The DNP Project Toolbox

CHAPTER 13
The DNP Project Toolbox

Katherine Moran, Rosanne Burson, and Dianne Conrad
CHAPTER OVERVIEW
Multiple tools are available to help the doctor of nursing practice (DNP) student
develop a plan for the project, ensure seamless implementation, and drive efficient
project management. The goal of this chapter is to introduce the student to a
sample of available tools to use throughout the DNP project development and
implementation cycle.
CHAPTER OBJECTIVES
After completing this chapter, the learner will be able to:
1. Identify one assessment tool that may be useful for the DNP project.
2. Select a tool to use for project management.
3. Describe a tool used for budget management.
4. Identify two tools appropriate for process improvement.
5. Explain how scheduling tools may be used within the DNP project.
6. List three examples of tools used for project evaluation.
7. Identify information technology tools that can assist with management of the
DNP project.
▸ Utilizing the Toolbox

The toolbox is designed to help the student identify the tools that will be most bene-
ficial during the project development and implementation phases and that will ulti-
mately help ensure a successful outcome. A description of each tool and/or intended
purpose is provided, followed by an example and/or tool template.
315
316 Chapter 13 The DNP Project Toolbox
1. Assessment Tools
Assessment tools include those items that help the student organize thoughts and
work through conceptual ideas, as well as in the decision-making process. The fol-
lowing tools can be used early in the project planning phase.
Organizational Assessment Tools

Evaluating the organization in which the project will take place is a helpful exercise
in project planning. Identifying the organization’s strengths, weaknesses, resources,
and other attributes can help in planning and implementing a project smoothly and
successfully. TABLE 131 lists resources for choosing an appropriate organizational
assessment aid discussed in Chapter 8, Interprofessional and Intraprofessional
Collaboration in the DNP Project.
Self-Assessment Tool–Competency Assessment

for Practicum Design
This tool is used to assess the student’s current skill set prior to the onset of the
practicum. Completing this self-assessment based on the DNP Essentials (AACN,
2006) helps the student develop a practicum plan that strengthens core compe-
tencies. It can also be used as a tracking tool throughout the DNP curriculum to
TABLE 131 Organizational Assessment Tools
Tool Description Resource
Free Website with tools for evaluating https://managementhelp

Management and improving organizations .org/aboutfml
Library /diagnostics.htm
https://managementhelp
.org/organizations/index
.htm
Reflect & Learn Organizational assessment http://www.reflectlearn

Frameworks frameworks, including: .org/discover/frameworks
■ Universalia Institutional and
Organizational Assessment
Model (IOA Model)
■ A Causal Model of
Organizational Performance
& Change (Burke & Litwin
Model)
■ The Seven-S Model
■ The Marvin Weisbord Six-Box
Model (Weisbord’s Model)
■ Open Systems Model
Utilizing the Toolbox 317
Reflect & Learn Over 60 tools for various types of http://reflectlearn

Self-Assessment organizational self-assessment: .org/discover
Tools ■ By type of organization /self-assessment-tools
(profit, non-profit, donors/
grantmakers, governmental
agencies/organizations)
■ By area of the Universalia
IOA Model (organizational
capacity, external
environment, organizational
motivation, organizational
performance)
Canadian Organizational Assessment http://documents

International Guide presents a framework for .reflectlearn.org
Developmental conducting assessments and /Offline%20Docs%20
Agency guidelines for shaping execution for%20Your%20
Introductory%20
Guide%20to%20OA
/OA%20Guide-E.pdf
American Communication Climate http://www.ucdenver

Medical Assessment Toolkit (C-CAT) .edu/academics/colleges
Association /medicalschool/centers
/BioethicsHumanities
/C-CAT/Pages/C-CAT.aspx
show progression in the attainment of competencies related to the DNP Essentials

(AACN, 2006) (Appendix A). See Chapter 11, Driving the Practicum to Impact the
DNP Project, for more information on completing the tool.
2. Tools to Connect Relationships and Organize Thoughts

The following tools can help as the DNP student brings multiple ideas and data
together to formulate a problem statement.
Concept Map
A concept map is used to show relationships or connections among words, ideas,
or a general notion (concept) (see FIGURE 131). Using the concept of health as an
example, one can quickly see that health encompasses more than the absence of
disease; it involves physical, social, spiritual, and mental health. The concept map
provides a means for the student to graph and organize knowledge in a way that
promotes logical thinking and thus helps the student better understand ideas from
a larger whole. Concept mapping is also a helpful tool in nursing to promote critical
thinking (Schmehl, n.d.). A concept map template is provided in Appendix B.
Metabolic Functional Environment Economic
Physical Social
Health
(Concept name)
Mental Spiritual
Emotional Psychological Religion Faith
FIGURE 131 Concept map.
A B C
D Main Variable E
F G H
FIGURE 132 Mind map.

Reproduced with permission from QI Macros. http://www.qimacros.com
Mind Mapping
Mind mapping is a technique used to organize data in an attempt to develop or
visualize ideas, solve problems, or even make a decision. This tool is often used
as a brainstorming approach to show connections between ideas. In FIGURE 132,
multiple like variables are linked to the central or main variable to show possible
associations.
3. Tools to Help Define the Problem

The student will want to summarize assessment data to get a comprehensive view of
the true components of the problem. The following tools will assist in gathering the
data accurately and simply.
Check Sheet
The check sheet is used to gather data about a process. The user typically places a
check mark on the sheet to indicate observation of a specific point in a process. A
check sheet can be customized to meet the specific needs of a project (see FIGURE 133).
Fishbone Diagram
The fishbone diagram is also known as the cause and effect diagram or the Ishikawa
diagram, and is used to identify potential causes of a problem or to help the team
members when they are having difficulty coming to a conclusion (see FIGURE 134 ).
To use a fishbone diagram, the team must first agree on a problem statement, which
is captured on the horizontal center line running through the diagram. The team
Checkpoint One Checkpoint Two Checkpoint Three

Step/Item 1 Step/Item 1 Step/Item 1
FIGURE 133 Check sheet.

Cause Effect
Materials Process/Methods
Why? Why?
Why? Why?
Why? Why?
Problem statement
Why? Why?
Why? Why?
Why? Why?
People Machines
FIGURE 134 Fishbone diagram.

then begins to brainstorm ideas about the cause of the problem. These ideas are
captured on vertical lines running into the center (problem) line. As more and
more ideas are added to the figure, it begins to take on the appearance of an arrow,
or fishbone (hence the name). If it is difficult for the team to generate ideas, head-
ings can be used to facilitate the process (e.g., materials, process/methods). As the
team continues to drill down, subcategories that further describe the problem are
generated.
Another use for tools is to present data, including assessment or evaluation
data, in a powerful and efficient manner. Basic graphs, such as bar graphs, will high-
light differences between groups or categories. Other examples include radar or
spider charts, frequency histograms, line graphs, pie charts, and run charts. A few
specific examples follow.
Histogram
A histogram is a bar graph that is used to illustrate the frequency distribution of
a phenomenon. It is a rough estimate of the probability distribution of the given
variable. For example, FIGURE 135 illustrates the frequency distribution of patient
arrivals in the emergency department over a period of time. “A histogram can eval-
uate the capability of a process to meet specifications using variable data like time,
money, weight” (Arthur, 2011, p. 11). In the example in Figure 13-5, time is used as
the variable.
Scatter Plot
The scatter plot is a tool used to display the distribution of two variables to show
relationship. In FIGURE 136 , one can see that as speed increases, fuel consumption
Arrivals to the Emergency Department

7
4
Cause
Arrivals
3 Poly. (Arrivals)
0
1 2 3 4 5 6 7
Problem Statement
FIGURE 135 Histogram.

14
n
12 m
Fuel Consumption
l
10 k
d i j
8 e g h
6 f
4
2
0
30 40 50 60 70 80 90 100 110 120 130 140 150
Speed (Kms/hour)
FIGURE 136 Scatter plot.

Reproduced with permission from QI Macros. http://www.qimacros.com.
increases as well. Use a scatter plot when there is a believed relationship between
two variables.
4. Project Management Tools

As mentioned in Chapter 10, Creating and Developing the Project Plan, project
management involves planning, organizing, acquiring, managing, leading, and con-
trolling resources to achieve the overall project goal(s). Clearly, multiple tools may be
needed to manage a project effectively. The following tools will assist in determining
alternate solutions to problems and will help identify the appropriate plan for imple-
menting change. Finally, a project plan template is provided in Appendix C.
Action Plan
The project action (implementation) plan, in essence, articulates how to achieve the
project goals. It controls the execution of the project plan and delineates the details
of project implementation by addressing who, what, where, when, why, and how (see
TABLE 132).
Balanced Scorecard
The balanced scorecard is a value-added management process that aligns the orga-
nizational mission and/or vision to project/business activities and other nonfinan-
cial performance measures to help improve communication, monitor performance,
and give managers a balanced view of the organization’s performance (Balanced
Scorecard Institute, 2012; see FIGURE 137 ). The balanced scorecard incorporates a
variety of perspectives, including financial, customer, and internal business process
perspectives (McLaughlin & Hays, 2008).
To be successful, companies need to measure and monitor metrics that align
with the business vision and strategy. Examples of measures that matter include:
1. Financial—profit
2. Customer satisfaction
3. Employee satisfaction
4. Product quality
5. Cost to produce the product
6. Growth
TABLE 132 Action Plan
Type What How Who When Where Why
Strategy
People
Organization
Process
Technology
These items are examples of key performance indicators (KPIs) and can be used to
define values for measuring and monitoring achievement toward goals.
Process Flowchart
The flowchart is used to map a process showing all the steps involved (see FIGURE 138 ).
This can be a very high-level chart or it can be a visual graphic depicting a very simple
Long-term Short-term Measures Targets

Financial Increase
Vision # of customers % increase
growth customers
Increase order
Average sale % increase
size
Increase Frequency of
% increase
frequency sale
New product
New revenue % increase
revenue
Increase
Customer
Customer customer % increase
satisfaction
satisfaction
Increase
Referral rate % increase
referrals
Increase
Frequency % increase
frequency
Reduce cycle
Quality Cycle time % reduction
time
Reduce Parts per

% reduction
defects million
Cost of waste
Reduce costs % reduction
& rework
Learning & Increase core

Training % increase
growth skills
Increase
System
systems % reduction
unavailability
availability
FIGURE 137 Balanced scorecard.

process. These flowcharts can also be used to streamline a process by identifying op-
portunities for improvement.
5. Process Improvement Tools

Lean Methodology
Lean is a process management methodology based on the Toyota Production Sys-
tem. The aim of Lean is to improve efficiency through the use of tools by removing
waste, such as:
■ Overproduction—making too much
■ Transportation—moving resources—that is, people, material, and information
■ Motion—unnecessary movement
■ Correction—refers to a product/information that needs to be fixed
Step
Request for
Activity 1
product
P
L
A Activity 2
N
Y
D Decision
O ?
Document
N
C
H
E
C
K
A
C
T
Request
satisfied
FIGURE 138 Process flowchart.

■ Overprocessing—anything that is done to the product/information that does

not add value
■ Inventory—product/information that is waiting to be used
■ Waiting—people waiting for product/information to arrive
■ Unused employee ideas and talent—people’s ideas or talents not being used
(Pinnacle Enterprise Group, 2012, para. 1)
Lean methodology involves various tools that help the project manager assess the
project flow at a very detailed level, with a goal of removing complex processes that
are associated with higher costs.
Six Sigma
This methodology or management system was developed in 1986 as a method to
reduce variability in manufacturing at Motorola. Today, Six Sigma methods are
used in a variety of arenas ranging from manufacturing, to government, to health-
care organizations (Chapman, 2011). The term is used to evaluate quality, based on
a scale that aims to achieve no more than 3.4 defects per one million opportunities
(DPMO). The focus of this methodology is improving quality and reducing errors
and variation (McLaughlin & Hays, 2008). “A good Six Sigma implementation plan
will identify what activities to implement, how to do them, who will do them,
when they will be started and completed, and how they will be measured” (Arthur,
2011, p. 44).
DMAIC Process
The DMAIC process, which stands for define, measure, analyze, improve, and
control, is a Six Sigma problem-solving method that uses the five stages of quality
improvement:
1. Define the opportunity for improvement, the project goals, and the key
stakeholders.
Tools that may be used: project charter, project status report, issue log,
process flowchart, and work breakdown structure
2. Measure performance; the current state of the process. Determine what
to measure and collect the data.
Tools that may be used: Pareto chart, process flowchart
3. Analyze the data to identify opportunities, improve the process, or fix
the problem.
Tools that may be used: Pareto chart, fishbone diagram, histogram, scat-
ter plot, statistical analysis, and hypothesis testing
4. Improve the process by making the needed changes based on analysis.
Tools that may be used: brainstorming, failure modes and effects anal-
ysis (FMEA)
5. Control the outcome by making sure the changes are set in the process
by developing and initiating a monitoring plan.
Tool that may be used: control plan
6. Budget Tools
Budget tools help estimate how much a project will cost based on the project activ-
ities, as well as monitor the costs during project implementation. Generally, project
budgetary tools include revenues (if applicable) and expenditures (costs) as outlined
in the project plan.
Project Budget
The project budget includes both direct and indirect costs. Direct costs include
items such as equipment and supplies. Indirect costs are those associated with the
day-to-day operation of an organization—for example, electricity and heat. A bud-
get template is provided in Appendix D.
Cost–Benefit Analysis (CBA)

As the name implies, a cost–benefit analysis is used to determine the costs and/
or benefits associated with implementing a change (see TABLE 133). To conduct a
cost–benefit analysis, all the costs (e.g., resources used) associated with the change
(countermeasure) are listed, followed by all the potential benefits (e.g., time sav-
ings). Both columns are totaled, and then the costs are subtracted from the benefits.
Decision-making tools help the student identify which potential change is most cost
effective. Table 13-3 details a few sites that can assist in completing a CBA.
TABLE 133 Cost–Benefit Analysis Tools
Mind Tools Limited Cost- Discussion, process, https://www.mindtools

Benefit Analysis (CBA) and examples provided .com/pages/article
/newTED_08.htm
Smartsheet CBA Free CBA template https://www.smartsheet

Template .com/free-cost-benefit
-analysis-templates
TABLE 134 Risk Assessment Matrix
Probability of
Risk Description Business Impact Occurrence Priority
(1, 3, 5) (1, 3, 5)
1-low, 5-high
7. Risk Assessment Tools

As mentioned in Chapter 10, a risk assessment (see TABLE 134 ) is suggested to iden-
tify and evaluate the potential impact of project risks. Conducting a risk assessment
helps the student prioritize these risks and determine which may require a mitiga-
tion plan.
Force Field Analysis

The force field analysis is a decision-making tool used to identify all the potential
forces driving and restraining a proposed change. Using the template in TABLE 135,
the student would identify all the potential forces that will help him or her imple-
ment a project in the driving forces section, then fill in all the potential forces that
would work against or impede the implementation of the project in the restraining
forces section.
In the action to be taken section, the student should list the actions that could be
taken to strengthen the driving forces, as well as those that can be taken to weaken
the restraining forces, thereby improving the chance of success. This tool is useful
because it helps the student identify the potential for successfully implementing a
project.
8. Disseminating the Plan—Communication Tools

Project Charter
The purpose of this document is to formally recognize the existence of a project.
It is a valuable tool to use when securing commitment for project implementation
TABLE 135 Force Field Analysis
Forces
Countermeasures Driving Forces Restraining Action to Be

Proposed Solutions (For) Forces (Against) Taken

within an organization. Even if the charter is not required by the institution, it is a

useful tool to ensure that all aspects of the project, including potential constraints,
are addressed. The project charter typically includes:
■ Project title and high-level description
■ Project lead/manager
■ The overview/rationale—explains the problem being solved by completing the
project (business case)
■ Project scope—the features and functions of the project
■ Risks—if the project is not done
■ Stakeholders
■ Project goals, objectives, and deliverables (metrics)
■ High-level timeline
■ Project risks/constraints
■ Anticipated resources—team members, equipment, and so on
■ Preliminary budget
■ Project approval—signature required
A sample of a project charter is provided in Appendix E.
Communication Plan
As mentioned in Chapter 10, the purpose of the communication plan is to describe
how communication will occur during the project. This plan includes how and when
information will be communicated, who communicates the message, and what is
communicated. A sample of a communication plan is provided in Appendix F.
Project Meeting Agenda/Minutes

When conducting a project meeting, having an agenda will help ensure that key
points are addressed, efficiency is improved, and that the meeting is kept on sched-
ule. Following the meeting, the team will need a synopsis of the discussion points,
the assigned action items, the members responsible for the action items, and the
timeline for completion. The meeting agenda and minutes can be combined into
one succinct form to meet the needs of both. An example of a meeting agenda/min-
utes form is provided in Appendix G.
Project Milestones
As mentioned in Chapter 10, project milestones are important events or key deliverables
that are completed during the life cycle of the project (see TABLE 136 ). A table can easily
be used to describe and track the estimated time of completion for each milestone.
Project Status Report

Communication is the key to successful project management. The project status re-
port helps maintain communication during the project implementation phase. The
project manager or lead uses the report to communicate the status of the project
against the project plan on a regular basis to the key stakeholders. The content of
the report varies from project to project based on the project size and so on. The
TABLE 136 Project Milestones
Milestones Description Estimated Completion Date
TABLE 137 Issues Log
Issue Description Date Assigned Date

Number of Issue Reported To Status Resolved Resolution
typical report will include information on the project milestone overview and status,
issue summary, risks summary, and metrics. An example of a project status report is
provided in Appendix H.
Issues Log
An issues log is simply a record of all the issues or problems that arise during a proj-
ect that require some type of resolution. This record helps the student keep track of
and effectively manage these issues during project implementation (see TABLE 137 ).
9. Scheduling Tools
Scheduling tools can be used to assign duties to team members so they know what
they are expected to accomplish and by when (deadline). However, scheduling tools
can also be used to plot out all the activities and resources required to complete a
project. The following tools can be used to help the DNP student manage project
resources and activities so the project goals are accomplished on time!
Project Time Worksheet

The project time worksheet is used to track project team members’ time on the proj-
ect. The example in TABLE 138 identifies each team member, the date and hours
worked, and the total hours that each team member and the team as a whole worked
over a given period of time.
Project Schedule
This document is used to estimate the time and effort required to complete the proj-
ect. In some cases, it is used to hold people accountable (see TABLE 139 ). However,
it is important to note that the focus should be only on those activities that are im-
portant for achieving the overall project goal.
Project Timeline
The project timeline is a visual representation of tasks to be completed related to
calendar dates (see FIGURE 139 ). It helps organize the project and establish deadline
TABLE 138 Project Time Worksheet
Period Start
Date and Date and Date and Date and

Team Hours Hours Hours Hours Total
Member Worked Worked Worked Worked Hours
Project Lead
Team
Member A
Team
Member B
Team
Member C
Team Total
TABLE 139 Project Schedule
Project Schedule for . . .
Tasks Who Hours Start End 1/1 1/8 1/15 1/22 1/29 2/5 2/12 2/19 2/26 3/5
Planning Phase 84.0 1/2 1/11
Task 1 45.0 1/2 1/5
Task 2 15.0 1/5 1/8
24.0 1/8 1/11

Utilizing the Toolbox
331

Improved
Program
customer
recognition by 3
Vision IT satisfaction
providers
meeting development surveys
Dec Jan Feb Mar Apr May June Jul Aug Sept Oct Nov December
Educational Quality team

sessions development
Project
completion
FIGURE 139 Project timeline.
Bicycle
Frame Crank Wheels Braking Shifting Integration Project

set set system system Mgt
Frame Handle Fork Seat Front Back Concept Design Assembly Testing
bar wheel wheel
FIGURE 1310 Work breakdown structure.

dates for each task. When setting up a project timeline, it is often helpful to begin
with the deadline for completion of the project and work backward to the present to
establish the framework for realistic completion of the tasks.
Work Breakdown Structure

The work breakdown structure is also included in the project scope. This document
helps identify how the objectives and goals of the project will be met. The work
breakdown structure lists the tasks (or milestones) that must be completed to meet
an objective and the resources that will be needed to accomplish the task (McLaugh-
lin & Hays, 2008). In the example in FIGURE 1310 , the work breakdown structure is
provided for building a bicycle.
10. Evaluation Tools

A wide variety of evaluation tools are available for use, and they can be used for a
variety of reasons. For example, evaluation tools can be used to help the student
problem solve, brainstorm ideas, determine risk, answer basic questions about
a program, or even determine effectiveness of an action, intervention, or project.
Many of the previous assessment tools can and should be used as part of the evalua-
tion to compare pre- and post-intervention data.
11. Information Technology Tools

Melissa Stec, DNP, APRN, CNM, FACNM, FAAN
There is evidence that technology-enhanced teaching and learning improves stu-
dent outcomes (Beetham & Sharpe, 2013; New Media Consortium, 2012); how-
ever, a significant barrier to realizing technology’s promise is the educational
community’s ability or willingness to capitalize on this opportunity. Adopting and
integrating emerging technologies throughout teaching and learning culture relies
on the successful diffusion of the innovations, and diffusion depends on accep-
tance of change (Rogers, 2003). As nursing is an interactive, kinesthetic profession
that requires the use of both technological and visual expertise, it is believed that
parallels between these attributes and use of technology will directly contribute to
the preparation, success, and excellence of its students and their abilities to trans-
form health care.
The infusion of technology in education has broad implications for DNP stu-
dents. Tablet devices are providing students with a creation tool that allows for
small-scale, application-based learning rather than the more traditionally directed
software-based project tools that are often cumbersome and difficult to negotiate
(Walters & Baum, 2011). Several opportunities are available for students to use in-
formatics tools throughout the DNP project process. The informatics toolbox has
provided a robust resource for students to consider when engaging in project de-
velopment, implementation, and evaluation. TABLE 1310 outlines tools that work to
enhance the project process and ensure a streamlined, comprehensive output that
accomplishes the student’s goals.
TABLE 1311 features applications for Windows, iOS, and Android operating sys-
tems along with approximate costs.
TABLE 1310 Informatics Tools to Enhance the DNP Project Process
Function Application Description
Annotation iAnnotate Used to read, markup, and share files in

Skitch various file types; improves productivity.
Sharing Flipboard Share information with others with

Box secure file space or with interactive
magazines.
Logic Models iThoughts Create multidirectional flow charts and

Mindmap logic maps that can be color coded,
PureFlow easily edited, and exported in multiple
file formats.
Portfolios Evernote Allow users to write, present, collect, and

Box use information in one place.
Google Drive
(continues)
TABLE 1310 Informatics Tools to Enhance the DNP Project Process (continued)
Function Application Description
Posters and PowerPoint Create interactive posters and

Presentations Keynote presentations with graphics, data, and
Google Slides voice-over components; used to create
Nearpod both static and dynamic presentations
Explain Everything on a variety of platforms.
Presentation Maker
Project Planning Microsoft Project Produce complex project plans that

and Budget Planning Pro Plus include GANTT charts, resource usage
tracking, budgets, risk management
tools, and multitasking gestures.
Risk Risk Registrar Used for organization risk assessment

Management and as a repository for all identified risks
of a project or business plan.
White Boards Collaborate Use electronic white space to write,

LiveBoard draw, and collaborate; can be captured
and used later.
TABLE 1311 Informatics Tools: Functions and Operating Systems
Tablet Applications
Functions Windows iOS Android
Annotation Skitch (NC) iAnnotate ($$) iAnnotate ($$)

PDF markup
Information Sharing Flipboard (NC), web based, all devices
Logic Models Ithoughts HD ($$) PureFlow ($) iMindMap HD (NC)
Portfolios Evernote (NC, $$$), web based, all devices

Box (NC), web based, all devices
Google Drive (NC), web based, all devices
Posters PowerPoint (NC, $$$) Keynote (NC) Google Slides (NC)
Presentations Nearpod ($$) Explain Presentation Maker

Everything ($$) (NC)
Tablet Applications
Functions Windows iOS Android
Project Planning and Microsoft Project Planning Pro ($$$) Planning Pro ($$$)
Budget (NC)
Planning Pro Plus ($)
Risk Management Risk Registrar (NC) Risk Register + ($) Not available
Sharing Box (NC), web based, all devices

Good drive, Google Docs (NC), web based, all devices
White Boards Collaborate (NC) Explain LiveBoard (NC)

Everything ($)
Key: NC, no charge; $, $0–$5; $$, $5–$10; $$$, $10–$20.
TABLE 1312 Device-Agnostic Tools for Faculty and Students
Purpose Tool
Information Sharing and Portfolios Flipboard

Box
Dropbox
Google Drive, Docs, and Sheets
Evernote
Seesaw
Presentations Nearpod
Prezi
Picktochart
Video Discussion Flipgrid
Notetaking Simplenote
Collaboration Zoom
Skype
Project Management Basecamp
See TABLE 1312 for technology tools that are device agnostic, meaning that they
can be used on any device, and are gaining popularity in education. Device-agnostic
platforms are often web based and provide flexibility to students and faculty when
working on projects.
The following excerpt from Dr. Maria Maloney highlights the value of using
technology to enhance the learning experience (EXEMPLAR 131).
EXEMPLAR 131 Using Technology Tools to Assist in the DNP Project Process
Maria Maloney, DNP, APRN, CPNP
To assist in the DNP project process, I used many applications available on an iPad. Thanks
to the portability of the iPad, I could work on my project anytime, anywhere! All of my
coursework, including readings, assignments, and discussion boards, are conveniently
available on the iTunesU app. Additionally, I used the Evernote application to compile and
organize all my completed coursework, including papers, videos, and presentations. The
Evernote application allows the creation of many folders that can be used for different
courses, and professors and peers can be invited to see your folder, ensuring easy transmis-
sion of coursework. Planning Pro allowed me to create an interactive project timeline and
incorporate needed resources and budget on a per step basis. One of my favorite applica-
tions for the DNP program is Keynote. I have made all my presentations, study guides, and
even labels for printing in this application. Lastly, Explain Everything is an application that
allows you to add voiceover to presentations made in Keynote. Even if your program does
not require an iPad as mine did, I would recommend iPad use for DNP students as it allows
your coursework to be available at your fingertips for even the busiest of students.
▸ Summary
A vast amount of resources are available to assist the DNP student in the planning
and implementation phase of the DNP project. This chapter provided only a sample
of the potential tools available for use; a wealth of additional information is available
via the Web and project management textbooks. The student should check with an
advisor or his or her DNP project team to identify those resources that may be avail-
able through the university at no or reduced cost.
References
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for
advanced nursing practice. Retrieved from http://www.aacnnursing.org/Portals/42/Publications
/DNPEssentials.pdf
Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from http://www
.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age. New York, NY: Routledge
Publishing.
Chapman, A. (2011). Six Sigma definitions, history, overview. Businessballs. Retrieved from http://
www.businessballs.com/sixsigma.htm
McLaughlin, D. B., & Hays, J. M. (2008). Healthcare operations management. Chicago, IL: Health
Administration Press.
New Media Consortium (NMC). (2012). Horizon report – 2012 higher education edition. Retrieved
from http://www.nmc.org/pdf/2012-horizon-report-HE.pdf
Pinnacle Enterprise Group. (2012). Lean and Six Sigma. Retrieved from http://www.pinnacleeg
.com/shp-lean-and-six-sigma.php/page/services/service/lean-and- six-sigma
QI Macros. (2012). The shortcut to lean Six Sigma results! Retrieved from http://www.qimacros.com
Rogers, E. (2003). Diffusion of innovations. New York, NY: Free Press.
Schmehl, P. (n.d.). Concept mapping. Retrieved from: http://www.nursingconceptmapping.com/
Walters, E., & Baum, M. (2011). Point/counterpoint: Will the iPad revolutionize education? Learning
and Leading with Technology, 38(7), 6–7.
Appendix A: Competency Assessment for Practicum Design 337
Appendix A: Competency Assessment

for Practicum Design
DNP Student
Essential I: Scientific Underpinnings Competency Needed Needed for
for Practice Competencies Rating (1–5) for Project Practicum
1. Integrate nursing science with

knowledge from ethics and from
the biophysical, psychosocial,
analytical, and organizational
sciences as the basis for the highest
level of nursing practice.
2. Use science-based theories and

concepts to:
a. Determine the nature
and significance of health
and healthcare delivery
phenomena.
b. Describe the actions
and advanced strategies
to enhance, alleviate,
and ameliorate health
and healthcare delivery
phenomena as appropriate.
c. Evaluate outcomes.
d. Develop and evaluate new
practice approaches based on
nursing theories and theories
from other disciplines.
Essential II: Organizational and

Systems Leadership for Quality DNP Student
Improvement and Systems Thinking Competency Needed Needed for
Competencies Rating (1–5) for Project Practicum
1. Develop and evaluate care delivery

approaches that meet current and
future needs of patient populations
based on scientific findings in
nursing and other clinical sciences,
as well as organizational, political,
and economic sciences.
2. Ensure accountability for quality of

health care and patient safety for
populations with whom they work.
a. Use advanced communication
skills/processes to lead quality
improvement and patient
safety initiatives in healthcare
systems.
b. Employ principles of business,
finance, economics, and
health policy to develop and
implement effective plans for
practice-level and/or system-
wide practice initiatives that
will improve the quality of care
delivery.
c. Develop and/or monitor
budgets for practice initiatives.
d. Analyze the cost effectiveness
of practice initiatives
accounting for risk and
improvement of healthcare
outcomes.
e. Have demonstrated sensitivity
to diverse organizational
cultures and populations,
including patients and
providers.
3. Develop and/or evaluate effective

strategies for managing the ethical
dilemmas inherent in patient care,
the healthcare organization, and
research.
Essential III: Clinical Scholarship

and Analytical Methods for DNP Student
Evidence-Based Practice Competency Needed Needed for
1. Use analytical methods to critically

appraise existing literature and
other evidence to determine and
implement the best evidence for
practice.
2. Design and implement processes

to evaluate outcomes of practice,
practice patterns, and systems
of care within a practice setting,
healthcare organization, or
community against national
benchmarks to determine
variances in practice outcomes and
population trends.
3. Design, direct, and evaluate quality

improvement methodologies to
promote safe, timely, effective,
efficient, equitable, and patient-
centered care.
4. Apply relevant findings to

develop practice guidelines and
improve practice and the practice
environment.
5. Use information technology and

research methods appropriately to:
a. Collect appropriate and
accurate data to generate
evidence for nursing practice,
inform/guide database
designs that generate
meaningful evidence for
nursing practice, analyze
data for practice, and design
evidence-based interventions.
b. Predict and analyze outcomes,
examine patterns of behavior
and outcomes, and identify
gaps in evidence for practice.
(continues)
Essential III: Clinical Scholarship

and Analytical Methods for DNP Student
Evidence-Based Practice Competency Needed Needed for
6. Function as a practice specialist/

consultant in collaborative
knowledge-generating research.
7. Disseminate findings from

evidence-based practice and
research to improve healthcare
outcomes.
Essential IV: Information Systems/

Technology and Patient Care
Technology for the Improvement and DNP Student
Transformation of Healthcare Competency Needed Needed for
1. Design, select, use, and evaluate

programs that evaluate and
monitor outcomes of care, care
systems, and quality improvement,
including consumer use of
healthcare information systems.
2. Analyze and communicate

critical elements necessary to the
selection, use, and evaluation of
healthcare information systems
and patient care technology.
3. Demonstrate the conceptual ability

and technical skills to develop
and execute an evaluation plan
involving data extraction from
practice information systems and
databases.
(continues)
Essential IV: Information Systems/

Technology and Patient Care
Technology for the Improvement and DNP Student
Transformation of Healthcare Competency Needed Needed for
4. Provide leadership in evaluation

and resolution of ethical and legal
issues within healthcare systems
relating to the use of information,
information technology,
communication networks, and
patient care technology.
5. Evaluate consumer health

information sources for accuracy,
timeliness, and appropriateness.
Essential V: Healthcare Policy for DNP Student

Advocacy in Health Care Competency Needed Needed for
1. Critically analyze health policy

proposals, health policies, and
related issues from the perspective
of consumers, nursing, other health
professions, and other stakeholders
in policy and public information.
2. Demonstrate leadership
in development and
implementation of institutional,
local, state, federal, and/or
international health policy.
3. Influence policymakers
through active participation
on committees, boards, or task
forces at the institutional, local,
state, regional, national, and/or
international levels to improve
healthcare delivery and outcomes.
4. Educate others, including

policymakers at all levels,
regarding nursing, health policy,
and patient care outcomes.
(continues)
Essential V: Healthcare Policy for DNP Student

Advocacy in Health Care Competency Needed Needed for
5. Advocate for the nursing

profession within the policy and
healthcare communities.
6. Develop, evaluate, and provide

leadership for healthcare policy
that shapes healthcare financing,
regulation, and delivery.
7. Advocate for social justice, equity,

and ethical policies within all
healthcare arenas.
Essential VI: Interprofessional

Collaboration for Improving Patient DNP Student
and Population Health Outcomes Competency Needed Needed for
1. Employ effective communication

and collaborative skills in the
development and implementation
of practice models, peer review,
practice guidelines, health policy,
standards of care, and/or other
scholarly products.
2. Lead interprofessional teams in the

analysis of complex practice and
organizational issues.
3. Employ consultative and leadership

skills with intraprofessional and
interprofessional teams to create
change in health care and complex
healthcare delivery systems.
Essential VII: Clinical Prevention and DNP Student

Population Health for Improving the Competency Needed Needed for
Nation’s Health Competencies Rating (1–5) for Project Practicum
1. Analyze epidemiological,
biostatistical, environmental, and
other appropriate scientific data
related to individual, aggregate,
and population health.
2. Synthesize concepts, including psy-

chosocial dimensions and cultural
diversity, related to clinical prevention
and population health in develop-
ing, implementing, and evaluating
interventions to address health pro-
motion/disease prevention efforts,
improve health status/access patterns,
and/or address gaps in care of individ-
uals, aggregates, or populations.
3. Evaluate care delivery models and/

or strategies using concepts related
to community, environmental and
occupational health, and cultural and
socioeconomic dimensions of health.
DNP Student
Essential VIII: Advanced Nursing Competency Needed Needed for
Practice Competencies Rating (1–5) for Project Practicum
1. Conduct a comprehensive and

systematic assessment of health
and illness parameters in complex
situations, incorporating diverse
and culturally sensitive approaches.
2. Design, implement, and evaluate

therapeutic interventions based on
nursing science and other sciences.
3. Develop and sustain therapeutic

relationships and partnerships with
patients (individual, family, or group)
and other professionals to facilitate
optimal care and patient outcomes.
(continues)
DNP Student
Essential VIII: Advanced Nursing Competency Needed Needed for
Practice Competencies Rating (1–5) for Project Practicum
4. Demonstrate advanced levels of

clinical judgment, systems thinking,
and accountability in designing,
delivering, and evaluating
evidence-based care to improve
patient outcomes.
5. Guide, mentor, and support other

nurses to achieve excellence in
nursing practice.
6. Educate and guide individuals and

groups through complex health
and situational transitions.
7. Use conceptual and analytical

skills in evaluating the links
among practice, organizational,
populations, fiscal, and policy
issues.
Key:
Assessment Explanation (based on Benner’s From Novice to Expert [1984])
1–5 Student self-rated competency
5 = Expert: Highly competent or expert demonstration of the
competency.
4 = Proficient: Understands a situation as a whole, but not yet an
expert with the competency.
3 = Competent: Does not yet have enough experience to
recognize a situation in terms of an overall picture, but has an
understanding of the competency.
2 = Advanced Beginners: Able to demonstrate marginally
acceptable performance of the competency.
1 = Novice: No experience with the competency expected to
perform.
* Competencies needed for the scholarly project.
** Identified professional growth need for the project.
^ Additional identified professional growth need.
Modified from American Association of Colleges of Nursing (AACN). (2006). The
essentials of doctoral education for advanced nursing practice. Retrieved from http://www
.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice.
Menlo Park, CA: Addison-Wesley.
Appendix B: Concept Map Template 345
Appendix B: Concept Map Template

Appendix C: Template for Project Plan

(Project Name)
Project Plan
(Student Name)
(University)
(Date)
Appendix C: Template for Project Plan 347
Table of Contents
1. Introduction
1.1 Purpose of the Project Plan
2. Executive Summary
3. Project Goals and Objectives
4. Scope
5. Project Administration
5.1 Structure
5.2 Boundaries
5.3 Roles and Responsibilities
6. Project Management
6.1 Assumptions and Risks/Constraints
6.2 Risk Management Plan
6.3 Monitoring Plan
6.4 Staffing Plan
6.5 Communication Management Plan
7. Software and Hardware Requirements
7.1 Security
8. Work Breakdown Structure
8.1 Work Structure
8.2 Relationships
8.3 Resources
8.4 Cost Management
8.5 Schedule/Time Management
9. Quality Management
9.1 Milestones
9.2 Quality Indicators
10. Project Initiation Plan
11. Training Plan
12. Procurement Plan
13. Appendices
This plan was adapted from the Centers for Disease Control (n.d.), North Carolina Enterprise
(2004), and Project Management Docs (n.d.).
Appendix D: Sample Budget
Program Expenses
Salaries/Wagesa
Itemize human resource costs in this section (i.e., administrative support, practitioner,
etc.).
Monthly Total
$ $
$ $
$ $
$ $
Total Salary Costs $
Startup Costs
Itemize startup costs in this section (i.e., copies, charts, display board, etc.).
Total Startup Costs $
Capital Costs
Hardware $
Equipment $
Other $
Total Capital Costs $

Appendix D: Sample Budget 349
Operational Costs
Itemize operational costs in this section (i.e., electricity, heat, etc.).
Total Project Expenses $
Program Revenueb
Revenue Generation
Itemize potential revenue in this section.
Total Project Revenue $
Program Benefit/Loss
Total Revenue $
Less Expenses $
Total Program Benefit/Loss $
a
Include either actual wages paid (if available) or median full-time salary for the same position in the United States. An additional
30% may be added to wages to cover benefits.
b
For example, revenue attained through billable evaluation and management codes, teaching codes, and so on.
Adapted from Moran, K., Burson, R., Critchett, J., & Olla, P. (2011). Exploring the cost and clinical outcomes of integrating the
registered nurse certified diabetes educator in the patient centered medical home. The Diabetes Educator, 37(6), 780–793.
Appendix E: DNP Project Charter

Project Name:
Project Lead:
Date:
Project Overview (Including background)
Project Scope
Risks (If the project is not done)

1.
2.
3.
4.
Stakeholders
1.
2.
3.
4.
Project Team (List team members and roles each will play.)
1.
2.
3.
4.
Desired Outcomes (Overall goals)

1.
2.
3.
4.
Objectives (Must be achieved to complete the project)

1.
2.
3.
4.
Appendix E: DNP Project Charter 351
Project Deliverables (Those tasks that must be achieved to meet the objectives/complete
the project)
Metric Target
1.
2.
3.
4.
Project Timeline
Project Phase Milestone Estimated Month of Completiona
Jan Feb Mar Apr May June
Initiation Project charter

approved
Planning Project planning

meeting
Project plan
completed
Communication
plan completed
IRB approved
Hardware
and software
approved
Implementation Training
completed
Equipment
approved
Monitoring Mid-project
evaluation
complete
Closing Project
completion
meeting
a
An arrow (→) is used to indicate the month the activity is estimated to be completed.
Project Risks/Constraints and Mitigation Plan (Any event that could have a negative
impact on the project objectives and what will be done to address it proactively)
Risks Mitigation
1.
2.
3.
4.
5.
Assumptions (Factors that are assumed—for example, access to the setting, access to
participants where applicable, and use of equipment)
1.
2.
3.
4.
5.
Project Resources (Staffing, equipment, etc.)

1.
2.
3.
4.
5.
Appendix E: DNP Project Charter 353
Preliminary Budget
One-Time Costs Project Ongoing
Staff $ $
Professional services $ $
Other $ $
Total One-Time Costs $ $
Capital Costs Project Ongoing
Hardware $ $
Equipment $ $
Other $ $
Total Capital Costs $ $
Ongoing Costs Project Ongoing
Software license fees $ $
Maintenance fees $ $
Other $ $
Total Ongoing Costs $ $
Signatures:
Advisor/Chair [date]
DNP Student [date]
Adapted from Stanford University Information Technology Services. (2008). IT services project charter. Retrieved from
http://web.stanford.edu/dept/its/projects/service_management_toolkit/
Appendix F: DNP Communication Plan

1. Introduction
In this section, briefly describe the project and communication goals.
2. Contact List
Team Member Work Cell Email

Name Role Number Number Address
3. Reports
Who Is
Method for Responsible
Document Name of Distribution for the Frequency of
(Description) Recipients (email, etc.) Distribution? Distribution
Appendix F: DNP Communication Plan 355
4. Project Meetings
Meeting Meeting
Meeting Purpose Participants Leader Frequency
Adapted from North Carolina Enterprise. (2004). Project management plan template; Institute of Electrical and Electronics Engineers
(IEEE). (1988). 1058.1-1987 IEEE standard for software project management plans.
Appendix G: DNP Project Meeting
Date:
Location:
Facilitator:
Attendees:
Please review before the meeting:
AGENDA ITEMS
Discussion Topic
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
ACTION ITEMS
Description: Assigned to: Due date:
✓
✓
✓
Appendix H: Project Status Report 357
Appendix H: Project Status Report

Name:
Date:
Completed Activities
Activity/Date of Completion
Activities in Progress
Activity/Estimated Date of Completion
Issues
Planned Activities
Planned Activity/Estimated Date of Completion
Risks
Modified from Centers for Disease Control and Prevention (n.d.). Status reporting. CDC Document Library. Retrieved from
http://www2.cdc.gov/cdcup/library/matrix/default.htm

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CHAPTER 13

The DNP Project Toolbox

▸ Utilizing the Toolbox

Organizational Assessment Tools

Self-Assessment Tool–Competency Assessment

TABLE 131 Organizational Assessment Tools

Tool Description Resource

Free Website with tools for evaluating https://managementhelp

Reflect & Learn Organizational assessment http://www.reflectlearn

Tool Description Resource

Reflect & Learn Over 60 tools for various types of http://reflectlearn

Canadian Organizational Assessment http://documents

American Communication Climate http://www.ucdenver

show progression in the attainment of competencies related to the DNP Essentials

2. Tools to Connect Relationships and Organize Thoughts

Metabolic Functional Environment Economic

Emotional Psychological Religion Faith

FIGURE 131 Concept map.

FIGURE 132 Mind map.

3. Tools to Help Define the Problem

Checkpoint One Checkpoint Two Checkpoint Three

FIGURE 133 Check sheet.

FIGURE 134 Fishbone diagram.

Arrivals to the Emergency Department

FIGURE 135 Histogram.

FIGURE 136 Scatter plot.

4. Project Management Tools

TABLE 132 Action Plan

Type What How Who When Where Why

Reproduced with permission from QI Macros. http://www.qimacros.com

Long-term Short-term Measures Targets

Reduce Parts per

Learning & Increase core

FIGURE 137 Balanced scorecard.

5. Process Improvement Tools

FIGURE 138 Process flowchart.

■ Overprocessing—anything that is done to the product/information that does

Cost–Benefit Analysis (CBA)

TABLE 133 Cost–Benefit Analysis Tools

Tool Description Resource

Mind Tools Limited Cost- Discussion, process, https://www.mindtools

Smartsheet CBA Free CBA template https://www.smartsheet

Reproduced with permission from QI Macros. http://www.qimacros.com

TABLE 134 Risk Assessment Matrix

Reproduced with permission from QI Macros. http://www.qimacros.com

7. Risk Assessment Tools

Force Field Analysis

8. Disseminating the Plan—Communication Tools

TABLE 135 Force Field Analysis

Countermeasures Driving Forces Restraining Action to Be

Reproduced with permission from QI Macros. http://www.qimacros.com

within an organization. Even if the charter is not required by the institution, it is a

Project Meeting Agenda/Minutes

Project Status Report

TABLE 136 Project Milestones

Milestones Description Estimated Completion Date

TABLE 137 Issues Log

Issue Description Date Assigned Date