DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project

Instructions for Week Two Assignment DNP 820

Carefully review the assignment instructions as they entail specific requirements.

The task involves adding a minimum of 10 different articles/literature reviews to the ones included in the DNP 815 attachment. All sources must be within the last 5 years and relevant to the subject.

It is imperative that the tutor possesses a strong command of the English language.

Strict adherence to the rubric and fulfillment of all requirements is mandatory for this assignment in DNP 820.

The professor is known for thoroughness and has established stringent requirements; thus, careful attention is necessary.

Refer to the attached PICOT and the first 10 points from the DNP 815 assignment, as this assignment serves as a continuation of the previous one.

The following aspects must be addressed:

  1. Acknowledge that the introduction and literature review are comprehensive and well-developed.
  2. The problem statement is articulated clearly.
  3. The PICOT statement is clear and well-constructed.

Additionally, the following specific points need attention:

  • Sample Size Determination: Elaborate on how the sample size will be determined. Outline the inclusion/exclusion criteria for subjects.
  • Methodology: Justify the chosen methodology and explain its appropriateness for the research.
  • Data Collection Approach: Provide clarity on how data will be collected, from signing the informed consent to completing the measurements.
  • Data Analysis: Specify the test that will be used to answer the research question.
  • Address the Clinical/PICOT Questions: Consider the provided examples and ensure that the questions are appropriately tailored to the specific context.
  • Refine the project’s duration to a maximum of one month for prospective projects.

Please be attentive to the detailed guidance provided by the instructor, as they emphasize the importance of thoroughness and precision in fulfilling the assignment requirements.


As you gear up for crafting written papers and manuscripts, I’d like to share insights into my grading style. I place substantial emphasis on providing comprehensive feedback on your papers. This stems from my belief that your journey should involve continuous improvement in writing, ultimately preparing you to excel in your DPI project upon program completion.

Constructive feedback is pivotal for refining your writing skills, and it’s imperative to not only receive but also conscientiously implement this feedback to enhance subsequent written works. Consequently, my grading aligns with this philosophy. If I offer feedback on a particular aspect, such as the APA format of your reference page, I anticipate observable improvements in the subsequent submission. Failure to address the feedback may result in additional point deductions. Moreover, it’s essential to grasp certain criteria at this stage. For instance, attention to detail in references should always be meticulous. This approach is integral to fostering continuous growth in your writing abilities throughout the course.

DNP 820 – 10 Strategic Points For The Prospectus, Proposal, And Direct Practice Improvement Project

  1. Ensure all references are current, within the last 5 years from your anticipated graduation date (2014-2019). Failure to comply may necessitate reworking in DNP 955.
  2. Rely solely on primary sources. Avoid citing secondary sources or referencing older works. For instance, rather than citing Young’s literary war as declared in 1956 (as cited by Brown 2006), locate Young’s original work from 1956, read it, and verify its alignment with Brown’s interpretation. If discrepancies arise, acknowledge valid concerns regarding specific points.
  3. Refrain from citing textbooks, as they are considered secondary sources and may not be current enough. Instead, utilize peer-reviewed manuscripts for a more robust scholarly foundation.
  4. Abstain from using direct quotes. Scientific writing, characteristic of manuscript writing, demands clarity, conciseness, and synthesis of literature. Utilize the resources under “Add-ons” in the “Resources” section for guidance on synthesizing the literature.


The prospectus, proposal, and scholarly project hinge on 10 strategic points that must be clear, simple, accurate, and aligned, ensuring the research is feasible, valuable, and credible. These points emerge from an exploration of literature aligned with the learner’s personal passion, future career objectives, and degree area, providing a guiding vision for the DPI Project. This assignment builds upon the work initiated in DNP-815, focusing on drafting statements for each of the 10 points that define the intended research study.

General Requirements:

  1. Refer to the completed “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” from DNP-815.
  2. Adhere to APA style guidelines for doctoral-level writing.
  3. Review the provided rubric to comprehend the expectations for successful completion.
  4. Submit the assignment to Turnitin following the instructions in the Student Success Center.


Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to craft statements for each of the 10 points relevant to your research study.

If you commenced this work in DNP 815, continue from where you left off. Ensure you include a copy of your previous instructor feedback in your submission, either by appending it to the current paper or submitting two separate documents. Substantial improvement from your previous submission is anticipated.

Refer to the 10 Strategic Points document for additional instructions and an example. Integrate 5-10 references into this document, recognizing that your literature review in DNP 955 will require a minimum of 50 articles. Gradually expand your literature search each week to fortify this paper as you progress through each course. Seek faculty assistance if you encounter challenges in locating sufficient articles or consider exploring a different topic.

Methodology and design sections

In the methodology and design sections, delineate your broad methodological approach, choosing between qualitative, quantitative, or mixed methods. Subsequently, delve into the design aspect, providing detailed insights into the specific design type (e.g., correlational, cross-sectional, pre/posttest) you intend to employ. Elaborate on the rationale behind your chosen methodology and design, emphasizing their appropriateness for your topic and project questions. Note that qualitative methodology is not permissible as GCU leadership does not endorse it.

Intervention. Introduce a well-defined intervention that you plan to implement. As evaluating a previously executed project is not feasible, furnish a comprehensive description of your intervention and outline your role in its implementation. This section is an addition to your 10 Strategic Points document, following the methodology and design segments. Articulate a step-by-step breakdown of the intervention, elucidating its evidence-based nature, implementation strategy, and your specific responsibilities during the implementation process.

For data collection, provide an exhaustive, detailed plan outlining the step-by-step procedure. Include information on all instruments, surveys, or questions intended for participants, ensuring at least one tool is both valid and reliable.

Data Analysis. Specify the statistical methods you plan to utilize, commencing with descriptive statistics. Justify your choices by citing contemporary primary sources. Subsequently, elucidate how you intend to compare your data, identifying the specific statistical tests and indicating the predetermined p-value before initiating data collection.

The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project


Within the Prospectus, Proposal, and Direct Practice Improvement Project, ensuring clarity, simplicity, correctness, and alignment of the 10 key or strategic points is paramount. These points, serving as a guide or vision for the project, are integral to any research and are articulated in “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” (10 Strategic Points) document.

The 10 Strategic Points

Derived from literature research aligning with the defined need and the learner’s personal passion, future career purpose, and degree area, the 10 Strategic Points document encompasses the following key points defining the project focus and approach:

  1. Topic (10%) – Offers a broad project topic area/title.
  2. Literature Review (15%) – Enumerates primary points for four sections in the Literature Review: a. Background of the problem/gap and the need for the project based on citations from the literature. b. Theoretical foundations (models and theories to be the foundation for the project). c. Review of literature topics with key themes for each one. d. Summary.
  3. Problem Statement (10%) – Describes the problem to address through the project based on defined needs or gaps in practice from the literature.
  4. Sample and Location (10%) – Identifies sample, needed sample size, and location.
  5. Clinical/PICOT Questions (10%) – Provides clinical/PICOT questions to collect data to address the problem statement.
  6. Variables (5%) – Identifies and describes independent and dependent variables.
  7. Methodology and Design (10%) – Describes the selected methodology and specific project design to address the problem statement and clinical questions.
  8. Purpose Statement (10%) – Provides a one-sentence statement of purpose, including the problem statement, methodology, design, population sample, and location.
  9. Data Collection (10%) – Describes primary instruments to answer clinical questions.
  10. Data Analysis (10%) – Describes the specific data analysis approaches to be used to address clinical/PICOT questions.

The Process for Defining the 10 Strategic Points

The sequence of the 10 strategic points mirrors the order in which the learner completes the work product. The initial five strategic points concentrate on defining the project focus based on a clearly articulated need or gap from the literature and the learner’s passion, purpose, and specialty area focus. Subsequently:

  1. Broad topic area is identified based on a defined need or gap and personal interest.
  2. A literature review is conducted to delineate the need or gap, foundational theories and models, related topics, and key strategic points.
  3. A succinct problem statement is formulated.
  4. Potential population samples are identified, considering quantitative study sample size requirements.
  5. Clinical/PICOT questions are developed to gather data addressing the problem statement.

Post these initial strategic points, the learner proceeds to define the project methodology through the last five strategic points:

  1. Independent and dependent variables are described.
  1. The choice between qualitative, quantitative, or mixed methodology is made (quantitative is recommended for DPI projects).
  2. A purpose statement is crafted, integrating problem statement, methodology, design, sample, and location.
  3. Data collection instruments are identified.
  4. The appropriate data analysis, based on project design, is determined to answer clinical questions and address the problem statement.

Illustrations of the 10 Strategic Points Document

Clarity, conciseness, feasibility, and alignment of the 10 strategic points are crucial elements to maintain across the prospectus, proposal, and Direct Practice Improvement Project. Below is an illustration of a finalized 10 Strategic Points document for a quantitative project. Subsequently, a blank 10 Strategic Points Table template is available for learners to utilize when crafting their individual 10 Strategic Point documents.

Example: 10 Strategic Points Document for a Quantitative Project

The 10 Strategic PointsComments or Feedback
Broad Topic Area1. Broad Topic Area: What would I title my project?
Literature Review2. Literature Review:
Background of the Problem/Gap– Rural ambulatory clinics restructuring for enhanced reimbursement. – Need to improve access to health services for rural Americans. – Telehealth nursing in rural health clinics to support specialty clinics. – Approximately 200 telemedicine networks established nationwide (American Telemedicine Association, 2017).
Theoretical Foundations– Greenhalgh’s Dissemination of Innovations model. – D&M Information System Success model. – Path constitution theory.
Review of Literature Topics– Rural telehealth benefits for burn patients, smoking cessation, psychotherapy, cancer education, and diabetes. – Home-based telehealth for older adults. – Disease management for chronically ill patients. – Telehealth in rural Native American communities. – Telehealth education for diabetes management. – Telehealth for mental health emergencies.
Certifications– Disease Management Accreditation. – CCRN-E: Certification for Tele-ICU Nurses. – Acute stroke ready designation.
Network Systems– American Telemedicine Association: approximately 200 telemedicine networks nationwide. – Tablet PC Enabled Body Sensor System for real-time physiological parameter collection.
Summary– Gap/Problem: Implementing evidence-based methods to improve rural residents’ health outcomes through telehealth. – Prior studies support telehealth benefits in diverse settings, including rural areas. – Quantitative application feasible with existing data on rural follow-up rates. – Significance: Improving follow-up rates will enhance health outcomes for rural residents.
Problem Statement3. Problem Statement: While literature supports telehealth as vital for rural patient access, it is unknown if telehealth implementation impacts follow-up rates for rural residents.
Clinical/PICOT Questions4. Clinical/PICOT Questions: Among adult patients in a rural setting, how does telehealth implementation compare to traditional commute-for-care in impacting the rate of follow-up with the primary care provider over four weeks?
Sample (and Location)5. Sample (and Location): – Location: Arizona – Population: Two neighboring rural towns – Sample: 40 participants (consider power analysis if appropriate)
Define Variables6. Define Variables: – Independent Variable: Telehealth program. – Dependent Variable: Follow-up rate with the primary care provider.
Methodology and Design7. Methodology and Design: Quantitative methodology with a quasi-experimental design.
Purpose Statement8. Purpose Statement: The purpose of this quantitative project is to compare the impact of telehealth and traditional commute-for-care on follow-up rates with the primary care provider among adult patients in rural Arizona.
Data Collection Approach9. Data Collection Approach: Use primary instruments to answer clinical questions.
Data Analysis Approach10. Data Analysis Approach: Descriptive statistics for sample characteristics, independent t-tests to compare follow-up rates, and a priori analysis for sample size justification.

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What is DNP 820, and what are the 10 Strategic Points?

DNP 820 is a course focusing on the development of the Prospectus, Proposal, and Direct Practice Improvement (DPI) Project. The 10 Strategic Points are key elements that define the project’s focus, ensuring it is feasible, valuable, and credible.

Why are the 10 Strategic Points important?

The 10 Strategic Points provide a structured framework for your DPI Project, guiding you in defining the project’s scope, literature review, problem statement, clinical questions, methodology, and more. They ensure clarity and alignment throughout the research process.

How can I access the 10 Strategic Points document?

The 10 Strategic Points document is typically provided within the course materials. You can find it in the course resources or on the course website. If you’re having trouble locating it, reach out to your instructor or check the syllabus.

Can you provide an example of a completed 10 Strategic Points document?

Certainly! You can find an example of a completed 10 Strategic Points document on our website []. It illustrates a quantitative project, offering insights into the literature review, problem statement, clinical questions, and more.

How should I structure the Literature Review section of the 10 Strategic Points?

The Literature Review should include background information, theoretical foundations, a review of literature topics with key themes, and a summary. Use scholarly sources to support your project’s relevance and theoretical framework.

What makes a well-written Problem Statement?

A well-written Problem Statement begins broadly, addressing the macro issue, and narrows down to the specific problem. It should communicate the significance, magnitude, and importance of the problem, paving the way for the Purpose of the Project.

Can I use a qualitative methodology for my DPI Project?

While quantitative methodologies are often recommended for DPI Projects, consult your instructor and program guidelines. If you choose qualitative, ensure it aligns with practice improvement and that you can demonstrate improvement effectively.

How do I develop PICOT questions for my Clinical Questions?

PICOT questions (Patient/Population, Intervention, Comparison, Outcome, Time) guide your project’s implementation and data collection. Craft questions that are specific, measurable, and align with your project’s focus.

How can the 10 Strategic Points document be beneficial beyond DNP 820?

The 10 Strategic Points document serves as a valuable communication tool, aiding in discussions with stakeholders, obtaining approvals, and presenting your project to committees. It provides a consistent template throughout your capstone project.