title: An example of a statistics course in a doctor of nursing practice (DNP) program.
abstract: The current healthcare environment requires RNs and advanced practice nurses (APNs) to be proficient in critique and utilization of healthcare research to inform an evidence base for practice. Many practicing RNs and APNs lack competency in statistical analysis and interpretation, and knowledge in the conduct of nursing research. Doctor of Nursing Practice (DNP) students need this knowledge to address researchable problems found in their own practice environments and, as leaders in practice, to mentor colleagues and other members of the healthcare team. The authors describe a DNP statistics course including its design and composition and demonstrate how using traditional, data-oriented, and student project approaches yields positive learning outcomes.
authors.affiliation: Jefferson School of Nursing, Thomas Jefferson University, Philadelphia, Pennsylvania, USA. Lori.Lauver@jefferson.edu
authors.forename: Lori
authors.initials: L
authors.lastname: Lauver
authors.forename: Ann Gibbons
authors.initials: AG
authors.lastname: Phalen
mesh_terms: D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D004522:Educational Status; D055318:Evidence-Based Nursing; D005181:Faculty, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D016730:Program Development; D015397:Program Evaluation; D013223:Statistics as Topic / Q000193:education*; D013663:Teaching