Degree Name
Nursing Practice, DNP
Publication Date
9-23-2025
First Advisor
Lisa Drake
Second Advisor
Kristie Givens
Abstract
Studies show that inconsistencies in teaching and evaluating skills proficiency in nursing programs can lead to student failure, delayed progression, and decreased faculty satisfaction. The purpose and aim of this quality improvement project was to determine whether the use of an evidence-based, standardized tool for teaching and evaluating Foley catheter insertion improved faculty satisfaction and teaching confidence compared to faculty-created checklists. The project utilized a quasi-experimental design guided by the Iowa Model of Evidence-Based Practice and Kotter’s 8-Step Change Model. The Bachelor of Science in Nursing (BSN) faculty implemented the standardized tool and completed pre- and post-intervention Likert-scale surveys measuring satisfaction, perceived clarity, fairness, and confidence when teaching. Data were analyzed using a paired t-test. Six of ten faculty completed both surveys, for a 60% completion rate. The small sample size represents a limitation. Results demonstrated a statistically significant improvement in post-intervention scores, t (5)=2.98, p=.031, with a large effect size (Cohen’s d=1.22). Faculty reported improved satisfaction with the consistency and fairness of evaluation and increased confidence in teaching Foley catheter insertion. These findings align with existing literature showing that standardized tools improve reliability, reduce frustration, and support student success. This project highlights the significance of simple, cost-effective standardization in improving faculty experience, supporting student progression, and strengthening overall nursing education quality.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Walker, Katrina, "Quality Improvement Project Using Standardized Teaching Tools to Improve Skills Proficiency" (2025). Doctor of Nursing Practice Projects. 228.
https://arch.astate.edu/dnp-projects/228
