Degree Name
Nursing Practice, DNP
Publication Date
9-21-2026
First Advisor
Lisa Drake
Second Advisor
Elizabeth L'Heureux
Abstract
There is an identified gap between nursing knowledge learned in academic settings and application of clinical skills in practice settings. Literature contributes this gap to poor knowledge retention, lack of constructive feedback, and inability to apply knowledge to clinical practice. The purpose of this project was to address skill mastery and retention in nursing students within a university. The project aim was to improve faculty feedback and evaluation to best support skill mastery in the skills laboratory. Lewin’s Change Management Model and Dr. Patricia Benner’s Novice-to-Expert Theory guided project design and progress. This pre- and post-intervention study followed a PDSA framework to assess self-efficacy, using the College Teaching Self-Efficacy Scale, in nine nursing faculty members at a public university before and after an educational session on feedback and evaluation. Consistency in evaluation was also assessed using simulated scenarios and course grading rubrics. Welch’s t-test produced a p-value of 0.24 for overall scores, indicating a result that is not statistically significant. Limitations include unmatched pre- and post-intervention groups and small sample size. Descriptive statistics showed an increase in post-intervention scale mean (M=85.20, SD=10.42) from pre-intervention scale mean (M=78.68, SD=12.24) of almost seven points, with a Cohen’s d of d = 0.58, indicating medium impact of the intervention. Rubrics from the simulated scenarios showed one hundred percent agreement between faculty assigned score and intended outcome. Results indicate that educational sessions for faculty are a feasible way to improve self-efficacy and consistency in feedback and evaluation, which impacts student success.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Leezer, Shelley, "Training Faculty for Skills Evaluation: A Quality Improvement Project" (2026). Doctor of Nursing Practice Projects. 404.
https://arch.astate.edu/dnp-projects/404
