Improving communication and student engagement in a DNP program through the use of technology: Increasing DNP student knowledge and awareness about course evaluations

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dc.contributor.advisorGlauberman, Gary
dc.contributor.authorGregory, Emma
dc.contributor.departmentNursing Practice
dc.date.accessioned2025-06-27T22:21:02Z
dc.date.available2025-06-27T22:21:02Z
dc.date.issued2025
dc.description.degreeD.N.P.
dc.identifier.urihttps://hdl.handle.net/10125/111004
dc.subjectNursing
dc.subjectcommunication
dc.subjectcourse evaluations
dc.subjectresponse rate
dc.subjectstudent evaluations of learning
dc.subjectstudent feedback
dc.titleImproving communication and student engagement in a DNP program through the use of technology: Increasing DNP student knowledge and awareness about course evaluations
dc.typeThesis
dcterms.abstractProblem Statement: Doctor of Nursing Practice (DNP) student course evaluation completion at the University of Hawai’i School of Nursing and Dental Hygiene is consistently below the targeted rate. This poses a challenge to implement program changes based on the students’ experience. Improving students’ understanding of course evaluations may boost participation. Purpose: The purpose of this evidence-based practice project was to determine if implementing an educational intervention delivered using technology could increase students’ intention to complete course evaluations. Methods: The intervention consisted of a digital infographic curated to address common questions about course evaluations. The infographic was distributed to DNP students via email with a five-minute contextual video. A pre- and post-survey were given to students to assess knowledge and awareness about course evaluations. Results: A total of 8 DNP students participated in the intervention. The average student Likert scale rating increased from pre- to post-survey for the following four questions: DNP Curriculum and Program Development Committee utilizes course evaluations for program updates, the DNP program reviews course evaluations, evaluations are a valuable use of time, and other students complete course evaluations. A question assessing if students intended to complete the course evaluation saw no change in average rating, and a question regarding course evaluation anonymity saw a decrease in average rating. Discussion: The increase in average Likert scores for knowledge-related survey questions suggests a positive shift in students’ understanding of course evaluations. However, the relatively small change in intention-related survey scores indicates that awareness alone may not be sufficient to drive participation. Incentives, alternative feedback methods, and faculty reinforcement of the evaluation’s significance may be necessary to improve completion rates.
dcterms.extent48 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32040233

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