The dnp project: educating and engaging stakeholders | nursing | Chamberlain College of Nursing


The DNP Project: Educating and Engaging Stakeholders

            In this program, nurses are expected to care for patients. Nurses should have adequate knowledge regarding any given subject before teaching patients. Therefore, it will not be assumed that nurses understand the DNP program. Instead, nurses will first be educated on the DSMES program before teaching patients. In this project, only two nurses have been selected. Thus, the education process will focus on teaching the two nurses about the project. The Centers for Disease Control and Prevention website will be used to guide the educational intervention and will be supported by the evidence-based literature to validate the program. For example, the DMSES program has various topics on physical activity, healthy diet, and medication compliance (Tschida et al., 2021; Powers et al., 2020). The significance of these topics will be outlined for the nurses. Then, various articles, such as the one written by Goff et al. (2021), will be used to support the significance of each intervention in the DSMES program. The educated nurses will then create an educational plan for the patients. The nurses will then teach patients about the DSMES program and evaluate their understanding of it. Overall, nurses will be prepared to provide standardized and relevant information to patients.

           This program will be implemented in two phases. The first phase will entail selecting and educating nurses. Nursing education will entail using only PowerPoint presentations. PowerPoint presentations have been selected as they facilitate interactions to help learners understand the content (Mai et al., 2019). Therefore, the sessions will involve presentations and an opportunity for questions and answers to nurses’ concerns. All nurses must have qualified from a nursing training institution. Thus, it will be assumed that nurses have adequate background information about diabetes. The educational intervention will only serve as an update of what they already know using the evidence. The second phase is patient education. The two nurses will first create an educational plan, which will have different DSMES topics. The educational plan should be simplified to help patients with low health literacy and those with less education to understand the program. For example, nurses will not use terms such as glycemic level and glycemic control. Instead, they will use blood sugar level and blood sugar control terms. The simplified language will help patients understand the information well. Considerably, my plan that begins with educating nurses will ensure that appropriate stakeholders, who include nurses and patients, understand the DMSES program and its effect on the blood sugar level.

           I will foster and continue enthusiasm for the intervention using formative evaluation. According to Andreassen and Malling (2019), formative evaluation is significant as it provides ongoing feedback regarding any given project. Therefore, it can help in identifying gaps in the training process and determining the areas to be improved.

           The project is now at the stage of organizing the intervention, including plans to be made for educating the stakeholders. This week, success in identifying various aspects of the DSMES program using the CDC website was witnessed. The source will be significant in organizing the intervention. The only challenge has been identifying the appropriate nurses to participate in the program. The nurses will teach patients and should be identified early enough to prepare them for the task. I plan to engage the leader of the healthcare setting to help identify nurses who will help implement the project. Overall, no barrier was identified since I received all the feedback I needed regarding the project and made necessary adjustments.


Andreassen, P., & Malling, B. (2019). How are formative assessment methods used in the clinical setting? A qualitative study. International Journal of Medical Education, 10, 208–215. (Links to an external site.)

Goff, L. M., Rivas, C., Moore, A., Beckley-Hoelscher, N., Reid, F., & Harding, S. (2021). Healthy eating and active lifestyles for diabetes (HEAL-D), a culturally tailored self-management education and support program for type 2 diabetes in black-British adults: A randomized controlled feasibility trial. BMJ Open Diabetes Research & Care, 9(1), e002438. (Links to an external site.)

Mai, C. L., Minehart, R. D., & Pian-Smith, M. C. (2019). Seven tips for giving an engaging and memorable presentation. BJA Education, 19(9), 274–275. (Links to an external site.)

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: A consensus report of the american diabetes association, the association of diabetes care & education specialists, the academy of nutrition and dietetics, the american academy of family physicians, the american academy of pas, the american association of nurse practitioners, and the american pharmacists association. Diabetes Care, 43(7), 1636–1649. (Links to an external site.)

Tschida, S., Flood, D., Guarchaj, M., Milian, J., Aguilar, A., Fort, M. P., Guetterman, T., Montano, C. M., Miller, A., Morales, L., & Rohloff, P. (2021). Implementation of a diabetes self-management education and support intervention in rural Guatemala: A mixed-methods evaluation using the RE-AIM framework. Preventing Chronic Disease, 18, E100.


1- Simplifying language is an excellent approach to teaching your stakeholders. How will you verify understanding of the content? 


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