, faculty advisor, or DNP program committee will need to give you the green light to proceed with your project idea.

What Are Some DNP Capstone Ideas?

DNP projects are most often focused on quality improvement initiatives, practice change programs, program evaluations, or the translation of evidence into practice.

For example, if your DNP capstone project is practice-focused, it may involve implementing or evaluating a new practice model, a program of care, or a quality improvement project. If it’s focused on health policy, it may involve analyzing, developing, or implementing policy or legislative change. Or if it’s focused on health systems, it may involve using new technology to enhance or evaluate care or analyzing financial models to improve cost-effectiveness in care models.

Examples include:

• Pilot study
• Change initiative
• Consultation model
• Policy initiative
• Quality improvement initiative
• Design and evaluation of a new model of care

What Will the DNP Capstone Involve?

Your DNP capstone will culminate in a final report that includes a scholarly paper that’s suitable for publication. This scholarly paper will include a description of the project, an evidence-based review of the literature, your findings, the evaluation of your findings, and outcomes, and suggestions for its dissemination to the larger nursing community. Dissemination examples may include presenting at a local, regional, sate, or national conference, publishing in a peer-reviewed journal, developing a webinar presentation, presenting to the general public, developing a digital poster, etc.

Once your DNP capstone is complete and your DNP mentor/project chair confirms that your scholarly paper is ready for committee review, you can move onto the final portion of the project, which is a final presentation and defense.

How Will My DNP Capstone Be Evaluated?

Your DNP capstone project will be evaluated via a review process that includes one or more of the following: peer review, academic review, and/or stakeholder review. In general, this review process includes a final oral presentation and project defense that you’ll complete in front of the DNP project committee.

Approval of the final defense of your DNP final project from the DNP project committee acts as documentation that you have passed. This is usually accomplished by vote among the DNP project committee members. If you don’t pass, you’ll have the opportunity to correct any deficiencies and present your project once again to the DNP project committee. Most programs only allow students two opportunities to pass the final DNP project.

• Career Resources
• FAQs About the DNP
• The Role of DNP-Educated Nurses in Advanced Clinical Practice
• Education Resources
• What is a DNP and Who is it Right for?
• Why a DNP? – DNP vs MSN
• Post-Bachelor’s BSN-to-DNP Programs
• Post-Master’s MSN-to-DNP Programs
• Accredited DNP Programs by State
• DNP Final Project Guide
• The Best Value DNP Degree Programs for 2024
• Top Picks for the 50 Best DNP Programs of 2023
• DNP Scholarship
• DNP Track Categories
• Aggregate/Systems/Organizational Focus (Programs for Administrators, Educators, Executives and Informaticists)
• Direct Patient Care Focus (Programs for NPs and Other APRNs)
• Online DNP Tracks with an Aggregate / Systems / Organizational Focus
• The Role of DNP Nurses in Clinical Education
• The Role of DNP Nurses in Developing Health Policy
• The Role of DNP Nurses in Educational Leadership
• The Role of DNP Nurses in Executive Leadership
• The Role of DNP Nurses in Health Informatics
• The Role of DNP Nurses in Public Health
• Online DNP Tracks for Nurse Practitioners
• Adult-Gerontology Nurse Practitioner (Acute and Primary Care)
• Family Nurse Practitioner
• Neonatal Nurse Practitioner
• Pediatric Nurse Practitioner (Acute and Primary Care)
• Psychiatric-Mental Health Nurse Practitioner
• Women’s Health Nurse Practitioner
• Online DNP Tracks for Clinical Nurse Specialists
• Understanding the Difference Between the NP and CNS Roles
• Adult-Gerontology Clinical Nurse Specialist (Acute and Primary Care)
• Neonatal Clinical Nurse Specialist
• Pediatric Clinical Nurse Specialist
• Women’s Health Clinical Nurse Specialist
• Online DNP Tracks in Other Direct Patient Care Roles
• Certified Nurse-Midwife
• Nurse-Anesthetist

• Dean's Message
• Mission Statement
• Diversity At VUSN
• Our History
• Faculty Fellows & Honors
• Accreditation
• Privacy Policy
• Academic Programs
• Master of Science in Nursing
• Master of Nursing
• Doctor of Nursing Practice
• PhD in Nursing Science
• Post-Master's Certificate
• Postdoctoral Program
• Special (Non-Degree) Students
• Admissions Information
• Admissions Requirements
• MSN Admissions
• MN Admissions
• DNP Admissions
• PhD Admissions
• Post-Master's Certificates
• Postdoctoral Admissions
• Center for Research Development and Scholarship (CRDS)
• Signature Areas
• CRDS Behavorial Labs
• Research Resources
• Faculty Scholarship Program
• Research Faculty
• Preparing For Practice
• Faculty Practice Network
• Credentialing Process
• Faculty Practice History
• Vanderbilt Nurse-Midwifery Faculty Practice
• What is Advanced Practice Nursing?
• Preceptor Resources
• The Vanderbilt Advantage
• Making A Difference
• Informatics
• Global Health
• Organizations
• Veterans/Military

DNP Projects

Doctor of nursing practice program.

Projects  [PDF]

Projects & Presentations

DNP Resources

Additional resources.

VUSN's DNP program is ranked #13 in the 2024 U.S. News & World Report rankings

• REQUEST INFO
• CAREER SERVICES
• PRIVACY POLICY
• VANDERBILT UNIVERSITY
• VANDERBILT UNIVERSITY MEDICAL CENTER

DISTINCTIONS

Capstone Projects for Nursing Programs

NurseJournal.org is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
• Provide specific, corrective feedback.
• Identify critical information that writers may have missed.

Integrity Network members typically work full time in their industry profession and review content for NurseJournal.org as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

Are you ready to earn your online nursing degree?

Capstone courses function as a bridge between the end of school and the beginning of a career, allowing nursing students to put what they’ve learned into practice. As the name suggests, students complete capstones toward the end of their nursing training. Not every nursing program requires a capstone, but those that do generally culminate in a bachelor of science in nursing (BSN) or doctor of nursing practice (DNP) degree.

Each nursing program sets their own requirements. While capstone formats differ between programs, they typically consist of an evidence-based practice formal paper or presentation. Students might complete their capstone projects as team leaders, and BSN candidates may present their papers to a faculty panel. Projects could include case studies, program evaluations, and policy analyses.

The focus on evidence-based practice allows students to apply research and experiential evidence toward solving a healthcare problem. For example, candidates may develop intervention strategies that promote health, improve outcomes, enhance quality of life, and foster safe practices for patients.

Capstone goals center on the application of knowledge gained during nursing training programs, including topics related to leadership , management, research, theories, and evidence-based practice, along with the strategies needed to transition from students to baccalaureate-level nurses.

Choosing Your Nursing Capstone Topic

When selecting a capstone topic, students should evaluate their interests, strengths, and weaknesses, along with their chosen nursing specialty area. Luther College recommends that students with lower GPAs and weaker nursing skills consider a basic medical-surgical topic. Those with strong clinical skills and high GPAs might choose emergency or intensive care medicine, although some students might prefer outpatient topics, such as clinical services, long-term care, or public health. However, this is simply an example of one school’s approach, and readers should keep in mind that each school sets its own policies and recommendations.

Asking for guidance from faculty, supervisors, preceptors, and fellow students also helps narrow down capstone topics. Advisors can also provide assistance in choosing an appropriate capstone site, helping with questions of geographical location, facility size, patient population, and care delivery model.

Students develop and learn the skills needed to complete their capstones throughout their training. These include organization and time management, knowledge of evidence-based practice, writing, and critical thinking. They also learn to conduct literature searches, identify research designs, and evaluate evidence.

Completing Your Nursing Capstone

Capstone formats and completion times widely vary between programs. Students at Luther College and Purdue University Northwest complete their capstones in 4-5 weeks, while Ferris State University specifies a timeframe of 30 hours of online classes and 90 hours of applied project work. Case Western Reserve University’s capstone spans 10 weeks.

Regardless of the program, most students follow a PICO format for project proposal questions of inquiry: population, intervention, comparison or condition, and outcome.

Some universities allow capstone projects to be completed in teams, in which students develop and implement the project. Capstone components may include defining the project and the team leader’s role, selecting team members, and formulating the project plan.

In addition to the skills previously referenced, such as knowledge of evidence-based care, critical thinking, and effective writing, capstone courses hone leadership and management abilities These include mastering therapeutic communication, applying leadership and management concepts, and developing collaborative relationships and working on multidisciplinary teams.

Presenting Your Nursing Capstone

The capstone process culminates in a paper or presentation that measures students’ skills in communication, information dissemination, and application of evidence-based practice skills. Members of the public may attend.

Utilizing the poster format, students commonly use three panels to illustrate: (1) the background, problem, and purpose; (2) methodology; and (3) 2-3 key findings and implications. Students who present using PowerPoint on a laptop or other device should pay attention to time limits, planning for one slide per minute, and verify that equipment and internet connectivity are available.

Visuals like graphs, figures, and bullet points are more effective than large blocks of text . Students should practice presenting in front of others to ensure that they thoroughly know their content and can answer questions. Backing up a copy of a PowerPoint presentation and printing out copies or transparencies guards against last-minute glitches.

How is a Nursing Capstone Graded?

Capstone grading methods differ between programs, with some issuing letter grades and others using a pass/no pass system. Grades typically hinge on a percentage basis of the project’s written sections, the final proposal, and the presentation. Faculty evaluate how students execute the capstone course objectives, which may include the following:

Students’ presentation skill evaluation criteria include exhibiting thorough preparation and knowledge of the subject matter, clear and concise communication, adherence to any time limits, ability to answer questions and cite references, and persuasiveness.

What is the Difference Between a Nursing Capstone and a Thesis?

Students complete capstones individually or in groups, while thesis projects must be done alone. Capstone project time lengths span between four and 12 weeks, while graduate students work on their thesis projects throughout their 2- to 3-year programs. Graduate thesis courses generally take place over 1-2 semesters to keep students on track.

Finally, capstone topics evaluate current issues and theories; thesis students incorporate existing case studies and literature while exploring and arguing for their own original research. Some schools require students to publish their thesis papers in a healthcare journal.

Reviewed By:

Theresa Granger

Theresa Granger, Ph.D., MN, NP-C With over two decades of teaching and clinical practice as a family nurse practitioner, Dr. Granger is an expert in nursing education and clinical practice at all levels of education (associate, baccalaureate, and graduate). She has published and lectured extensively on nursing education and clinical practice-related content. Her expertise ranges from student advising and mentoring to curricular and content design (both on ground and online) to teaching and formal course delivery. Dr. Granger is one of the founding faculty members of the University of Southern California’s first ever fully online graduate family nurse practitioner program .

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

You might be interested in

Best Online Nursing Programs and Degrees

Overwhelmed by the abundance of online nursing programs? This guide can help you navigate the possibilities and narrow down the options.

Nurse Practitioner Career Overview

Certified Nursing Assistant (CNA) Career Overview

•   UMB Digital Archive
• School of Nursing
• Doctor of Nursing Practice (DNP) Projects
• Browsing Doctor of Nursing Practice (DNP) Projects by Publication Date

Browsing Doctor of Nursing Practice (DNP) Projects by Publication date

xmlui.ArtifactBrowser.ConfigurableBrowse.view

List view Grid view

title issue date submit date

ascending descending

5 10 20 40 60 80 100

Now showing items 1-20 of 550

• submit date

Predictors of the First-year Nursing Student at Risk of Early Departure

Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future

Building the Evidence - Use of the Electronic Health Record in the Measurement of Nurse Practitioner Performance

Impact of Nutrition Screening of Venous Leg Ulcer Patients on an Outpatient Wound Center

Use and assessment of a Palliative Care Nurse Practitioner on a Pancreatic Cancer Web Site

Factors Which Influence Job Satisfaction in Nursing Assistants in Nursing Homes

Advanced Directives in Nursing Homes

B-type Natriuretic Peptide Levels as Predictors of Significant Rejection in the Heart Transplant Population: A Practice Guideline Based on Evidence

Development and evaluation of a surveillance instrument for monitoring and cataloging staff injuries in a state mental hospital

A Program to Increase Bariatric Surgery Referrals Through Clinical Practice Guidelines

Improving Provider Compliance in the Use of an Asthma Action Plan for Patients with Asthma in an Outpatient Setting

Implementation of an education program to improve Smith Island, Maryland residents' knowledge and attributes of healthier eating practices and benefits of physical activity

Creation of an Evidence-Based Program Evaluation Design for Preceptor Programs

Utility of a Nutrition Education Web Site to Supplement Prenatal Care

Lung Cancer Provider Education and Referral Criteria for Palliative Care

Vitamin D Supplementation and Glycemic Control in Patients with Type 2 Diabetes

Exploring Parental Perceptions Regarding Surgical Pain Management Practices in a University Pediatric Inpatient Setting

Improved Patient Safety Using Health Information Technology to Coordinate Medication Reconciliation between Patients and Providers

Development of a Bariatric patient Readiness Assessment Tool (BRAT) for the Emergency Department.

Using Second Life to Improve Insulin Administration

Export search results.

The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• HHS Author Manuscripts

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.

CONFLICTS OF INTEREST

• American Association of Colleges of Nursing (2006). The essentials for doctoral education for advanced nursing practice . Retrieved from https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
• American Association of Colleges of Nursing (2015). The doctor of nursing practice: Current issues and clarifying recommendations: Report from the task force on the implementation of the DNP . Retrieved from https://www.aacnnursing.org/Portals/42/News/White-Papers/DNP-Implementation-TF-Report-8-15.pdf?ver=2017-10-18-151758-700
• American Association of Colleges of Nursing (2018). Defining scholarship for academic nursing: Task force consensus position statement . Retrieved from https://www.aacnnursing.org/Portals/42/News/Position-Statements/Defining-Scholarship.pdf
• Becker KD, Johnson S, Rucker D, & Finnell DS (2018). Dissemination of scholarship across eight cohorts of doctor of nursing practice students . Journal of Clinical Nursing , 27 ( 7–8 ), e1395–e1401. 10.1111/jocn.14237 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Brewer N. (2011a, September 27). Observational research designs . Lecture conducted from the University of North Carolina at Chapel Hill. [ Google Scholar ]
• Brewer N. (2011b, November 2). True and Pre-Experimental Designs for Evaluation . Lecture conducted from the University of North Carolina at Chapel Hill. [ Google Scholar ]
• Brewer N. (2011c, November 8). Quasi-Experimental Study Designs . Lecture conducted from the University of North Carolina at Chapel Hill. [ Google Scholar ]
• Brown MA, & Crabtree K. (2013). The development of practice scholarship in DNP programs: A paradigm shift . Journal of Professional Nursing , 29 ( 6 ), 330–337. 10.1016/j.profnurs.2013.08.003 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Casey M, O’ Leary D, & Coghlan D. (2018). Unpacking action research and implementation science: Implications for nursing . Journal of Advanced Nursing , 74 ( 5 ), 1051–1058. 10.1111/jan.13494 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Centers for Disease Control and Prevention (2009). Program collaboration and service integration: Enhancing the prevention and control of HIV/AIDS, viral hepatitis, sexually transmitted diseases, and tuberculosis in the United States . Atlanta, GA: U.S. Department of Health and Human Services. Retrieved from https://www.cdc.gov/nchhstp/programintegration/docs/207181-c_nchhstp_pcsi-whitepaper-508c.pdf [ Google Scholar ]
• CFIR. Consolidated Framework for Implementation Research (2019).Retrieved from https://cfirguide.org/
• CGS (2006). Professional master’s education: A CGS guide to establishing programs . Washington, DC: CGS. [ Google Scholar ]
• Council of Graduate Schools in the United States. (2007). Task Force Report on the Professional Doctorate . Washington, DC: Council of Graduate Schools. [ Google Scholar ]
• Cygan HR, & Reed M. (2019). DNP and PhD scholarship: Making a case for collaboration . Journal of Professional Nursing , 35 ( 5 ), 353–357. 10.1016/j.profnurs.2019.03.002 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Dang D, & Dearholt S. (2017). Johns Hopkins University nursing evidence-based practice: Model and guidelines (3rd ed.). Indianapolis, IN: Sigma Theta Tau International. [ Google Scholar ]
• Department of Education, Science, and Training (1997). Research-coursework Doctoral Programs in Australian Universities . Australia: Canberra: Australian Government Publishing Service. [ Google Scholar ]
• Dinapoli CM (2015). Improving continuous positive airway pressure adherence among adults . Journal of Nursing Education and Practice , 5 ( 2 ), 110. 10.5430/jnep.v5n2p110 [ CrossRef ] [ Google Scholar ]
• Dols JD, Hernandez C, & Miles H. (2017). The DNP project: Quandaries for nursing schools . Nursing Outlook , 65 ( 1 ), 84–93. 10.1016/j.outlook.2016.07.009 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Embree JL, Meek J, & Ebright P. (2018). Voices of chief nursing executives informing a doctor of nursing practice program . Journal of Professional Nursing , 34 ( 1 ), 12–15. 10.1016/j.profnurs.2017.07.008 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Fulton J, Kuit J, Sanders G, & Smith P. (2012). The role of the professional doctorate in developing professional practice . Journal of Nursing Management , 20 ( 1 ), 130–139. 10.1111/j.1365-2834.2011.01345.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Graham ID, Logan J, Harrison MB, Straus SE, Tetroe J, Caswell W, & Robinson N. (2006). Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions , 26 ( 1 ), 13–24. 10.1002/chp.47 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Grove SK, Burns N, & Gray JR (eds.) (2013). Selecting a quantitative research design. In The practice of nursing research: Appraisal, synthesis, and generation of evidence (7th ed., pp. 214–263). St. Louis, MO: Elsevier Saunders. [ Google Scholar ]
• Howard PB, & Williams TE (2017). An academic-practice partnership to advance DNP education and practice . Journal of Professional Nursing , 33 ( 2 ), 86–94. 10.1016/j.profnurs.2016.08.010 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kane RL (1999). A new model of chronic care . Generations: Journal of the American Society on Aging , 23 ( 2 ), 35–37. [ Google Scholar ]
• Kim-Saechao SJ, Almario E, & Rubin ZA (2016). A novel infection prevention approach: Leveraging a mandatory electronic communication tool to decrease peripherally inserted central catheter infections, complications, and cost . American Journal of Infection Control , 44 ( 11 ), 1335–1345. 10.1016/j.ajic.2016.03.023 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kirkpatrick JM, & Weaver T. (2013). The doctor of nursing practice capstone project: Consensus or confusion? Journal of Nursing Education , 52 ( 8 ), 435–441. 10.3928/01484834-20130722-01 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Logan J, & Graham ID (1998). Toward a comprehensive interdisciplinary model of health care research use . Science Communication , 20 ( 2 ), 227–246. 10.1177/1075547098020002004 [ CrossRef ] [ Google Scholar ]
• Mellors-Bourne R, Robinson C, & Metcalfe J. (2016). Provision of professional doctorates in English HE Institutions . Cambridge: Careers Research and Advisory Centre. Retrieved from http://hdl.voced.edu.au/10707/393040 . [ Google Scholar ]
• Minnick AF, Kleinpell R, & Allison TL (2019). Reports of three organizations’ members about doctor of nursing practice project experiences and outcomes . Nursing Outlook , 67 ( 6 ), 671–679. 10.1016/j.outlook.2019.05.012 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Newton S, & Fralic M. (2015). Interhospital transfer center model: Components, themes, and design elements . Air Medical Journal , 34 ( 4 ), 207–212. 10.1016/j.amj.2015.03.008 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Ogrinc G, Davies L, Goodman D, Batalden P, Davidoff F, & Stevens D. (2016). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised publication guidelines from a detailed consensus process . BMJ: Quality and Safety , 25 ( 12 ), 986–992. 10.1136/bmjqs-2015-004480 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pettigrew A, & Whipp R. (1992). Managing change and corporate performance. In Cool K, Neven DJ, & Walter I. (Eds.), European industrial restructuring in the 1990s (pp. 200–227). Houndmills, Basingstoke, Hampshire: Macmillan Academic and Professional. [ Google Scholar ]
• Rogers EM (1962). Diffusion of innovations (1st ed.). New York, NY: Free Press. [ Google Scholar ]
• Roush K, & Tesoro M. (2018). An examination of the rigor and value of final scholarly projects completed by DNP nursing students . Journal of Professional Nursing , 34 ( 6 ), 437–443. 10.1016/j.profnurs.2018.03.003 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Sigma Theta Tau (n.d.). Sigma Theta Tau Virginia Henderson Repository .Retrieved from https://www.sigmarepository.org/ .
• Singleton RA Jr, & Straits BC (2010). Approaches to social research (5th ed.). New York, NY: Oxford University Press. [ Google Scholar ]
• Southard EP, Neufeld JD, & Laws S. (2014). Telemental health evaluations enhance access and efficiency in a critical access hospital emergency department . Telemedicine and e-Health , 20 ( 7 ), 664–668. 10.1089/tmj.2013.0257 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Sullivan NJ, Duval-Arnould J, Twilley M, Smith SP, Aksamit D, Boone-Guercio P, … Hunt EA (2015). Simulation exercise to improve retention of cardiopulmonary resuscitation priorities for in-hospital cardiac arrests: A randomized controlled trial . Resuscitation , 86 , 6–13. 10.1016/j.resuscitation.2014.10.021 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Sun GH, & Cherry B. (2019). Using the logic model framework to standardize quality and rigor in the DNP project . Nurse Educator , 44 ( 4 ), 183–186. 10.1097/NNE.0000000000000599 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Terhaar M, & Sylvia M. (2015). Scholarly work products of the doctor of nursing practice: One approach to evaluating scholarship, rigor and impact on quality . Journal of Clinical Nursing , 25 , 163–174. 10.1111/jocn.13113 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Waldrop J, Caruso D, Fuchs MA, & Hypes K. (2014). EC as PIE: Five criteria for executing a successful DNP final project . Journal of Professional Nursing , 30 ( 4 ), 300–306. 10.1016/j.profnurs.2014.01.003 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Yam BM (2005). Professional doctorate and professional nursing practice . Nurse Education Today , 25 ( 7 ), 564–572. [ PubMed ] [ Google Scholar ]
• Younan LA, & Fralic MF (2013). Using “best-fit” interventions to improve the nursing intershift handoff process at a medical center in Lebanon . The Joint Commission Journal on Quality and Patient Safety , 39 ( 10 ), 460–467. 10.1016/S1553-7250(13)39059-X. [ PubMed ] [ CrossRef ] [ Google Scholar ]

• Copley Library
• Legal Research Center

Home > School of Nursing and Health Science > Doctor of Nursing Practice Final Manuscripts

Doctor of Nursing Practice Final Manuscripts

Dnp final manuscripts from 2025 2025.

Integrating an SMS Text Reminder Program for SMI Patients to Combat Provider Appointment No-Shows , Philip Spreter BSN

DNP Final Manuscripts from 2024 2024

Honoring Veterans’ Wishes: Efficacy of an Evidence-Based Shared Decision-Making Tool in VA ICU Goals-of-Care Discussions , Stephanie Alexander, Anna Astashchanka MD, and Venktesh Ramnath MD

Reducing Inpatient Falls Utilizing Multimodal Standardized Patient Education: An Evidence-Based Practice Project , Sheryl Almandrez

A Multimodal Approach: Implementing OMM for Spinal Surgery Patients' Pain and Anxiety , Summer Barnes

Postpartum Depression Screening in the Neonatal Intensive Care Unit at a Tertiary Pediatric Hospital , Abbie Bates

Fall Reduction in the Home Setting for Older Adults: An Evidenced Based Practice Project , Alison Birnie

There’s an App for That: Reducing Stress in Peri- and Post-Menopausal Women , Roxane M. Brown, BSN, RN

Care of the Critically Ill Nontrauma Patient: Improving Emergency Department Readiness and Patient Care through the Implementation of a Dedicated Resuscitation Bay , Martha H. Buck RN, BSN, TCRN

Improving Hypertension Outcomes in a Rural Community with the Use of Remote Patient Monitoring , Jessica Ruiz Cuen

Screening for Adverse Childhood Experiences in an Adult Intensive Outpatient Therapy Program: A Pilot Project , Kristen Curry

Improving Treatment Adherence of Chronic Disease Management in Patients Presenting to the Interventional Pulmonary Perioperative Services with Telephone Follow-Ups , Victoria Dao and Desiree Camille Nanat

Increasing Patient Access to Mental Health Providers: Improving Depression and Anxiety Outcomes for African American Women Aged 18 Years Old and Older , Twanna Davis-Arnold and Farnaz Trasandes

Implementing Animal-Assisted Therapy During Psychiatric Intakes , Rebecca Dorne

Keep the Beat: Increase Sudden Cardiac Awareness and Improve Cardiac Arrest Bystander Intervention , Carley Garnica

Implementing an Abnormal Involuntary Movement Scale at an Outpatient Mental Health Clinic , Amanda Ghamsari

“Shoes Enthused”: The Application of an Evidence-Based Practice Podiatry Consultation and Footwear Education in Older Adults Living with Diabetes , Alissa Kathleena Gray and Razel Bacuetes Milo

Assessing the Influence of Education and the Diet Readiness Test on Self-Efficacy, Motivation and Resilience in Overweight Women , Ijeoma Iwu

Impact of Mindfulness Education and Resources on Stress in Parents of Children with Autism Spectrum Disorder , Jacqueline James

Keep Our Children Smiling: Fluoride Varnish Education in the Pediatric Primary Care Setting , Isabella Mortola

Education Program to Increase Compliance with Advance Directive Completion in a Primary Care Setting among Filipino Americans , Genalin Paglingayen

Implementing a Naloxone Training and Opioid Overdose Prevention Program at a Residential Addiction Treatment Center , Martha Plack

Reducing Delirium in Post-Surgical Patients through Pre-operative Risk Assessment Screening: A Policy Option , Skye Porter Berg MSN, FNP

Improving Adherence Rates to Postpartum Screening of Diabetes in Women with Gestational Diabetes Mellitus: An Evidence-Based Project , Alicia Hernandez Punsalan

School Stock Albuterol , Trish Reyes

Enhancing Newer NICU Nurse Confidence with Resuscitation Through High-fidelity, In-situ Crisis Resource Management , Karen Rose

DM Education on Lifestyle Modification to Improve DM Knowledge Retention and Self-Care Confidence , Jinyoung Sanchez

Initiating Access to Palliative Care Earlier in Pediatric Oncology Patients , Anita Sharma

Personalized Text Message Reminders For Psychiatric Out Patients , Jusac Suryanata

Evaluating the Implementation of Biplane Ultrasound Probes for Guided Peripheral Intravenous Access in the Emergency Department , Ian Troupe

Implementation of Post-Operative Discharge Instructions to Outpatients in a Pre-Procedural Endoscopy Suite Prior to Sedation , Kalaya Valdez

Implementation of Controlled Substance Agreements in an Adult Outpatient Psychiatric Clinic , Bryana Weimer

Improving Obesity and Related Chronic Disease Outcomes: Developing Nurse Practitioner Competence in Motivational Interviewing , Jodi Wilson

DNP Final Manuscripts from 2023 2023

The Impact of the Family Nutrition and Physical Activity (FNPA) Tool with Diet and Physical Education on Obesity Awareness and Body Mass Index (BMI) of Overweight Patients , Sheena Amos

Measuring The Effectiveness of Antidepressant Treatment By Implementing Beck's Depression Inventory (BDI) , Azeem Anjum

Increasing Utilization of IVC POCUS for Patients with Sepsis , Alexis Arreola

Improving Care for Children and Adolescents with Down Syndrome in the Military Health System , Katherine B. Arrogante

Better Sleep, Brighter Mornings: A Sleep Hygiene Protocol for Older Adults as a Quality-of-Life Enhancement , Melissa Baltazar

Evaluation of Depression Screening Frequency in the Geriatric Population: A Pilot Project , Neha Bhagat

Implementation of an Evidenced Based Peripheral Artery Disease Screening Protocol in an Outpatient Internal Medicine Clinic , Sarah Lee Bolanos

Implementation of the American Diabetes Association Pharmacological Approach for Adults with Type 2 Diabetes Mellitus with Cardiovascular Disease , Jose Cedillo

Mental Health Wellness in the Latino Population: Improving PHQ-9 scores in Depressed Patients with Comorbid Type II Diabetes , Amanda Cuellar

Decreasing Weight Bias Among APRNs, APRN Students, and RN Nursing Students Through Educational Seminars , Apryl Cutler

Implementation of Clinical Institute Withdrawal Assessment: Alcohol Revised (CIWA-Ar) Education Program in a Crisis Stabilization Unit , Amanda Dehart

Advocating for Nurse Practitioner Independent Practice , Tamara Troyer Denlinger

Talking with Horses: Equine Assisted Activities to Promote Social Engagement in Individuals with Autism Spectrum Disorder , Amy Ezhaya

Improving Nursing Student Retention: Early Identification of Determinants Causing Attrition in Nursing Academic Programs , Tennille Gifford

Are You in Control of Your Diabetes? Providing 1:1 Diabetic Self-Management Education to Adults With Type II Diabetes Mellitus in an Outpatient Clinic in an Underserved Community , Joe Gonzales

Feasibility of Family Focused Obesity Screening in Primary Care , Adrianne Griffiths

3D-Wound Imaging: Precise, Consistent, and Efficient , Aubrey Halili

Be Kind to Your Mind: The Use of Mobile Based Applications to Reduce Stress and Improve Health Outcomes , Akira Hanson Finn

Implementation of the Diet Readiness Test to Assess Self-Efficacy and Education Effectiveness in Overweight Women , Tatjana Ilich

Implementation of the Generalized Anxiety Disorder 2-Item Screening Tool for Adult Patients in an Underserved Outpatient Cardiology Clinic , Leila Joint

Managing Menopausal Symptoms Through Exercise and Dietary Changes , Ae rah Kang

Implementation of a Follow-Up Procedure for Patients Treated with Transcranial Magnetic Stimulation at a Primary Care Clinic , Brooke Marino

Improving nurse call by evaluating a new technology , Ariel Norton

Reducing Polypharmacy amongst home based older adults using patient centered education , Evelyn Oluoha

Assessing Genomic Literacy in Advanced Practice Nursing Students Before and After an Intervention , Guiselle Palomera

Nurse-Led Post Stroke Depression Screening (PSD) for Patients with Acute Stroke Using Patient Health Questionnaire-9 (PHQ9) , Stefan Panov

Utilization of Telemedicine for Follow Up Appointments in Radiation Oncology , Priya Patel

Educating and Improving Collegiate Athlete Sunscreen Use , Julia Pederson

Implementation of the Columbia-Suicide Severity Rating Scale at an Outpatient Mental Health Practice to Increase Provider Confidence in Identifying Suicide Risk , Lauren Reed

Church-Based Hypertension Education: An Alternative Solution to Hypertension Management in the African American Community , Nicole Tofi Rice

Exercise As a Prescription for Patients with Depressive Disorders: A Quality Improvement Project , Sydney Roscoe and Rachelle Pace

Implementing Outpatient Screening of Adult Patients at High Risk for Peripheral Artery Disease , Coral Roseberry

Improve Hypertensive Patients’ Compliance Postgraduation from the Virtual Care Team Program , Marcie Santillan

A COMPARISON OF SUPRATHEL BURN DRESSING VS STANDARD CARE ON LENGTH OF HOSPITALIZATION, PAIN SCORES, OPIOID USE, TREATMENTS, AND OUTCOMES. , Rakiema T. Sellars-Pompey and Anthonia Okoh

A Prescription for Exercise in Adolescents: A Pilot Project , Alexa Sikalis

Improving Access to Colorectal Cancer Screening in Latino Communities in California: Eliminating Transition to Practice Hours for Nurse Practitioner Full Practice Authority , June Spilburg

The Future of Cognitive Dysfunction in Elderly Patients: A Clinical Perspective with Recommendations , Laura Taylor

Improving Patient Self-Efficacy, Readiness, and Completion of Advance Care Planning Documents Using PREPARE Documents and Advance Care Planning Group Referral , Marie Vassiliadis

Implementation of a Shared-Decision Making (SDM) Approach in a Community Based Outpatient Mental Health Clinic , Alexa Vuylsteke

Fostering Resilience in Children of United States Navy SEALs Using a Social Media Platform , Riley Walker

A Pilot Project for Tuberculosis Education in College Students , Sarah Williams

DNP Final Manuscripts from 2022 2022

Improved Monitoring of Depression and Suicidal Ideation in Low-Income Adolescents through Evidenced Based Provider Education , Sunday Adeyeye

Increasing Mental Health Literacy in the Black Church , Jonathan Allotey

Implementing Adverse Childhood Experience Screening in an Intensive Outpatient Mental Health Program , Bryan Amaro

Impact of Telephonic Follow Up in Patients Initiating Antineoplastic Treatment in the Ambulatory Setting , Lauren Belkin

Forestalling: Decreasing Super-Utilizers in the Emergency Department Using Case Management Strategies , Kelly Chambers, Megan Gilmartin, and Martha Narasimhan-Narayanan

eConsent Forms on Ancillary Applications with Electronic Medical Record Integration – Reducing Consent Error , Lilian Chan

Increasing COVID-19 Vaccine Awareness Among Hispanic Families: A Policy Perspective , Allison Chico, Iris Vazquez, Claudia Aguayo, and Jose Andres Rozo

Improving Completion Rate of Identifying Seniors At Risk (ISAR) Screening Tool in Emergency Department (ED) Setting , Ashley Clark

Improving Same Day Surgery Patient Outcomes Through a Nurse Practitioner Led Telephone Follow-up Call , Jessica Cooke and Kamila Zasowska

Does Comfort Care Make You Uncomfortable? Use of the CARES Tool for End-of-Life Symptom Assessment and Management , Christina Covington

Effects of Telephone Follow-up on Medication Adherence and Rapid Readmission Among Discharged Adults With Schizophrenia Spectrum Disorders (SSDs) , Romilynn Danko and Madalyn Cosensci

Implementation of the blunt tip cannula for dermal fillers to decrease adverse events intra and post treatment , Natalie Drone

Fall Risk Assessment and Intervention to Reduce Fall-Related Injuries and Hospitalization in Older Adults , Pittawat Emerson

Improving Discharge Outcomes: Telephone Follow Up for Heart Failure Patients , Ashley Fanjoy

Enriching the Perioperative Enhanced Recovery After Surgery (ERAS) Program for Patients Undergoing Whipple Procedure for Pancreatic Cancer , Natalie E. Fisher

Decreasing Falls on a Locked Inpatient Psychiatric Unit , Terri Fitzpatrick

Identifying Elderly Patients at High Risk for Post-Operative Cognitive Dysfunction: A Clinical Perspective , Kelly Glas

Effects of Diabetes Self-Management Education in the Primary Care Setting on Self-Efficacy and Glycosylated Hemoglobin Levels Among Adults With Type 2 Diabetes Mellitus , Colleen Harris

Physician Orders for Life-Sustaining Treatment (POLST) Forms in a Primary Care Setting , Elena Johns

Evaluating the Effectiveness of Education on the Misuse of Corticosteroids and Antibiotics for Treatment of Acute Pharyngitis , Samantha Kaikai

Screening for childbirth-related posttraumatic stress disorder using the City Birth Trauma Scale: A pilot project , Meredith Kazato

Improving Vaccination Rates Through Community Partnership , Marissa Marquez

Prediabetes education to prevent the progression to type 2 diabetes , Peggy Mata

The Power of Proactive Referrals: An Evidence-Based Practice Project to Improve Smoking Cessation Rates at a Community Health Clinic , Kristin McMahon

Screening for Suicide Risk in the Outpatient Electroconvulsive Therapy Population , Cerah Nagata

LIFESTYLE MODIFICATION INTERVENTIONS ON HEMOGLOBIN A1c LEVEL IN PATIENTS WITH TYPE II DIABETES MELLITUS IN AN UNDERSERVED COMMUNITY: A PILOT PROJECT , Anniesatu Newland

Implementation of Nola Pender’s “Clinical Assessment for Health Promotion Plan” to Increase Patient Self-Efficacy, Weight Loss and Health Promoting Behaviors Such as Improving Nutrition and Increased Physical Activity in Obese Women in a Weight Loss Clinic , Christine Ngwazini

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Author Corner

• Submit DNP Final Manuscript
• Site Policies
• Author Deposit Agreement

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

DNP Capstone Projects

• School of Nursing Home
• Mission, Vision & Values
• Prospective Students
• Undergraduate
• Post-Graduate
• Interprofessional Certificates
• Doctor of Nursing Practice
• School Catalog
• Student Handbook
• Clery Act Annual Security Report
• Employment Opportunities
• Research at the School of Nursing
• Center of Excellence for Evidence-Based Practice
• Career Services
• Dean's Ambassadors
• Military & Veterans Programs
• Publications
• Student SUCCESS Program
• TTUHSC Simulation Program
• Faculty Directory
• Accreditation
• Alumni & Friends
• News & Events
• Current Student Resources
• Faculty/Staff Resources
• Patient Care
• TTUHSC School of Nursing @ Facebook

DNP Program: Evidence-Based Practice Resources: Implement/Impact

• Evidence Levels/Study Designs
• Appraise & Synthesize
• Implement/Impact

Implementation, Dissemination, and Evaluating Impact

Relevant EBP Step by Step Articles:

• Following the evidence: Planning for sustainable change
• Implementing an evidence-based practice change
• Rolling out the rapid response team
• Evaluating and disseminating the impact of an evidence-based intervention: Show and tell
• Sustaining evidence-based practice through organizational policies and an innovative model

Sample Implementation Plan

The Implementation Plan includes all the steps of the EBP process, not just the implementation of the change.

• ARCC EBP Implementation Plan Template From the article EBP step by step, Following the evidence: Planning for sustainable change (see full link for full article on this page).

Dissemination

Creating a poster.

• Creating a Research Poster
• Designing Conference Posters
• Designing Science Presentations: A Visual Guide to Figures, Papers, Slides, Posters, and More, 2013 WSU book
• Displaying Your Findings: A Practical Guide for Creating Figures, Posters, and Presentations (2003) WSU book

Scholarly & Professional Writing for Doctors of Nursing Practice

Doctor of Nursing Practice Capstone Project Examples

• Sigma Repository Results retrieved when searching "DNP" as the degree level.
• Doctoral Project Repository From Doctors of Nursing Practice. Doctors of Nursing Practice, Inc. is a 501(c)(3) non-profit charity corporation formed by a group of advanced practice nurses to enhance the profession and Doctor of Nursing Practice degree to improve healthcare outcomes.
• Wright State University Doctor of Nursing Practice Capstone Projects Covering the years 2012-2019, when Wright State offered a joint DNP program with the University of Toledo.
• APA Style Help
• Library "How to" Videos
• EBP- Nursing
• University of Toledo DNP Evidence-Based Practice Project Resources more... less... UT's Nursing Librarian Jodi Jameson provides additional videos on how to find outcome measurement tools, and more. Note: Some links are specific to UT, but ask Ximena if you need help finding something similar through Wright State.

Questions? Ask your librarian!

• << Previous: Appraise & Synthesize
• Last Updated: Jun 3, 2024 4:30 PM
• URL: https://guides.libraries.wright.edu/dnp

List of 500 Plus Nursing Capstone Project Ideas to Consider as a nursing Student

In most nursing schools, you might be required to work on a capstone project, often known as a senior capstone. It is usually a prerequisite for your final course in a degree program that requires its completion. Most nursing students prefer undertaking a capstone nursing course.

A capstone project is an individualized research project on a specific nursing topic of your professional or personal interest. It is usually completed within between 4 to 12 weeks, depending on the nursing school and the program you are pursuing. It is usually part of a project-based nursing capstone course that runs within a selected duration and is led by a capstone instructor. The first step of writing a capstone is choosing a topic that focuses on the quality improvement process, procedure, or policy and creating a nursing capstone project proposal/nursing project proposal or presentation.

A standard nursing capstone project is between 20 to 100 pages, but that depends on the institutional requirements and the preference of your capstone instructor. It is a chance to show what you have learned, enhance your professional development, specialize in your nursing career, and investigate/solve community-related health issues. The capstone project paper is based on evidence-based practice (EBP) project , which makes it necessary to follow the PICO format . Therefore, the first step is choosing the topic when doing the capstone at BSN, MSN, or DNP level.

This guide is about the first step, specifically to help you choose a good and manageable topic for your nursing capstone project. Cognizant that selecting a topic depends on the area of specialization that you are interested in (Family nursing, forensic nursing, informatics, pediatrics, nursing administration and management, nursing education, or public health, etc.), we have categorized the ideas and topics into nursing specialties to make it easier for you to brainstorm and choose a good topic for your nursing capstone paper.

General Nursing Capstone Ideas

• Patient-controlled fluid restriction monitoring
• The effects of tai chi on cardiovascular risk factors of hypertension, BMI, anxiety, depression, quality of life, and its safety and feasibility
• Exercise to improve cancer-related fatigue
• CPM machine protocol for knee replacements
• Managing hypertension with lifestyle modifications
• Self-engagement to decrease blood pressure readings and reduce non-compliance
• The application of the ABCDE bundle in ICU
• Controlled donation after circulatory death
• Effectiveness of using virtual reality in oncology settings
• Impacts of the clinically aligned pain assessment tool (CAPA) on pain management
• The influence of "deliberate practice" on skill competency
• Consequences of massage therapy for agitation in dementia
• Impact of virtual simulation on knowledge transfer
• Increased discharge compliance through mental health follow-up
• Impacts of early mobilization
• Impacts of bedside shift reports on patient safety
• Effects of physical activity and patient education on rheumatoid arthritis
• Benefits of non-physician-led hypertension management
• Reducing the rates of use of emergency departments by homeless and at-risk homeless through screening
• Improving discharge timeliness and patient outcomes
• Role of Nurses in policymaking
• Video education on fever to empower and educate caregivers
• Protecting the health and safety of nurses working with at-risk populations

Forensic Nursing Capstone Project Ideas

Forensic nursing is a very lucrative area of specialization in nursing. If you consider specializing in forensic nursing to become a Nurse Death Investigator (NDI), sexual assault nurse examiner (SANE), legal nurse consultant, forensic psychiatry nurse, correctional nurse consultant, forensic nurse educator, or forensic nurse examiner, consider these topics and ideas for your capstone. It is not exhaustive but gives you an upper hand when selecting a suitable topic for your forensic nursing capstone project. If you are looking for nursing ebp project ideas related to forensic nursing, check out these:

• Impacts of forensic nurses in preventing intimate partner violence
• Role of forensic nurses in developing community interventions to prevent elderly abuse and neglect
• Coordinated community response as a strategy to address elderly abuse
• Role of forensic nurses in identifying and preventing sexual abuse in pediatric emergency departments
• Does Sexual Assault Nurse Examiner (SANE) training affect the attitudes of Emergency Department nurses toward sexual assault survivors?
• How sexual assault nurse examiners practice trauma-informed care
• Roles of forensic outpatient nurses
• Use of simulation in training forensic nurses
• Attitudes of forensic nurses working at psychiatric facilities
• Benefits of incorporating forensic nurses as part of the multidisciplinary teams in psychiatric health facilities
• Importance of forensic nurse research
• Collaboration between forensic nurses and law enforcement agencies
• Implementation of sexual assault services in a clinic setting
• Effects of an emotional education program on prisoners
• Occupational injuries and workplace violence among forensic nurses
• Stress and burnout among forensic nurses working in mental health facilities
• Role of forensic nurses in examining medical error
• Role of forensic nurse examiner in patient education for victims of sexual assault
• The rhetoric of therapy in forensic psychiatric nursing
• Evaluation of a Standardized Patient Simulation on Undergraduate Nursing Students' Knowledge and Confidence On Intimate Partner Violence
• Evidence-based practice in forensic mental health nursing
• Standards of practice for forensic mental health nurses
• Innovative assessments for retention of sexual assault nurse examiners
• Collection and preservation of evidence by forensic nurses
• Compassion fatigue among pediatric forensic nurse examiners
• Investigating chronic traumatic encephalopathy among national football league players
• Nurses and Medicolegal Death Investigation
• Strategies for documenting evidence used by forensic nurses
• Forensic nurses as expert witnesses in courts of law
• Role of forensic nurses in research in correctional facilities
• Causes and consequences of forensic nurse shortage
• Ethical issues encountered by forensic nurses in correctional facilities
• De-escalation and limit-setting in forensic mental health units
• How forensic nurses can prevent human and organ trafficking
• Risk factors for domestic minor sex trafficking in the United States
• Mental illness as a vulnerability for sexual assault
• Cardiovascular risk factors among prisoners
• Establishing the therapeutic relationship between a forensic nurse and a patient
• Benefits of a holistic approach to training forensic nurse examiners
• Impacts of trauma-informed care training on the competency and confidence of forensic nurses
• Forensic nursing interventions with patients with personality disorder
• A forensic nurse's perspective of trauma-informed care approaches to medico legal death investigation
• How forensic nurses handle families and loved ones of those who succumb in emergency departments
• Forensic nurses and human rights abuse
• Responsibilities of forensic nurses
• SANE vs. non-SANE forensic nurses
• Required skills for forensic psychiatric nurse
• Veracity for children in pediatric forensics
• Strategies for screening children for abuse and neglect
• Trauma-Informed Care Education in Baccalaureate Nursing Curricula in the United States
• Understanding nonfatal strangulation
• Role of forensic nurses in advocating for pregnant women in correctional facilities
• The professional identity of prison nurses
• Role of education and continuous professional development in strengthening the science of forensic nursing
• Stress and burnout in forensic health nursing
• Using telehealth for sexual assault forensic examinations
• Promoting professional quality of life and resiliency in sexual assault nurse examiners
• Child labor trafficking essentials for forensic nurses
• Sexual assault nurse examiner forensic examinations for immigrant victims

You can find more topics concerning forensic nursing from Topics by Science.gov

Critical Care Nursing Capstone Project Ideas

Critical care nursing, also called intensive care nursing , is a domain of nursing practice that deals with seriously ill patients. If you are interested in pursuing critical care/ICU nursing, you can focus your capstone project on a related topic. Here are some ideas for critical nursing or ICU nursing capstone project.

• Impacts of critical incident stress debriefing for nurses in acute care departments
• Strategies to address stress and burnout among critical care nursing staff
• Role of critical care nurses in palliative care
• Nursing interventions to prevent central line bloodstream infection (CLABSI) in the ICU settings
• Benefits of SNF infection prevention online training on CLABSI prevention
• The role of law and policy in addressing healthcare-associated infections in critical care
• Impact of needleless connector change frequency on central line-associated bloodstream infection rate
• Effects of surveillance of hospital-acquired CLABSI in pediatric NICU
• Impacts of CLABSI on length of stay and readmission in ICU
• Using Nurse-Driven Protocols to Eliminate Routine Gastric Residual Volume Measurements
• Implementing a standardized communication tool in an intensive care unit
• Decreasing 30-day readmission rates in patients with heart failure
• Strategies for assessing discomfort in critically ill patients
• Increasing nurses' knowledge of and self-confidence with family presence during pediatric resuscitation
• The link between perceived and actual risk assessment by ICU nurses and the use of catheters
• How critical care nurses can prevent blood contamination during transfusion
• Risk factors and preventive measures for pressure ulcers among patients in critical care units
• Factors Leading to critical nurses shortage in the USA
• Compassion fatigue among ICU nurses and strategies to prevent it
• Pain assessment by critical care nurses through physical and physiological monitoring
• The use of CDSS in decision-making within the ICU
• Critical Nurses' education and Competencies in the USA
• Impacts of nurse-patient Ratio on patient safety and Outcomes in critical care units
• Prevalence of nurse burnout syndrome among ICU nurses
• Strategies to help critical nurses achieve excellence
• Collaborative decision-making between ICU nurses and patients in end-of-life care
• Attitudes of critical care nurses on terminally ill patients
• Hand hygiene adherence among critical care nurses
• How critical care nurses can leverage big data and AI to improve safety and outcomes
• Strategies to optimize intubation in the ICU
• The link between ICU staffing and patient outcomes
• Quality improvement strategies for neonatal ICU
• The application of telemedicine in ICU settings
• Strategies to optimize mechanical ventilation in the neonatal ICU
• Patient education strategies for children with adult patients in the ICU
• ICU nurses assist patients in making the DNR orders
• Payment Structure and morale among ICU nurses
• Challenges experienced by ICU nurses during the COVID-19 pandemic
• Intensive care nurses' knowledge and practice on endotracheal suctioning of the intubated patient
• Benefits of promoting shared decision-making in the ICU
• Intensive care nurses' experiences and perceptions of delirium and delirium care.
• Reasons why nurses should have empathy with newborn families in neonatal ICU
• Nurses' Perceptions of Telemedicine Adoption in the Intensive Care Unit
• Importance of allowing ICU nurses to grieve when patients die
• The perceptions and attitudes of ICU nurses on the use of ICU diaries
• The experiences of new nurses in ICU units
• Strategies ICU nurses use to screen delirium among ICU patients
• Impacts of brownout on ICU nurses
• Attitudes of ICU nurses on caring for patients with mental illness
• Impacts of hemodynamic monitoring training for ICU nurses on patient safety and outcomes
• Readiness of novice nurses to practice in ICU
• Nurses' experiences of caring for patients during a prolonged critical illness
• Oral practices for ICU nurses
• Caring for non-sedated mechanically ventilated patients: Attitudes of ICU nurses
• Knowledge and practice of physical restraints in ICU

Nursing Education Topics and Ideas

Nursing education is a vast area. You can never run out of ideas to explore in your nursing education capstone. Here are some potential rn to bsn capstone project ideas to consider:

• The impacts of the Nurse Residency Program
• Undergraduate pediatric nursing education: Issues, challenges, and recommendations
• How mentorship post-residency affects the experiences of new graduates transitioning from novice to competent
• Benefits of mindful meditation for nursing students
• A new leadership development model for nursing education
• Evidence-based practice and quality improvement in nursing education
• Role of stakeholder engagement in nursing education
• Strategies to improve nurse to patient ratio through nursing education
• Use of simulation in nursing education
• Effectiveness of a venous thromboembolism course using flipped classroom with nursing students
• Perceptions of the use of reflective learning journals in online graduate nursing education
• Effects of nursing education on students' pain management knowledge
• Cultural competencies for graduate nursing education
• Implications of virtual reality and augmented reality in nursing education
• The use of gamification in education with digital badges
• Strategies to dismantle racism and disparities in nursing education
• Importance of teaching reflective practice among nursing students
• Arts-based inquiry in nursing education
• Supporting the integrative health care curriculum in schools of nursing
• Educational pathways to becoming a registered nurse
• Strategies to make nursing education lucrative for the millennial generation
• How educators can influence the success of nursing students
• Philosophical perspectives of nursing education
• Use of social media and technology in nursing education
• Should nurses stay longer in college?
• Faculty shortage in nursing schools
• Impacts of the scarcity of clinical experiences on the competency of new nurses
• The gap between education and practice and the nursing staff shortage
• Benefits of integrating climate change topics in nursing curricula
• Impacts of problem-based learning models in nursing schools
• Benefits of promoting multicultural nursing education
• Integrating diversity, equity, and inclusion topics into an undergraduate nursing research course
• Benefits of nurses having a personal philosophy in nursing school
• Using active simulation to enhance the learning of nursing ethics

You can also consider topics related to mental health issues or mentally ill patients. The goal is to find the best topic to stand out among the nursing capstone projects submitted to your professor. 

Health Promotion Ideas for Capstone Projects

• Implementing community cooking courses to prevent nutritional knowledge deficit
• Promoting the use of honey in diabetes foot ulcer management
• Application of the health belief model in tailoring nursing interventions to prevent adolescent smoking
• Using an educational program based on the health belief model to improve the preventive behaviors of nurses against cardiovascular diseases
• Factors affecting health promotion activities by nurses
• Attitudes of registered nurses and midwives toward health promotion targeting obese patients
• Attitudes of Nurses towards health Promotion
• Role of Nurses in health promotion and Disease prevention
• Health promotion strategies to reduce smoking among nurse practitioners
• Roles of Nurses in preventive care
• Impacts of nursing advocacy on health promotion
• Role of advanced practice nurse in health promotion
• Healthy lifestyle behaviors and health promotion attitudes in preregistered nurses
• Practical approaches to health promotion in nursing
• Translating social ecological theory into guidelines for community health promotion
• Health promotion strategies that work best with indigenous populations
• Ethical dilemmas in health promotion by nurses
• Strategies to promote mental health promotion in psychiatric facilities

Nursing Shortage and Burnout Topics and Ideas for Capstone

• Benefits of having an official mentoring program on nursing retention and job satisfaction
• Impacts of burnout and fatigue on patient outcomes
• Results of implementing patient acuity tool on nurse satisfaction
• Effects of meaningful recognition on med-surgical unit's staff satisfaction and retention
• Benefits of compassion fatigue education on oncology nurses

Women's Health Topics and Ideas for Capstone

• Benefits of early screening for postpartum depression
• Impacts of patient education on reducing postpartum depression
• Breastfeeding and consumption of sweetened foods
• Challenges facing women with disabilities in exclusive breastfeeding
• Relationship between the mental health of the mother and the outcomes of a pregnancy
• Promoting physical activity and healthy lifestyles among women
• Helping women address the challenges that come with menopause: perspectives of a nurse
• Long-term effects of preeclampsia on mother and neonate
• Strategies to prevent preeclampsia
• Preeclampsia screening within healthcare facilities
• Diagnosis and management of atypical preeclampsia-eclampsia
• Cardiovascular Sequels During and After Preeclampsia
• Impacts of superimposed preeclampsia on women
• Preeclampsia and maternal risk of breast cancer
• Nursing care approach for women with preeclampsia and eclampsia
• Administration of NSAIDs during pregnancy and the initiation of lactation
• Diagnosis and management of fetal alcohol syndrome
• Educating women on the dangers of consuming alcohol when pregnant
• Sexual dysfunction in women with alcohol dependence syndrome
• Impacts of female genital mutilation on the reproductive health of women
• Assessment and prevention of postpartum depression among pregnant women
• Etiology and consequences of postpartum depression
• Use of oxytocin in the management of postpartum depression
• Postpartum depression and breastfeeding efficacy
• Diagnosis and treatment of cytomegalovirus during pregnancy
• Relaxation techniques for pain management during labor
• Benefits of multiple-micronutrient supplementation for women during pregnancy
• Methods of milk expression for lactating women
• Effects of disorder eating on the fertility of women
• Hypertension disorders of pregnancy
• Implementation of the maternal-fetal triage index to improve obstetric triage
• Strategies to prevent obstetric hemorrhage
• Childbirth experiences of women with an autism spectrum disorder in acute care settings

Pediatrics Topics and Ideas for Capstone

• Efficacy of using music therapy in NICU
• Pain and Sedation Scales in the Pediatric Intensive Care Unit
• Impacts of skin-to-skin contact as a method for body warmth for infants with low birth weight
• How to maintain normothermia among newly born infants
• Effects of very early skin-to-skin contact on the success of breastfeeding
• Chest-to-back skin-to-skin contact in regulating body temperature for preterm babies
• Early intervention to achieve thermal balance in term neonates
• Benefits of infant massage for infants and parents in the NICU

Patient Falls Topics and Ideas for Capstone

Patient falls management is another excellent area to consider for your capstone. You should inquire into some of the best strategies to solve patient falls associated with mortality and morbidity. Reducing falls is an indicator of quality improvement in healthcare settings. Here are some ideas and topics to get you started:

• Impact of Hourly Rounding on Fall Rates
• Evidence-based fall management strategies for patients aging in place
• Nursing-led interventions to prevent falls in clinical settings
• A multifactorial approach to fall management in healthcare settings
• Impacts of patient education on fall rates
• Multi-professional team approach in fall management
• Use of telehealth to assess and address fall risk among elderly patients
• Fall risk assessment and patient safety
• Evaluation and management of fall risk in primary care settings
• The link between polypharmacy and fall rates among older adults
• Rates of falls and hospital readmissions among the older adults
• Utilizing technology to prevent falls in healthcare settings
• Benefits of patient-centered fall prevention toolkit in reducing falls and injuries among patients
• Fall Prevention Decision-Making of Acute Care Registered Nurses
• Occupational therapy falls prevention interventions for community-dwelling older adults
• Multifactorial falls prevention programs for older adults presenting to the emergency department with a fall
• Fall prevention strategies for Emergency departments
• The effectiveness of exercise for fall prevention in nursing home residents
• Role of physical therapists and aromatherapy for fall prevention in older people
• Use of radar and sensor technology to prevent falls in primary care settings
• Use of alarms to prevent falls on medical-surgical floors
• Applying bed exit alarms to prevent falls
• Using bathroom safety constructions to prevent elderly falls
• Application of intelligent socks system to reduce falls in clinical settings
• Addressing the nutritional needs of elderly patients to prevent falls
• Using smartphones to detect and prevent falls in homes and hospitals
• Use of robots in fall management

Patient Education Capstone Project Ideas

• Impacts of polypharmacy teaching in reducing adverse effects at an acute setting
• Benefits of patient education in promoting healthy lifestyles
• Patient education and reduced falls within home settings
• Impacts of using social media to facilitate patient education
• Role of patient-centered education in improving adherence and outcomes of patients in long-term care facilities
• Patient education in wound management and outcomes
• Impact of patient education on utilization of nonpharmacological modalities for persistent pain management
• Patient education and self-care management practices
• Benefits of patient education in medical rehabilitation
• Therapeutic patient education and outcomes in heart failure patients
• Benefits of multi-professional approach in diabetes patient education
• The benefits and challenges of providing patient education digitally
• Factors affecting patient education in healthcare settings
• Using healthcare information infrastructure to deliver education to patients with chronic conditions
• Impacts of using electronic health records to facilitate education for patients in rural areas
• The Effects of Tailored Diabetic Education in the Patient with Type 2 Diabetes Mellitus

Emergency Nursing Topics and Ideas for Capstone

If you are struggling to develop a perfect topic for your capstone project and are interested in emergency nursing, you can consider these capstone ideas and topics. Emergency nurse practitioners often face many challenges, including workplace incivility, lateral violence, bullying, brownout, stress, and high workload, which is a great place to start. You can also address their roles in emergency preparedness and management. Here are some ideas:

• Solutions and strategies to address Emergency Department overcrowding
• Causes and consequences of emergency room overcrowding
• Nurse-led strategies to prevent emergency room overcrowding
• Evidence-based approaches to address ED overcrowding
• Challenges for patient onboarding in the ED
• Use of technology and data modeling to address ED overcrowding
• Use of RFID technology to reduce ED overcrowding
• Application of telemedicine in addressing ER overcrowding
• Innovations to reduce demand and crowding in emergency care
• The use of wearable tech to address overcrowding in the ER
• Strategies to improve access to ER in rural areas
• Role of ER nurses in disaster management
• Factors affecting emergency nurses' perceptions of the triage systems
• Attitudes and skills of ER nurses in triage decision-making
• Perceptions of ER nurses in the assessment of the risk of emerging infectious disease in ED
• Role of ER nurses in disease surveillance
• Role of ER Nurses in disease outbreaks
• Strategies to prevent ER nurses from burnout and stress
• Addressing compassion satisfaction and fatigue among ER nurses
• Benefits of cultural competence training for ER nurses
• Feelings and emotions of ER nurses related to dying and death of patients
• Factors causing high turnover among emergency room nurses
• Pediatric pain management strategies that ER nurses managing pediatric patients use
• Strategies to address work fatigue and musculoskeletal disorders among ER nurses
• Strategies to improve communication skills among ER nurses and other healthcare practitioners in the ED
• Enhancing systems thinking for undergraduate nursing students using Friday night at the ER
• How ER nurses can apply nursing theories when caring for patients
• The impact of reflective journaling and diaries for ER nurses
• Perceptions and attitudes of ER nurses on teamwork in ED
• Causes of occupational stress among ER nurses
• Factors affecting radiation protection behaviors among ER nurses
• How ER nurses provide care to patients with self-harm
• Impacts of incivility, bullying, and workplace violence on effectiveness and performance of ER nurses
• Strategies to foster collegiality and civility
• Impacts of educational intervention through online training on incivility among ER nurses
• Lateral violence among ER nurses
• Interventions to reduce the risk of violence toward emergency department staff
• The emergency nurse's perception of incivility in the workplace
• Impacts of cognitive rehearsal training for ER nurses on confronting bullying and lateral violence
• Importance of implementing a psychiatric triage algorithm
• Use of simulation-based emergency to train ER nurses on responding to emergency situations
• Benefits of using emergency nursing competency scale for school nurses
• The lived experiences of ER nurses encountering patients with mental illness in prehospital emergency care
• Knowledge and practice of nursing students regarding bioterrorism and emergency preparedness
• Impacts of continuous competency assessment and education for ER nurses
• Emergency nurses' knowledge, attitude, and perceived barriers regarding pain Management in Resource-Limited Settings
• Effect of problem-based learning on severity classification agreement by triage nurses
• Effects of a standardized patient-based simulation in anaphylactic shock management for new graduate ER nurses
• Emergency Room nurses' perceptions of leadership, teamwork, turnover intention and patient safety
• Attitudes of ER nurses towards patient safety
• Factors affecting patient satisfaction in nurse-led triage in ED
• ER Nurses' experience with emergency room psychiatry services
• Impacts of CPR training for ER nurses on patient outcomes
• Nurses' attitudes to supporting people who are suicidal in emergency departments

Telemetry Capstone Ideas and Topics

• Improving cardiac telemetry use
• Improving Quiet-at-Night on a telemetry unit
• Reducing Cardiac Telemetry Alarm Fatigue
• Impacts of alarm fatigues on patient safety
• Evaluation of Telemetry Utilization in Medical-Surgical Unit
• Customizing Physiologic Alarms in the Emergency Department
• Impacts of default order set settings on telemetry ordering
• Strategies for transitioning Novice Nurses to Expert Nurses in Progressive Telemetry Care
• Preventing stress and burnout among nurses in the telemetry unit
• Strategies to optimize the use of telemetry in nursing training
• Is simulation efficient for telemetry nurse trainees?
• An Evidence-Based Approach to Reducing Cardiac Telemetry Alarm Fatigue.
• Physiologic monitoring alarm load on medical/surgical floors of a community hospital.
• Impacts of alarm management program on alarm fatigue among telemetry and ICU RNs
• Benefits of customizing physiologic alarms in ED
• Effect of a Nurse-Managed Telemetry Discontinuation Protocol on Monitoring Duration, Alarm Frequency, and Adverse Patient Events
• Impacts of introducing patient-customized monitoring bundle in decreasing alarm fatigue in ICU
• Alternative strategies for cardiac alarm management on telemetry units
• Role of monitor watchers in decreasing alarm burden of nurses
• Stress and burnout among telemetry nurses

Geriatrics/Gerontology Topics and Ideas for Capstone

• Perspectives of nursing students undertaking a practicum at a gerontology facility on their experience
• Geriatric assessment in daily oncology practice for nurses and allied health care professionals
• Hospital nurses' perception of the geriatric nurse practice environment
• Use of a screening tool and primary health care gerontology nurse specialist for high-needs older people
• Competency and skills of nurses practicing in elderly homes
• Assessing the perceptions and attitudes among geriatric resource nurses
• Attitudes of nurses on physical restraint for hospitalized elderly people
• Role of geriatric nurses in addressing falls among elderly patients
• Strategies to reduce restraint use for older adults in acute care
• Strategies to care for elderly patients with schizophrenia and dementia
• Addressing the nutritional needs of elderly adults who are homeless through a community nursing center
• Strategies to promote physical activity among the elderly patients
• How to improve the quality of life of elderly adults who are veterans
• Caring for elderly adults with cerebrovascular accidents
• Burnout and stress among registered nurses working in nursing homes
• Addressing social isolation and loneliness among elderly patients
• The application of robots in dementia care
• Benefits of administering vitamin C supplements to elderly adults
• Impacts of tai chi and yoga on improving the health of elderly patients
• Nonpharmacological interventions to improve sleep patterns among elderly patients
• Effectiveness of geriatric nurses getting trained in dementia care
• Use of social media to reduce depression among elderly adults
• Role of community health nurses in addressing osteoporosis among the elderly populations

To find more topics you can search for nursing capstone project examples pdf online and peer-reviewed nursing journals. You can be inspired to choose a unique, memorable, and manageable topic.

Final Remarks!

For topics on nursing informatics, check out our exclusive blog article, where we share a list of nursing informatics topics that you can choose for your capstone project.

Related Reading:

• Critical nursing research topics for nursing papers
• Writing an outstanding personal nursing philosophy paper.
• Is WGU BSN worth it?
• Tips and tricks for shadow health assessments

The main goal of a capstone project is for the nursing student to demonstrate their ability to identify specific health issues, conduct community assessments, and develop evidence-based strategies, interventions, or plans to address these critical health problems in the healthcare environment.

It is also a chance for students to demonstrate their awareness of the importance of nursing research and the nursing profession/practice in addressing societal challenges. It also helps students disseminate knowledge on pertinent issues that face the rapidly changing healthcare industry from the nursing perspective within a scholarly environment. A nursing student who completes a nursing capstone is ready to undertake leadership, administration, management, and educational functions, which promotes career growth and development.

We understand that the senior nursing capstone is an intensive and demanding project, so we have writers who can help you at every stage. As you work with your nursing capstone instructor, preceptor, or supervisor (visiting nurse), our nursing capstone project writers will work with you to produce relevant papers.

After choosing your topic from the list above or developing one of your own, you can get help from our website. As a leading nursing writing website , we guarantee 100% confidential, private, reliable, and available service. You will also get 100% original paper written from scratch using nursing lingo, format, and peer-reviewed sources published in the last 5 years.

Struggling with

Related Articles

A Nursing Student’s Guide for SNAPPS in Assignments

Tips to Succeed in Shadow Health Assessment (A Nurse Student Guide)

Epidemiology Research Essay: A Guide with Steps, Insights, & Tips

NurseMyGrades is being relied upon by thousands of students worldwide to ace their nursing studies. We offer high quality sample papers that help students in their revision as well as helping them remain abreast of what is expected of them.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• My Bibliography
• Collections
• Citation manager

Save citation to file

Email citation, add to collections.

• Create a new collection
• Add to an existing collection

Add to My Bibliography

Your saved search, create a file for external citation management software, your rss feed.

• Search in PubMed
• Search in NLM Catalog
• Add to Search

The Doctor of Nursing Practice capstone project: consensus or confusion?

Affiliation.

• 1 School of Nursing, Purdue University, West Lafayette, IN, USA. [email protected]
• PMID: 23909563
• DOI: 10.3928/01484834-20130722-01

Considerable diversity exists among Doctor of Nursing Practice (DNP) programs regarding capstone projects, which reflect the knowledge gained and the competency achieved during the immersion experience. This article describes a conversation of the DNP capstone project among participants of the Committee on Institutional Collaboration DNP Invitational Conference. The focus of the dialogue was to discuss the intent and breadth of the DNP capstone project and how it demonstrates competencies, to consider in what way it differs from the PhD dissertation, and to identify the similarities and differences among multiple forms of the project in terms of scope and expected deliverables, as well as to examine other related issues. The participants addressed eight salient questions in an effort to clarify the value, form, and key elements of the final project. Responses to these questions are presented, and the agenda for a national dialogue regarding the capstone project is considered.

Copyright 2013, SLACK Incorporated.

PubMed Disclaimer

Similar articles

• The evolution of a doctor of nursing practice capstone process: programmatic revisions to improve the quality of student projects. Nelson JM, Cook PF, Raterink G. Nelson JM, et al. J Prof Nurs. 2013 Nov-Dec;29(6):370-80. doi: 10.1016/j.profnurs.2012.05.018. Epub 2013 Oct 7. J Prof Nurs. 2013. PMID: 24267931
• Doctor of Nursing Practice programs: opportunities for faculty development. Sebastian JG, White Delaney C. Sebastian JG, et al. J Nurs Educ. 2013 Aug;52(8):453-61. doi: 10.3928/01484834-20130722-02. J Nurs Educ. 2013. PMID: 23909564
• The Doctor of Nursing Practice: defining the next steps. Grey M. Grey M. J Nurs Educ. 2013 Aug;52(8):462-5. doi: 10.3928/01484834-20130719-02. Epub 2013 Jul 19. J Nurs Educ. 2013. PMID: 23875725
• The power of partnership: addressing cancer health disparities through an academic-service partnership. Glazer G, Ponte PR, Stuart-Shor EM, Cooley ME. Glazer G, et al. Nurs Outlook. 2009 May-Jun;57(3):123-31. doi: 10.1016/j.outlook.2008.07.007. Nurs Outlook. 2009. PMID: 19447232 Review.
• The journey toward geriatric excellence in a non-research-intensive university. Lange JW, Wallace M, Grossman SC, Lippman DT, Novotny J. Lange JW, et al. J Prof Nurs. 2006 Mar-Apr;22(2):84-90. doi: 10.1016/j.profnurs.2006.01.011. J Prof Nurs. 2006. PMID: 16564472 Review.
• A 10-year evaluation of projects in a doctor of nursing practice programme. Turkson-Ocran RN, Spaulding EM, Renda S, Pandian V, Rittler H, Davidson PM, Nolan MT, D'Aoust R. Turkson-Ocran RN, et al. J Clin Nurs. 2020 Nov;29(21-22):4090-4103. doi: 10.1111/jocn.15435. Epub 2020 Aug 19. J Clin Nurs. 2020. PMID: 33439493 Free PMC article. Review.
• Search in MeSH

Related information

Linkout - more resources, full text sources.

• Ovid Technologies, Inc.

Other Literature Sources

• scite Smart Citations

• Citation Manager

NCBI Literature Resources

MeSH PMC Bookshelf Disclaimer

The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). Unauthorized use of these marks is strictly prohibited.

News & More is your official source for what's happening at the IHP.

• Features & Spotlights
• Awards & Accolades
• In The Media
• Campus Culture
• Communication Sciences & Disorders
• Diversity & Inclusion
• Education & Careers

Innovations in Nursing: How DNP-Prepared Nurses are Leading Change

Nurses are inherently positioned at the forefront of patient care and system-wide healthcare improvements. Nurses with a Doctor of Nursing Practice (DNP) degree are uniquely positioned to drive innovation and lead change. DNP-prepared nurses combine advanced clinical expertise with leadership skills, enabling them to spearhead nurse-led change and implement nursing innovations that enhance patient outcomes and healthcare delivery. This article explores how DNP-prepared nurses are making significant contributions to the healthcare field through leadership and innovation.

The Role of DNP-Prepared Nurses in Healthcare

DNP-prepared nurses are educated to practice at the highest level of nursing, enabling them to take on roles that influence patient care, policy, and practice within healthcare systems. Their education focuses on areas critical to healthcare advancement, including evidence-based practice, quality improvement, and systems leadership.

Leading Nursing Innovations

Innovation is at the heart of nursing practice, and DNP-prepared nurses are often the catalysts for new ideas and approaches in healthcare. Their contributions to nursing innovations include:

• Developing New Care Models: DNP-prepared nurses design and implement care models that address gaps in healthcare delivery, such as transitional care models to reduce hospital readmissions.
• Technology Integration: They lead efforts to integrate healthcare technologies, such as electronic health records (EHRs) and telehealth services, to improve patient care and access.
• Patient Safety Initiatives: Initiatives aimed at reducing medical errors and improving patient safety are frequently driven by DNP-prepared nurses, utilizing their deep understanding of clinical practice and quality improvement principles.

DNP Leadership in Practice

Leadership is a core component of the DNP curriculum , preparing nurses to lead teams, manage projects, and influence policy. The impact of DNP Leadership includes:

• Interprofessional Collaboration: DNP-prepared nurses lead interprofessional teams , fostering collaboration among healthcare professionals to improve patient care and outcomes.
• Health Policy Advocacy: They are advocates for health policy changes, using their expertise to influence policies that affect nursing practice and patient care.
• Organizational Change Management: DNP-prepared nurses are skilled in change management, leading efforts to implement evidence-based practices and innovations within healthcare organizations.

Driving Nurse-Led Change

Nurse-led change is a hallmark of DNP-prepared nurses, demonstrating their ability to lead improvements in healthcare. Examples of nurse-led change include:

• Quality Improvement Projects: DNP-prepared nurses often lead quality improvement projects, using data to identify areas for improvement and measure the impact of interventions.
• Community Health Initiatives: They design and implement community health programs targeting underserved populations, addressing social determinants of health, and improving community health outcomes.
• Education and Mentoring: By serving as mentors and educators, DNP-prepared nurses play a key role in preparing the next generation of nurses, sharing their knowledge and expertise to foster a culture of excellence and innovation.

MGH Institute of Health Professions DNP Program

The MGH Institute of Health Professions, a graduate school affiliate of Mass General Brigham, offers a DNP program that offers two tracks – a clinical track for advanced practice RNs with an MS in Nursing in non-leadership roles, or an executive track for nurse executives in a leadership role or aspiring to be in this type of role.  Highlights of the MGH IHP's DNP program include:

• Interprofessional Education: Students benefit from opportunities to interact  with other health professions, preparing them for collaborative practice.
• Focus on Innovation and Leadership: The curriculum emphasizes leadership, innovation, and evidence-based practice, enabling graduates to drive change in healthcare.
• Clinical and Capstone Projects: Students engage in clinical practice and capstone projects that address real-world healthcare challenges, demonstrating the practical application of their knowledge.

DNP-prepared nurses are so important to advancement in the world of healthcare; at the forefront of nursing innovations, leadership, and nurse-led change - playing a crucial role in transforming healthcare delivery and improving patient outcomes.  

Leadership in Nursing

Take the next step

• Clinical Affiliations

10 Capstone Project Examples for MSN and DNP

• April 17, 2024
• Writing Guides for MSN students

Capstone projects are comprehensive assignments designed to culminate a student’s learning experience. They require students to synthesize and apply knowledge gained throughout their academic journey. Here are Capstone Project Examples for MSN and DNP to help you start your capstone project

Purpose of Capstone Projects

A capstone project serves multiple purposes. The primary goal is to engage nursing students in rigorous scholarly work that showcases their research, analytical, and critical thinking skills. These projects bridge academic knowledge with real-world practice, allowing students to delve deeply into a specific area of study. For instance, students might explore  capstone project ideas  that align with their career goals or personal interests.

Further, capstone projects provide a platform for students to demonstrate their proficiency in their field of study. By undertaking these projects, students can enhance their resume, showing potential employers their commitment to their profession and their ability to tackle complex issues.

Importance for Nursing Students

For nursing students, capstone projects are of particular importance. They are often a prerequisite for graduation and are crucial in preparing students for the transition from education to practice.

Capstone projects enable nursing students to:

• Develop and demonstrate mastery of nursing concepts
• Apply theoretical knowledge to practical healthcare scenarios
• Research and address current challenges in the healthcare industry
• Innovate and propose improvements to patient care and healthcare systems

Nursing capstone projects come in various forms, from  BSN capstone projects  to more advanced DNP capstone projects. Each type necessitates a different level of research and expertise, but all share the common goal of enhancing the student’s educational and professional development.

By engaging in capstone projects, nursing students make significant contributions to the field of healthcare. They might, for example, propose a  capstone project proposal  that aims to reduce patient readmission rates or create a program to improve community health outcomes. These projects not only benefit the students’ growth but also have the potential to positively impact the healthcare sector at large.

The process of completing a capstone project requires effective  capstone project management , which involves choosing a topic, conducting research, and presenting findings. The successful completion of such projects is a testament to a student’s ability to apply academic learnings to real-world problems, a skill highly valued in the nursing profession.

Types of Capstone Projects

Capstone projects are culminating assignments designed to consolidate and demonstrate the knowledge and skills students have acquired during their academic program. In the field of nursing, these projects are pivotal in shaping competent and dedicated professionals. Here, we explore the different types of capstone projects nursing students undertake at various educational levels.

BSN Capstone Projects

Bachelor of Science in Nursing (BSN) capstone projects allow undergraduates to showcase their clinical and theoretical competencies.

These projects often entail identifying a problem in healthcare settings, developing a detailed plan to address it, and implementing a solution.

BSN capstone projects emphasize evidence-based practice and typically involve significant research.

MSN Capstone Projects

Master of Science in Nursing (MSN) capstone projects are more complex and require a higher level of expertise. MSN students are expected to take on projects that not only improve patient care but also contribute to the advancement of the nursing field. These projects might include conducting original research, performing a comprehensive literature review, or developing new nursing models or protocols.

Selecting a well-defined and relevant  capstone project topic  is crucial for MSN students to ensure their project’s success and relevance to the field.

DNP Capstone Projects

Doctor of Nursing Practice (DNP) capstone projects represent the pinnacle of practice-based nursing education. These projects are expected to make a substantial and impactful contribution to the field of nursing and healthcare delivery. DNP capstone projects typically involve implementing change in healthcare practice, evaluating the outcomes, and focusing on sustainability.

DNP students often engage in  capstone project management  and development, from the initial  capstone project proposal  to the final presentation and dissemination of their findings.

For nursing students, capstone projects are not just a requirement for graduation but a stepping stone into their future careers. These projects demonstrate students’ ability to apply their knowledge in real-world scenarios, providing tangible solutions to complex healthcare challenges. By understanding the different types of capstone projects and their requirements, nursing students can better prepare to undertake this significant academic endeavor.

Characteristics of Successful Capstone Projects

The crowning achievement of any nursing program is the capstone project. It is a multifaceted assignment that culminates students’ academic and intellectual experiences. Here are the defining characteristics of successful capstone projects in nursing education.

Research Focus

The cornerstone of any capstone project is a strong research component. It demonstrates the student’s ability to apply classroom theory to real-world issues. Projects should be grounded in extensive literature review and should display the student’s ability to conduct thorough research. The research focus should align with  capstone project topics  that are relevant and current in the field of nursing.

Practical Application

A successful capstone project transcends theoretical research by including practical applications that can contribute to the nursing field. This application could be a pilot program, a policy analysis, or a case study, among others. The practical application should aim to solve a real-world problem or improve current nursing practices.

Contribution to the Field

Capstone projects should showcase the student’s knowledge and skills and make a meaningful contribution to the field of nursing. Whether it’s proposing a new healthcare protocol, enhancing patient care strategies, or contributing new insights to a pressing issue, the project should aim to have a lasting impact. The project’s contribution is often detailed in the  capstone project proposal , outlining the expected outcomes and benefits to the nursing profession.

Incorporating these characteristics into a capstone project can significantly increase its effectiveness and the value it adds to the nursing field. Whether for a BSN, MSN, or DNP program, students should strive to integrate a strong research foundation, practical application, and a significant contribution to the field in their projects. For inspiration, students may explore various  capstone project examples  that exemplify these qualities.

Capstone Project Examples for MSN

In the realm of nursing education, capstone projects stand as a testament to a student’s academic and practical prowess. Here, we delve into a few impactful capstone project examples that not only demonstrate a mastery of nursing skills but also leave a lasting impact on the healthcare industry.

Addressing Healthcare Disparities

Projects that focus on healthcare disparities aim to identify and propose solutions to the inequalities that exist within healthcare systems. For example, a project might explore the barriers to healthcare access in rural communities and develop strategies to overcome these obstacles.

A table summarizing the project’s findings might include:

Such projects hold immense value as they pave the way for fairer health outcomes. For more information on selecting a topic that addresses these critical issues, students can refer to  capstone project ideas  and  capstone project topics .

Implementing Evidence-Based Practices

Evidence-based practices are the cornerstone of modern nursing. Capstone projects in this domain typically involve the integration of the latest research into clinical practice. An example might be a project that assesses the impact of a new evidence-based protocol on post-operative infection rates.

The project’s outcomes could be represented in a table like the following:

These projects underscore the importance of research in enhancing patient care and the role of nurses as agents of change. Nursing students looking to draft a comprehensive plan for such projects can explore  capstone project proposal  for guidance.

Enhancing Patient Outcomes

The ultimate goal of any healthcare professional is to improve patient outcomes. Capstone projects that target patient outcomes may revolve around interventions designed to reduce hospital readmission rates or initiatives to boost patient satisfaction.

A table presenting the results of such a project might look like this:

Enhancing patient outcomes not only reflects a student’s ability to apply their knowledge but also their commitment to patient-centered care. To ensure the success of such projects, students should consider  capstone project management  strategies.

These capstone project examples represent just a fraction of the myriad of ways nursing students can contribute to the healthcare field. Whether it’s through addressing disparities, implementing evidence-based practices, or directly enhancing patient outcomes, these projects serve as a powerful culmination of a nursing student’s educational journey.

Key Elements of a Strong Capstone Project

A capstone project is an academic endeavor that serves as the culmination of a student’s learning experience. To create a compelling capstone project, certain elements must be meticulously crafted and executed. Below are the essential components that form the foundation of a robust capstone project.

Clear Problem Statement

The cornerstone of any capstone project is a well-defined problem statement. It sets the stage for the entire project by pinpointing the issue that the research or project aims to address. A clear problem statement should articulate the scope of the challenge, its significance, and the potential impact of its resolution. It must be precise, focused, and comprehensible, allowing readers to grasp the purpose of the project immediately.

In a capstone project, the problem statement is often followed by the research question(s) or objectives that guide the investigation. For example, a project might aim to answer a question related to patient care improvements in nursing or to achieve a specific objective such as reducing medication errors in a healthcare setting.

Methodology and Data Analysis

The methodology section is where the student outlines the approach taken to tackle the problem statement. It includes the research design, data collection methods, and analytical procedures used to interpret the data. This section must detail the steps taken to ensure the reliability and validity of the findings.

In the data analysis subsection, the student presents the results of their research. This often involves statistical testing, thematic categorization, or other data synthesis methods to draw meaningful conclusions from the data collected.

Recommendations and Future Implications

After analyzing the data, the student must present practical recommendations based on their findings. These suggestions aim to address the problem statement and contribute to the field of study. The recommendations should be actionable, evidence-based, and directly tied to the research results.

Furthermore, the capstone project should discuss the potential future implications of the research. This includes how the findings could influence future studies, policy changes, or advancements in practice, particularly within the nursing profession. Highlighting the project’s potential for long-term impact can underscore its value and the student’s contribution to their field.

The recommendations and implications must be presented in a way that showcases the student’s critical thinking and ability to translate academic research into real-world applications. For guidance on formulating a compelling capstone project proposal, students might find value in exploring  capstone project proposal  resources.

In conclusion, a strong capstone project is characterized by a lucid problem statement, a methodical approach to research and analysis, and insightful recommendations and implications. Nursing students embarking on their capstone projects can find inspiration by examining various  capstone project examples  and by considering diverse  capstone project ideas  and  capstone project topics . Effective  capstone project management  strategies are also crucial to the success of their academic endeavors.

Tips for Excelling in Your Capstone Project

The capstone project represents the culmination of a nursing student’s education, requiring a blend of knowledge, practical skills, and critical thinking. To ensure the success of this important academic endeavor, students should consider the following strategies.

Selecting a Relevant Topic

The first step to a successful capstone project is choosing a topic that is not only of personal interest but also of significance to the nursing field. A relevant topic will provide motivation and drive the research forward. When selecting a topic, consider current challenges in healthcare, emerging technologies, or areas needing improvement. Utilize resources such as  capstone project ideas  and  capstone project topics  to help spark inspiration.

To aid in topic selection, consider the following criteria:

• Relevance to the nursing field
• Potential for a meaningful contribution
• Accessibility of data and resources
• Alignment with personal interests and career goals

Collaborating with Faculty and Peers

Collaboration is key to expanding the scope and depth of your capstone project. Working closely with faculty advisors can provide valuable insights and guidance throughout the process. They have the expertise to help refine your research question, develop a solid methodology, and navigate any challenges that arise.

Similarly, engaging with peers can offer support and fresh perspectives. Form study groups, solicit feedback on your work, and share resources to enhance the learning experience for everyone involved. For strategies on effective collaboration, explore our article on  capstone project management .

Managing Time and Resources

Effective time and resource management are crucial components for successfully completing your capstone project. Break down the project into manageable tasks and set a realistic timeline with specific milestones. This approach can help mitigate overwhelm and ensure steady progress.

Consider using the following table as a template for managing your capstone project timeline:

Be sure to allocate time for unexpected issues and seek assistance from resources such as your institution’s library or writing center when necessary. By planning ahead and utilizing available resources, you can navigate the capstone project with confidence and deliver a comprehensive and impactful final product.

The Significance of Capstone Projects

Capstone projects are comprehensive assignments designed to culminate a student’s learning experience. They require students to synthesize and apply knowledge gained throughout their academic journey.

Capstone projects are culminating assignments designed to consolidate and demonstrate the knowledge and skills students have acquired during their academic program. In the field of nursing, these projects are pivotal in shaping competent and dedicated professionals. Here, we explore the different types of capstone projects undertaken by nursing students at various educational levels.

Bachelor of Science in Nursing (BSN) capstone projects provide undergraduates with an opportunity to showcase their clinical and theoretical competencies. These projects often entail identifying a problem in healthcare settings, developing a detailed plan to address it, and implementing a solution. BSN capstone projects emphasize evidence-based practice and typically involve a significant amount of research.

Students can find a variety of  capstone project ideas  that cater to their interests and career aspirations.

The crowning achievement of any nursing program is the capstone project. It is a multifaceted assignment that serves as a culminating academic and intellectual experience for students. Here are the defining characteristics of successful capstone projects in nursing education.

A successful capstone project transcends theoretical research by including practical application that can contribute to the field of nursing. This application could take the form of a pilot program, a policy analysis, or a case study, among others. The practical application should aim to solve a real-world problem or improve current nursing practices. For guidance on developing this aspect, students can refer to resources on  capstone project management .

Capstone projects should not only showcase the student’s knowledge and skills but also make a meaningful contribution to the field of nursing. Whether it’s through proposing a new healthcare protocol, enhancing patient care strategies, or contributing new insights to a pressing issue, the project should aim to have a lasting impact. The contribution of the project is often detailed in the  capstone project proposal , outlining the expected outcomes and benefits to the nursing profession.

Examples of Power-Packed Capstone Projects

Working on an assignment with similar concepts or instructions ​.

A Page will cost you $12, however, this varies with your deadline. 

We have a team of expert nursing writers ready to help with your nursing assignments. They will save you time, and improve your grades. 

Whatever your goals are, expect plagiarism-free works, on-time delivery, and 24/7 support from us.  

Here is your 15% off to get started.  Simply:

• Place your order ( Place Order ) 
• Click on Enter Promo Code after adding your instructions  
• Insert your code –  Get20

All the Best, 

Have a subject expert Write for You

Have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, worried about your paper we can help, frequently asked questions.

When you pay us, you are paying for a near perfect paper and the time convenience. 

Upon completion, we will send the paper to via email and in the format you prefer (word, pdf or ppt). 

Yes, we have an unlimited revision policy. If you need a comma removed, we will do that for you in less than 6 hours. 

As you Share your instructions with us, there’s a section that allows you to attach as any files. 

Yes, through email and messages, we will keep you updated on the progress of your paper. 

Start by filling this short order form thestudycorp.com/order 

And then follow the progressive flow. 

Having an issue, chat with us here

Dr. James Logan – Admin msnstudy.com

Popular Posts

• Academic Writing Guides
• Nursing Care Plan
• Nursing Theory
• Nursing Topics and Ideas

Important Links

Knowledge base, utilize our guides & services for flawless nursing papers: custom samples available.

MSNSTUDY.com helps students cope with college assignments and write papers on various topics. We deal with academic writing, creative writing, and non-word assignments.

All the materials from our website should be used with proper references. All the work should be used per the appropriate policies and applicable laws.

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty.

We Accept: 

The best cybersecurity bootcamps of 2024

Brad Haft is an intern at Fortune Recommends , writing on topics such as education, business, budding technologies, and emerging career paths. He also produces videos for the team's social media. A proud alumnus of the University of South Florida, he majored in broadcast journalism and minored in entrepreneurship. 

Cybercrimes, threats, and data breaches are increasing in frequency and cost, posing a serious threat to businesses and everyday users. In fact, Cybersecurity Ventures says that the global annual cost of cybercrime is predicted to reach $10.5 trillion by 2025—while the average price tag of a single data breach will rise to $4.45 million , up 15% from 2023, as reported by IBM.

As such, the demand for people who can prevent these breaches and prescribe fixes is on the rise, too. The U.S. Bureau of Labor Statistics reports that information analysts—an entry-level cyber defense job earning an average salary of around $120,000—will see a 32% increase in employment by 2032, outpacing the growth of most other occupations.

Fortune Education’s ranking of the best cybersecurity bootcamps for 2024 aims to assist you in navigating your way from new learner to new hire. 

Best overall: Evolve Security Academy

The Evolve Security Certified Professional (ESCP) cybersecurity bootcamp offers a comprehensive curriculum comprising 13 modules, starting with an introduction to cybersecurity, networking, and social engineering and concluding with a virtual and in-person meetup to connect with industry professionals. Becoming an ESCP goes beyond learning theory. The program takes students out of the classroom and into the real world, giving them apprenticeship experience where they get to work with and perform live security assessments on non-profits. The bootcamp also features group competency assessments, where students are tasked with answering real technical interview questions followed by feedback and guidance from an adjunct instructor.

Evolve Security Academy

ESCP Certification Cybersecurity Bootcamp

• Financing options
• Scholarship available
• Lending options
• No military-related discount
• No admissions test
• Career support services
• Project-based curriculum
• Synchronous learning aspects
• Job placement guarantee
• CompTIA Security+ certification voucher

Why we picked it : The bootcamp stands out for its balanced approach to costs, curriculum, program structure, application easiness, brand prestige, and student experience. However, what truly sets it apart is its comprehensive career support. The program is designed to equip students with the skills and knowledge they need to succeed in the cybersecurity industry. Lastly, the program is also suitable for 210 CPE credits and advertises a 93% job placement rate.

Most affordable: Nucamp

Nucamp’s Become a Cybersecurity Analyst + Ethical Hacker bootcamp takes a three-pronged approach, teaching students three core aspects of cybersecurity: the fundamentals, defense, and offense in the form of “thinking like a hacker.” The program offers a comprehensive curriculum that covers everything from threat awareness and understanding network protocols to defending against malware threats, implementing effective security policies, and learning how to manage digital environments. The bootcamp has a 12-hour per week, flexible time commitment, and each class has a maximum of 15 students. Plus, it also holds live weekly workshops on the weekends and offers graduates an exclusive nationwide job board.

Become a Cybersecurity Analyst + Ethical Hacker

• No job placement guarantee
• No certification voucher but prepares for multiple tests

Why we picked it : Nucamp’s budget-friendly bootcamp, with the lowest cost on the list, offers students who meet specific criteria, such as academic performance, financial need, or underrepresented backgrounds, six different financing options, and five kinds of scholarships in the form of discounts. This affordability is a critical factor in Nucamp’s appeal, as it reassures students that they can pursue their tech education without breaking the bank. At the time of publication, the school provides a discount for high school graduates and “college dropouts.” Additionally, it offers funds for women in tech, Native Americans in tech, students recently denied a student loan, and U.S. military veterans and active duty personnel.

Best for brand recognition : edX*

edX’s cybersecurity bootcamps are hosted in conjunction with accredited universities nationwide, including top schools like Columbia University, Northwestern University, and the University of California–Berkeley. While the bootcamp does not provide certification test preparation, a portion of the final module is dedicated to helping students learn and leverage the CertMaster Test Prep Tool for the Security+ exam. Knowing that the curriculum and offerings of edX largely remain the same at each university, we analyzed all 25 available edX online cybersecurity bootcamps, determining the University of Denver’s bootcamp was the cheapest and had the most pricing options.

Cybersecurity Boot Camp

• Scholarship available (Certain schools)
• Lending partnerships (Certain schools)
• Military-related discount
• Admissions test
• No certification voucher

Why we picked it: Due to its strong social media presence, with around 151,000 followers on Instagram, edX’s digital presence sits leaps and bounds above all the bootcamps on the list. This extensive online following reflects a broad and engaged community, highlighting its popularity. With its leading yearly search volume on Google, edX demonstrates high interest and visibility.

Best for career advancement : Coding Temple

Coding Temple’s cybersecurity bootcamp is designed to empower students of all skill levels with the skills and confidence to tackle real-world cyber scenarios through lab simulations. The program covers essential tools such as NMAP, Linux, PowerShell, MetaSpolit, and Wireshark. With a modular structure spanning nine sections, students start by mastering firewalls and network security and end by learning to secure mobile devices and apps and comply with standards such as ISO27001 and NIST frameworks.

Coding Temple

Become a Cybersecurity Professional

• No synchronous learning aspects

Why we picked it : With its 2:1 career mentor support, CoderPad technical assessments, salary negotiation coaching, and over 300 placement partners, this bootcamp stands out among the rest. It has a 90% job placement rate and advertises a $23,000 salary bump for graduates. Students have been hired by prestigious companies such as Yale, Bank of America, and Amazon.

Best for express-track learning : BrainStation

BrainStation’s cybersecurity program is divided into four units: Introduction to Cybersecurity, Cyber Attacks, Risk Management, and Incident Management. During the program, students will gain hands-on experience performing IP and DNS lookups, understanding and thwarting threats using VPNs, encryption, and strong passwords, utilizing the National Vulnerability Database, and devising effective security strategies. Additionally, students will benefit from practical case studies that explore real-world cybersecurity incidents. Upon completing the program, students will be awarded a prestigious BrainStation Cybersecurity Certification.

BrainStation

Professional Certification Cybersecurity Courses

• No lending options

Why we picked it : Bootcamps are expedited by definition, but this program is only around 56 days long, allowing students to quickly gain the essential skills needed for entry-level positions, reducing the time and financial commitment compared to longer programs. The only prerequisites students need are general knowledge of technology and computer systems. Plus, we determined that this bootcamp does not have prospective students go through an admissions test or a string of admissions calls.

Best for self-paced beginners : The Tech Academy

The Tech Academy’s self-paced cybersecurity bootcamp stands out as the only program on the list that offers teachings in full-stack website and software development. This unique feature provides students with an in-depth understanding and a versatile toolkit for safeguarding and securing all the associated data that comes with the front end and the back end of a website or app. It covers cybersecurity from every angle, from network security, VPNs, and protecting user data to mastering Java and Swift.

The Tech Academy

Self-Paced Cyber Security Boot Camp

• No scholarship available
• Synchronous learning available in other version of program

Why we picked it : The Tech Academy offers 800 hours of independent study content and activities and aims to empower people to fit their learning around their existing work or school schedule. This program is for those who have the time and motivation to learn independently, prefer video modules, and value the freedom to progress at their own pace. There is also an instructor-supported version of the course, where instructors grade assignments Monday through Friday.

Best for certifications : Eleven Fifty Academy

With 500 hours of live instruction and TryHackMe–an online cybersecurity training platform–Eleven Fifty Academy’s cybersecurity program ensures practical, hands-on experience in incident response, threat detection, and cybersecurity best practices. This approach equips students with the confidence to apply their knowledge in real-world scenarios. Students also benefit from access to career services, portfolio development, and industry professional connections, all aimed at providing a comprehensive preparation for a successful cybersecurity career. The program’s success is evident in the fact that graduates have been hired at renowned companies like Infosys, Salesforce, and RevealRisk.

Eleven Fifty Academy

Full/Part-Time Cybersecurity

• CompTIA Network+ and CompTIA Security+ certification voucher

Why we picked it : Eleven Fifty Academy’s cybersecurity program offers a unique and engaging learning approach through a badge system that progresses in three key steps: Foundation (Gold), Acceleration (Blue), and Transition (Red). Each step provides in-depth training and the opportunity to obtain industry-recognized certifications such as CompTIA Network+ and CompTIA Security+. This is the only program on the list that includes the cost of two certification vouchers in its tuition.

Best for cutting-edge curriculum : Fullstack Academy

Fullstack Academy’s cybersecurity bootcamp provides seven defensive and offensive cyber skills training units. Students get their hands dirty with hands-on experience using industry-leading tools such as Kali Linux, Command Line, Python, Wireshark, Bash, Nmap, Metasploit, and Meterpreter. The full-time version of the course offers live instruction from experienced instructors, real-time demonstrations of new tools and technologies, interactive Q&A sessions, guided practice, and collaborative workshops. Students are recommended to partake in more than 30 hours of FullStack’s free cybersecurity-related pre-enrollment material: a course that teaches Linux command lines and an in-depth video series covering various aspects of cyberspace.

Fullstack Academy

Cybersecurity Analytics Bootcamp

Why we picked it : The program includes a free AI elective course where students can learn about the latest AI tools and techniques. They will learn how to use generative AI and prompting with websites like ChatGPT and Bing AI. It’s important to note that this elective doesn’t teach students how to code or secure AI but instead focuses on teaching them how to use these emerging technologies as tools.

Best for real-world training : QuickStart

Taught by former Networking Project Manager at AT&T, Michael “Ty” Garret, and decorated IT course creator William Clark II, QuickStart’s cybersecurity bootcamp is made for synchronous, hands-on learning. The program establishes the fundamentals of cybersecurity, network and system security, and Linux while teaching students the security vulnerabilities of different architecture models and getting hands-on with responding to and investigating security breaches. Alums have been hired at Apple, AT&T, Meta, and American Airlines.

Online Cybersecurity Bootcamp

Why we picked it : The program stands out for hosting a Capture the Flag pen testing and defending competition, providing a simulation of real-life cyber attacks. Plus, both full- and part-time students are required to complete a Capstone project, which serves as a real-world application of their learning and demonstrates their readiness for entry-level positions to potential employers. Additionally, it prepares students for the job market by conducting mock technical interviews to help them showcase their skills during job assessments. Finally, it assists students in preparing for the CompTIA Security+ credential through practice exams and study tips.

Best for live support and instructor access : DigitalCrafts

DigitalCrafts’ cybersecurity bootcamp is designed for beginners and focuses on teaching fundamental skills to prepare students for industry certification. The program covers binary, Windows OS, Linux OS, HTML, PHP, JavaScript, Cryptography, and IAM. Students also receive dedicated support for their portfolio, resume, LinkedIn profile, and interview skills. Additionally, a standout benefit is the opportunity to attend DigitalCrafts virtual career fairs, providing a direct path to industry opportunities in cybersecurity. With the option to spread tuition payments over 3–10 years, the program is accessible to anyone looking to make a career transition into the cybersecurity industry.

DigitalCrafts

Cybersecurity Certificate Bootcamp

• CompTIA certification voucher of your choice

Why we picked it : Not only does this bootcamp offer flexibility, allowing students to livestream classes from anywhere with an internet connection, but it also allows students to interact closely, in the form of 1:1 time, with their instructor. Every week, students participate in class discussions and receive direct project feedback.

More about edX bootcamps*

edX hosts cybersecurity bootcamps in partnership with 25 universities across the country. These programs are largely similar in curriculum, yet their pricing does tend to differ slightly. For example, the bootcamp with Columbia costs nearly $15,495, whereas the University of Devner’s program is closer to $12,000. Some programs offer scholarships for previous edX alumni.

The full list of partnered schools includes:

• University of Denver
• Michigan State University
• University of Minnesota
• Vanderbilt University
• George Washington University
• Northwestern University
• Arizona State University
• Case Western Reserve University
• Rice University
• University of Kansas
• University of New Hampshire
• University of Texas at San Antonio
• UNC Charlotte
• University of Connecticut
• The Ohio State University
• University of Richmond
• Washington University in St. Louis
• Rutgers University
• Southern Methodist University
• The University of Penn
• The University of Texas at Austin
• Columbia Engineering
• The University of North Carolina
• UC Berkeley Extension

A note from edX:

“edX bootcamps are university-backed, dynamic virtual learning bootcamps offering market-driven curricula that help learners gain the in-demand skills they need to succeed in their desired tech career. In addition to instructional staff and practical, project-based skills reinforcement learners receive during their boot camp experience, edX bootcamps offer learners access to tailored career services dedicated to helping them achieve their professional goals, regardless of their chosen path.”

Our methodology

Cybersecurity bootcamps offer accelerated and more budget-friendly routes than traditional tech degrees. But choosing the right program may become a lot more challenging as the number of cyber-related bootcamps grows. 

In creating our methodology , we sought some of the biggest and most relevant programs for the Fortune Recommends audience, analyzing more than 50 cybersecurity bootcamps and narrowing in on the top 10. The below data points were used to determine each persona and judge the top programs on the market. 

• Program structure & learning experience (34%) : This included a meticulous assessment of the school's admission process, such as logical or technical-based admissions tests, bootcamp prerequisites, and program length. We also examined the availability of part-time and self-paced options and whether the program is offered online, on-site, or hybrid. Additionally, we rewarded programs with live learning options, hands-on and project-based learning, access to instructors or mentors, and whether the bootcamp teaches AI. 
• Price (21%) : We considered various factors to determine the actual value of the bootcamps, including minimum and maximum costs, deposit amounts, financing and lending options, deferred payment plans, scholarships, and military discounts.
• Certification (18%) : We rewarded programs that included professional-grade, company-agnostic certification vouchers like CompTIA's Network+ or Security+.
• Career & support services (14%) :   This calculation evaluated student offerings, including career support, job promise, job placement rates, access to networking alums, hiring partners, and open communication between other students. We also rewarded live learning, mentorship, career support options, job placement guarantees, and networking opportunities. We also examined whether the school offered career simulations, Capstone projects, apprenticeship options, mock technical interviews, and Capture the Flag challenges.
• Reputation (13%) We looked for programs with large social media followings, plus whether the program was well-established or brand new. Then, we took into account real student reviews from Course Report . Lastly, we averaged the number of annual Google searches for that particular bootcamp. All of this helps measure public perception and interest in a school.

Our expert panel 

For the creation of our ranking, we sought out those with thorough expertise in the software engineering world: 

• James Stanger : Chief technology evangelist at CompTIA
• Aaron Engel : Chief information security officer at ExpressVPN

We discussed the world of cybersecurity with them both, the difference between what is taught in traditional academia and what is taught in bootcamps, and the skills needed to be successful in the field.

By doing so, we hope to help readers pick the right program and take their first steps to join the tech industry. Neither of our expert panelists was directly involved in the ranking of any programs.

Is a cybersecurity bootcamp worth it?

One of the most searched questions on Google regarding bootcamps is whether they're worth the time and money. The answer varies based on factors like cost, duration, and outcomes. If you're unsure about pursuing a bootcamp with a certification or even a four-year degree, what are your options?

Our experts agree that it's possible to succeed in learning cybersecurity using free resources like YouTube and major cyber organizations such as EC-Council, CISA, Fortinet , and Cisco —or even one-off paid courses .

But, Stanger points out two glaring issues with those free resources: "You don't get the networking options, and who's to say what you're learning is relevant to the job you want? Industry certifications do well in bootcamps because they are created and vetted by thousands of IT professionals."

That's why, when weighing a bootcamp, it's important to consider which certifications you’re looking to earn. We found that the two most common certification vouchers included in the price of bootcamps were CompTIA’s Security+ and CompTIA’s Network+. 

Stanger adds that a general rule of thumb for bootcamps regarding program length is that shorter, more traditional programs are often designed for people with prerequisite experience. 

"These programs are great for [cybersecurity professionals] who already have a foundation in the field, but they might not be the best fit for newcomers without prior knowledge. If done right, these newer, longer programs focus on the right pace of learning, making it possible for people to get the right kind of knowledge," he says.

If you're on the fence about switching careers or suffer from what Stanger calls 'Four-Year Degree Syndrome,' or are looking for continuing education in the form of a cybersecurity-related master’s degree , he says at the end of the day, it's crucial to find what works best for you. 

Plus, Stanger explains that hiring managers don't care so much if you've completed a bootcamp; they care if you have the muscle memory to actually do a good job in the heat of the moment.

Without these skills, 'all your work is pointless'

According to research from Palo Alto Networks, today's cyber threats are increasing in volume and sophistication. Shockingly, the company's findings reveal that in 2023, hackers exploited vulnerabilities 55% more than they did in 2021. This alarming surge in cyber attacks showcases the critical need for skilled professionals to address these vulnerabilities and avert future breaches.

"So, if you don't match that always evolving nature with excitement and intrigue, then you're consistently going to fall behind," Engel says. "If you have that passion, and you find a cybersecurity bootcamp willing to give you a nice set of foundational skills, I think you can be very successful."

With 15 years of experience in various cybersecurity roles at IBM , JPMorgan Chase , and now ExpressVPN, Engel's day-to-day is clear: protecting the privacy and security of company systems and services.

Being inquisitive and wanting to know why something works is quintessential to cybersecurity, he says, because threats and weak points are not always apparent.   

"To solve vulnerabilities, you are literally just looking through how something works and identifying or catching something odd," he tells Fortune .

Engel emphasizes that solid communication skills are often overlooked but are green flags for hiring managers. "Let's say you're on the defensive side, and you find something that looks suspicious. You need to be able to communicate it to your peers and bosses and say, 'Hey, I found this weird quirk, and this is why I think it's bad.' If people don't understand your point, all your work is pointless."

To hone these skills in a bootcamp setting, Engel advises finding programs that teach the basics and foundations before building up into more complex subjects. Look for programs that offer hands-on training so you can tweak coding, see the changes you've made, and be the one to find workarounds. 

"All of these things are so much better than watching an eight-hour video and then two days later not remembering how [the workaround] is done."

On the flip side, he warns against programs that make unrealistic promises. "Promises that seem too good to be true, like guaranteed jobs in an unrealistic time frame, are a major red flag." 

Lastly, Engel says to do your due diligence when it comes to vetting these bootcamps. “When you go into something with minimal knowledge, it can result in you potentially being taken advantage of, like spending $15,000 for a bootcamp when you could’ve found it online for $100.”

Which bootcamp is best for cybersecurity?

We analyzed over 50 cybersecurity bootcamps, considering costs, applications, program structure, career support, certifications, curriculum, and brand recognition. The ten programs on this list rose to the top when considering these factors. Of those, we picked Evolve Security Academy's ESCP Certification Cybersecurity Bootcamp as our best overall program. However, the best bootcamp is the one that works well for your learning style and your level of commitment. 

Still on the fence about finding the cybersecurity program for your learning style? We also took a deep dive into a few university-taught courses .

Can you get a cybersecurity job with just bootcamp?

Yes, you can go from new learner to new hire after graduating from a cybersecurity bootcamp. Programs from Evolve Security Academy, Coding Temple, Nucamp, and Springboard have job placement rates above 85%. While programs from QuickStart offer job guarantees. 

Some of the highest-paying jobs in the cybersecurity industry are Chief Information Security Officer, Director of Information Security, and Cybersecurity Architect.

How long are cybersecurity bootcamps?

The cybersecurity bootcamps we looked at vary in length, ranging from 56 days long to 266 days long, but on average, they are anywhere from 15 to 18 weeks long. Our experts say that while finding weeklong bootcamps online or in-person is possible, the shorter they are, the more advanced they might be. 

Frequently asked questions

Is cybersecurity training hard.

It can be. Like learning any IT or computer science skill, the learning curve can be steep and take a lifetime to master. Cybersecurity is no different. People with a background in cybersecurity may find the teachings in programs on this list intuitive, while beginners may struggle with certain concepts. Knowledge of basic math and programming may benefit cybersecurity engineers, but those skills are typically optional for learning the fundamentals.  

What is the success rate of cybersecurity bootcamps?

The success rate of cybersecurity bootcamps varies from program to program, but four on this list reported their job placement rate, which can be used as a measure of success. Evolve Security, Coding Temple, Springboard, and Flatiron School reported 93%, 90%, 85.6%, and 90% placement rates for job seekers, respectively. 

Do you do a lot of coding in cybersecurity?

Which cybersecurity certification pays the most.

Certifications that align with senior-level or management roles, such as the CISSP, CISM, OSCP, CRISC, and CGEIT, typically pay the most.

How much does cybersecurity bootcamp cost?

The cost of a cybersecurity bootcamp depends on what you’re getting out of the program. For example, programs that offer live learning, instructor access, certification vouchers, and a robust program curriculum spanning multiple months will typically cost more than a five-day, solo-learning, beginner-level intensive. The least expensive program on this list is Nucamp's string of instructor-led courses, with a minimum paid-in-full amount of $2,124 without discounts or scholarships. At the same time, Flatiron's much longer program costs a minimum paid-in-full amount of $16,900 without discounts or scholarships.

What is the best cybersecurity certification to get first?

The five best cybersecurity certifications for beginners to get their hands on are the CompTIA Security+, CompTIA Network+, ISC2's Certified in Cybersecurity (CC), EC-Council's Certified Ethical Hacker (CEH), and GIAC's Penetration Testers certification (GPEN).

• U.S. Bureau of Labor Statistics
• Palo Alto Networks

About the contributors