National evaluation of DNP projects based on 2015 AACN white paper and 2019 DNP project roadmap.

The AACN expectation to prepare DNP graduates with EBP and QI competencies using the project was clarified with the 2015 White Paper and these expectations have not changed with the new Essentials. Evidence suggests DNP projects continue to be a mix of research and QI. Using the DNP Project Roadmap, we reviewed 214 projects from 120 schools from publicly available sources for the presence of EBP and QI project elements. Of the 27 Roadmap elements evaluated, only two had a significant (p ≤.05) positive change after the release of the White Paper 1) a question to frame the problem/issue (pre-48.4 %, n = 45, post-64.5 %, n = 78) and 2) an evidence search (pre-26.9 %, n = 25, post-39.7 %, n = 48). Nineteen of the 27 elements had positive change; however, were still not present in >50% of the project papers. These findings can be used to engage in a national conversation on DNP curricular expectations of projects that demonstrate student competency in EBP and QI. • Few DNP projects described local or national problem, an essential component in framing the need for an EBP or QI projects. • Many DNP projects asked clinical questions and conducted some type of an evidence search. • More than two-thirds of DNP projects continue to follow a research format. • Only 11% of papers had most Roadmap elements that characterized EBP, QI type DNP projects. • AACN White Paper and DNP Project Roadmap may foster EBP, QI type projects and lend consistency in project reporting expectations. [ABSTRACT FROM AUTHOR]