Implementing SQUIRE guidelines to improve standardization and rigor of DNP projects

Abstract

School of Nursing administrators and educators across the United States are seeking guidelines for structuring and administering their Doctor of Nursing Practice (DNP) degree programs. There is a lack of consistent guidelines for increasing rigor and standardization across DNP Projects, the terminal product of most DNP Programs. Employers expect nurses holding a DNP degree to conduct quality improvement projects that positively impact patient health or the organization. As schools transition to a competency-based education model based on 2021 AACN Essentials, DNP Programs will benefit from well-defined models for guiding DNP Projects. At Oregon Health & Science University (OHSU) School of Nursing, the faculty undertook a curricular modification to phase out the master's programs for Advanced Practice Registered Nurses (APRN) and provide a DNP-only degree program. This curricular innovation focused on using the Standards for Quality Improvement Reporting Excellence 2.0 (SQUIRE 2.0) used as the framework to guide course content, culminating in the DNP Projects courses. The use of SQUIRE as a guiding model for design, implementation, evaluation, and dissemination has proven to be effective at increasing precision and standardization across the six APRN specialties at OHSU. This article describes the process and outcomes of scaffolding SQUIRE across a DNP Program to enhance DNP Project outcomes.