Degree Name
Nursing Practice, DNP
Publication Date
4-20-2026
First Advisor
Lisa Drake
Second Advisor
Veronica Arredondo
Abstract
Primary care providers often experience inconsistent confidence and incomplete documentation when managing hypertension, contributing to suboptimal blood pressure control. This quality improvement project addressed the need for structured provider education at an outpatient family clinic. The purpose was to evaluate the impact of a structured educational intervention on provider self-efficacy and documentation completeness. Using a quasi-experimental pre-post design guided by the Plan-Do-Study-Act model and Lewin's Change Theory, a 60-minute educational session was delivered to 12 licensed providers. Participants completed pre- and post-intervention self-efficacy surveys using the Acceptability of Intervention Measure (AIM) and Intervention Appropriateness Measure (IAM) and Feasibility of Intervention Measure (FIM) tool. Chart audits (n=60) evaluated documentation of blood pressure recording, medication management, lifestyle counseling, and follow-up planning. A paired-samples t-test revealed a statistically significant increase in provider self-efficacy, t (11) = -7.77, p < .001. Documentation completeness for all four criteria increased from 43% pre-intervention to 77% post-intervention, χ² = 7.18, p = .007. Lifestyle counseling documentation showed the greatest improvement from 37% to 83%. This project demonstrates the value of integrating brief, low-cost provider education into primary care settings. Findings support sustainable strategies to strengthen provider confidence, improve documentation, and enhance hypertension care quality.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Nsiah, Stephanie, "Enhancing Provider Self-Efficacy and Documentation in Hypertension Management" (2026). Doctor of Nursing Practice Projects. 316.
https://arch.astate.edu/dnp-projects/316
