Degree Name
Nursing Practice, DNP
Publication Date
9-20-2026
First Advisor
Lisa Drake
Second Advisor
Leigh Swartzendruber
Abstract
Variability in clinical teaching practices can contribute to inconsistent faculty preparation and student learning experiences. This quality improvement project addressed the absence of a standardized clinical teaching resource within an Associate Degree Nursing (ADN) program at a public technical college in the southeastern United States. The purpose was to implement a standardized, evidence-based clinical teaching guide to improve faculty confidence and clinical educator skill acquisition. Social Cognitive Theory provided the theoretical framework, and Lewin’s Change Theory guided practice change. A quantitative, quasi-experimental one-group pretest-posttest design was used. Fourteen eligible nursing faculty and clinical instructors were invited to participate; 10 participated, and seven completed matched pre- and post-intervention assessments. Faculty used the standardized clinical teaching guide during a six-week clinical rotation. Outcomes were measured using the 40-item Academic Clinical Nurse Educator Skill Acquisition Tool (ACNESAT). Paired-samples t tests demonstrated statistically significant improvements in the ACNESAT total score and both factor scores, with large effect sizes. The mean total score increased from 148.0 preintervention to 180.9 postintervention. Factor 1 scores increased from 83.57 to 104.0, t(6) = 4.40, p = .005, d = 1.66, while Factor 2 scores increased from 63.29 to 76.57, t(6) = 3.82, p = .009, d = 1.45. Because the p values for both factor scores were below the predetermined alpha level of .05, the improvements were considered statistically significant. The large Cohen’s d values further demonstrated that the magnitude of the observed changes was substantial. The mean total score increased from 148.0 pre-intervention to 180.9 post-intervention. Limitations included the small sample, single-site design, faculty workload, instructor turnover, and short implementation period. Findings support standardized, evidence-based faculty preparation as a feasible strategy for strengthening clinical educator confidence and promoting consistency in clinical nursing education.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
White, Caroline, "Quality Improvement Project: Impacting Clinical Competency Through Faculty Preparation: A Standardized Teaching Guide Initiative" (2026). Doctor of Nursing Practice Projects. 414.
https://arch.astate.edu/dnp-projects/414
