Improving communication and student engagement in a DNP program through the use of technology: Developing a user-centered designed learning management system

Abstract

Background: With the rising demand of Nurse Practitioners in the United States, Doctor of Nursing Practice (DNP) programs must provide high-quality education, ensuring that graduates are not only prepared to deliver exceptional care but also to lead and innovate within the healthcare system. Integration of technology within DNP programs is crucial for enhancing communication, engagement, and student success.Purpose: This evidence-based practice (EBP) project focuses on revamping the University of Hawaiʻi at Mānoa’s (UHM) School of Nursing and Dental Hygiene’s DNP learning management portal using user-centered design principles. The previous portal was underutilized by students due to a lack of structure, resulting in a layout that did not effectively support their needs. Methods: The project involved implementing a user-centered design approach. An assessment of DNP student needs was conducted to guide initial DNP Portal redesign ideas. Pre- and post-implementation questionnaires were used to measure usability, engagement, and satisfaction among DNP students. Using student feedback, the portal was revamped and tailored to student needs. Results: Post-implementation responses to questionnaires suggested improvements in portal navigation, efficiency, and student satisfaction, with scores showing notable increases in ease of use, organization, and overall utility. Conclusion: Results of this DNP project support the evidence of implementing user-centered design principles to improve educational technology tools. By aligning the DNP portal with student needs, this project enhances portal usability therefore increasing the use of important resources and furthering academic success. Implications: Integrating ongoing student feedback is essential for future improvements aimed at tailoring the DNP Portal to further enhance navigation and ensure sustained effectiveness.