The DNP project provides opportunities for students to integrate newly learned skills into practice and to demonstrate how to apply principles of nursing practice scholarship. The list below includes recent examples of UB School of Nursing DNP projects that have been published in peer-reviewed scholarly journals. (List is alphabetical by last name.)
Atherton, P., Jungquist, C., & Spulecki, C. (2022). An educational intervention to improve comfort with applying and interpreting transcutaneous CO2 and end-tidal CO2 monitoring in the PACU. Journal of Perianesthesia Nursing, 36(6), 781-786.
The purpose of this study was to assess the effectiveness of an educational program about measuring ventilation using devices that assess carbon dioxide levels in patients recovering from a surgical procedure.
A pre-post survey of knowledge attainment from an educational intervention about measuring ventilation using end-tidal carbon dioxide (EtCO2) and transcutaneous carbon dioxide (tcPCO2) devices in the postanesthesia care unit (PACU) was distributed to current members of the American Society of PeriAnesthesia Nurses.
Brown, K., Sessanna, L., & Paplham, P. (2020). Nurse practitioners' and nurse practitioner students' LGBT health perceptions. The Journal for Nurse Practitioners, 16(4), 262-266.
Nurse practitioner (NP) and NP student perceptions of adult lesbian, gay, bisexual, and transgender (LGBT) health needs were qualitatively explored. One overreaching theme, “We need to do better. We have a lot to do,” and four key themes were identified: (1) same basic health needs as straight people; (2) a little more risk, a little more help, a little extra care; (3) breaking down that trusting, honest provider relationship; and (4) society sucks and social media and politics play a major role. Results support the need for future research exploring NP and NP student understanding of LGBT health needs.
Davis, J., Hequembourg, A., & Paplham, P. (2021). School-based nurse practitioners’ perceptions of the health care needs of transgender and gender nonconforming adolescents. Journal of School Nursing.
School-based nurse practitioners (NPs) can reduce health disparities for transgender and gender nonconforming (TGNC) adolescents. However, research is limited regarding their understanding of TGNC health. This study aimed to explore school-based NPs’ perceptions of the health needs of TGNC adolescents. A qualitative, descriptive analysis utilizing a demographic survey and semi-structured interview questionnaire was conducted. School-based NPs (N = 6) were recruited via the New York School-Based Health Alliance listserv and through clinical networking. An essentialist, reflexive approach utilizing inductive thematic analysis was utilized. Four key themes and an overarching theme were identified. The overarching theme was the following: School-based NPs are primary resources — or “point people” — for TGNC adolescents seeking support, safety, and accessibility to health care. Findings identified the need for improvements in the areas of TGNC advocacy and education.
Julien, D., Sessanna, L., & Campbell, N. (2020). A comparative analysis of testosterone therapy and phosphodiesterase 5 inhibitor monotherapy and combined therapy in men with erectile dysfunction and low testosterone levels. Urologic Nursing, 40(1).
Background: Nursing is often referred to as an art and a science. Consistent with the literature, art is subjective, encouraging imagination and creative self-expression. Stories told through artistic illustrations over time access deeper meanings that nurses may hold about their identity as caregivers, as well as their professional and therapeutic relationships. Thus, by engaging in creative self-expression, nurses have the opportunity to expand their reflective practice.
Objective: To explore nurses’ experiences of creating their own individual art pieces and artistic instruments, and so to learn what meaning these creations hold for their nursing practice and their identity as caregivers.
