Date of Award

12-2024

Degree Type

Dissertation/Thesis

Degree Name

Doctor of Nursing Practice (DNP)

School

Leadership and Advanced Nursing Practice

Committee Chair

Dr. Carolyn Coleman

Committee Chair School

Leadership and Advanced Nursing Practice

Committee Member 2

Dr. Lisa Morgan

Committee Member 2 School

Leadership and Advanced Nursing Practice

Abstract

Schizophrenia is a chronic and debilitating mental disorder that significantly impacts patients' quality of life (QoL). Effective management of schizophrenia requires not only symptom control but also a comprehensive assessment of QoL to guide treatment plans. The Schizophrenia Quality of Life Scale Revision 4 (SQLS-R4) is a specialized tool designed to evaluate the unique challenges faced by patients with schizophrenia. However, inconsistencies in the administration and interpretation of the SQLS-R4 by healthcare providers have led to variability in patient care. This doctoral project aimed to address this gap by implementing a structured educational intervention for healthcare providers that focused on the effective use of the SQLS-R4. The doctoral project was guided by the PICOT question: In healthcare providers treating inpatient mental health patients diagnosed with schizophrenia, how does an educational intervention focusing on the administration and use of the SQLS-R4 compared to no education enhance provider knowledge and confidence over four weeks?

A pre-test/post-test design was employed to evaluate the impact of the intervention. Seven healthcare providers from an inpatient mental health facility participated in the doctoral project. The intervention consisted of educational sessions designed to enhance the providers' knowledge and confidence in administering the SQLS-R4. Data were collected using a demographic questionnaire, pre-test and post-test surveys, and a follow-up survey to assess the retention of knowledge and confidence.

The results demonstrated a significant improvement in both knowledge and confidence scores post-intervention. The mean knowledge score increased from 5.71 to 8.43, while confidence scores improved from 12.43 to 17.71 on a 20-point scale. The post-intervention scores demonstrated a clear improvement in both knowledge and confidence among healthcare providers. Participants reported feeling more confident in administering the SQLS-R4, and their ability to apply it in clinical practice improved, indicating that the educational intervention successfully enhanced their competence.

This doctoral project highlights the importance of targeted educational interventions in enhancing the competency of healthcare providers. By improving the consistency and accuracy of QoL assessments, the doctoral project contributes to personalized care for patients with schizophrenia, ultimately leading to improved patient outcomes. The findings support the integration of similar educational programs into routine practice to standardize the use of specialized assessment tools in mental health care.

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