Degree Name
Nursing Practice, DNP
Publication Date
6-23-2025
First Advisor
Lisa Drake
Second Advisor
Beatrice Bailey
Abstract
This Doctor of Nursing Practice (DNP) project addresses the significant gap in emergency nursing preparedness for managing pediatric emergencies in adult-focused emergency departments. A quasi-experimental pre/ post intervention design was used to implement a pediatric-specific training intervention consisting of didactic education and simulation-based learning. A total of 87 night shift ED nurses participated. Knowledge and self-efficacy were measured using pre- and post-intervention surveys and assessments. The training equipped nurses with critical skills to manage pediatric emergencies more confidently and competently, addressing both clinical and emotional barriers. Knowledge scores significantly improved, t = -20.45, p < 0.001, with post-test means rising from 5.56 (SD = 1.58) to 9.03 (SD = 0.32). Post-intervention self-efficacy scores also increased significantly, t(86) = -21.57, p < .001, indicating greater confidence in pediatric emergency care. These findings validate the effectiveness of structured pediatric emergency training in enhancing nurse competency and self-efficacy. Lewin's change theory and Newman’s systems model guided this quality improvement project. The results support the continuation of the program in population-specific education and simulation as part of annual competency development. This project demonstrated that targeted pediatric training improves nurse preparedness and has the potential to enhance patient outcomes in a setting traditionally focused on adult care.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Daniel, Tiffany, "Quality Improvement Project Enhance Self-efficacy and Knowledge in Pediatric Emergency Care for Nurses In an Adult Acute Care Facility" (2025). Doctor of Nursing Practice Projects. 170.
https://arch.astate.edu/dnp-projects/170
