Evaluation of Doctor of Nursing Practice Program Assignment Scheduling on Student Well-being
Author
Hill, Heather
Abstract
Background: Doctor of Nursing Practice (DNP) student well-being is essential for workload manageability. There is limited literature that reviews DNP students' well-being and the implications for improving student well-being for success in a DNP program. This project aims to evaluate the impact of aligning DNP core course assignments on student well-being and managing workloads.
Method: The Model for Continuous Quality Improvement. The model steps include:
• planning: the project problem
• creating: surveys and course templates
• intervention: schedules coordination
• reflections: future recommendations.
Results: Survey results were overall positive for students and faculty. Student survey common themes included: program manageability, school/professional/family balance difficulties, and increased stressors.
Conclusion: Study feedback indicated stressors can affect student workload manageability in a DNP program. However, student well-being was overall positive regarding the alignment of assignment schedules. Additionally, students appreciated faculty availability and support in their DNP studies.
Date
2024-04
Citation:
APA:
Hill, Heather.
(April 2024).
Evaluation of Doctor of Nursing Practice Program Assignment Scheduling on Student Well-being
(DNP Scholarly Project, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/13372.)
MLA:
Hill, Heather.
Evaluation of Doctor of Nursing Practice Program Assignment Scheduling on Student Well-being.
DNP Scholarly Project. East Carolina University,
April 2024. The Scholarship.
http://hdl.handle.net/10342/13372.
May 21, 2024.
Chicago:
Hill, Heather,
“Evaluation of Doctor of Nursing Practice Program Assignment Scheduling on Student Well-being”
(DNP Scholarly Project., East Carolina University,
April 2024).
AMA:
Hill, Heather.
Evaluation of Doctor of Nursing Practice Program Assignment Scheduling on Student Well-being
[DNP Scholarly Project]. Greenville, NC: East Carolina University;
April 2024.
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