Date of Award

Spring 4-30-2023

Document Type


Degree Name

Doctor of Nursing Practice (DNP)




Dr. John Chovan, DNP

First Committee Member

Dr. Joy Shoemaker, DNP

Second Committee Member

Dr. Chai Sribanditmongkol, PhD


Self-Efficacy, Acute Care Nursing, Psychiatric Patients, Mental Illness, Medical-Surgical, Education, Training

Subject Categories

Medicine and Health Sciences | Mental and Social Health | Mental Disorders | Nursing | Other Nursing | Psychiatric and Mental Health | Psychiatric and Mental Health Nursing | Psychiatry and Psychology


Individuals with mental illness are occasionally hospitalized on medical units, specifically medical-surgical units. Nurses working on medical-surgical units may find patients with mental illness more challenging due to the complexity of care they sometimes require. Nurses’ perceived ability to provide quality care for these patients is reduced in comparison to their perceived ability to care for patients without mental illness. Consequently, low self-efficacy can result in the provision of a lower quality of care for this population. The purpose of this quality improvement project was to improve the care that patients with mental illness receive while hospitalized on medical-surgical units. This study utilized a quasi-experimental single-group, pre-test-post-test design to examine the impact of a targeted educational presentation and simulation on nurses’ knowledge and self-efficacy in caring for psychiatric patients on medical-surgical units. Each participant completed a pre-intervention self-assessment using the Nursing Care Self-Efficacy Scale (NCSES) and a quiz to test knowledge. Each participant also attended one of two educational sessions that included a presentation and a simulation. Six weeks following the educational session, the participants completed a post-intervention quiz to test knowledge and a self-assessment using the NCSES. The scores of the pre-intervention assessment and quiz were compared to those of the post-intervention assessment and quiz. The mean score of the posttests were 4% higher than the pre-tests, and the self-assessment scores were inconclusive due to an instructional misinterpretation. In conclusion, the intervention was successful at improving knowledge while the effect on perceived self-efficacy is unknown. Recommendations include ways to promote greater participation and provide more clear instructions.

Acknowledgement 1


Acknowledgement 2


Licensing Permission

Copyright, all rights reserved. Fair Use

Shirey_Poster_2023.pdf (381 kB)



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