Mindfulness-Based Educational Strategy to Increase Data Analysis Self-Efficacy of DNP Students

Purpose: As outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing, 2006), DNP prepared nurses should have competence in translating research in practice, evaluating practice improvement initiatives, and making practice decisions based on collected and analyzed outcome data. Therefore, nursing faculty in DNP programs have the onus of creating experiential learning activities to support the development of these essential skill-sets. Nursing faculty in a medium-sized private university recognized that DNP students enrolled in an online course focused on data driven decision making lacked data analysis self-efficacy. Students completing a course assignment focused on data analysis anecdotally reported high levels of anxiety and uncertainty regarding their beliefs in their ability to successfully meet the assignment requirements and future role demands.

Methods: A mindfulness based educational strategy was implemented in the course to increase students’ data analysis self-efficacy. Mindfulness has been described as an appropriate pedagogical strategy to decrease anxiety, increase self-awareness, enhance cognition, and improve overall academic and professional performance (Kosal, 2019; Miraglia & Asselin, 2015; Schwind et al., 2017; Spadaro & Hunker, 2016; Walker & Mann, 2016). Two weeks before the data analysis assignment was due students were required to perform a self-assessment to identify perceived level competence and areas of greatest weakness related to data analysis. Then, based on assessment findings students self-selected three tutorials accessible on the university’s intranet that would best address the perceived level of competence and identified weaknesses, and best prepare the student to meet the requirements of the assignment and future role demands.

Results: Qualitative analysis of written narratives (N = 44) revealed three categories of perceived competence pre-assignment completion: 45% reflected a novice level, 32% an advanced beginner level, and 23% a competent level. Three themes were identified related to areas of greatest weakness. The selected tutorials addressed the content areas of: steps for completing descriptive statistics; procedures for writing formulas; and approaches to data management. No differences were noted between perceived level of competence and selected tutorials. Final course evaluations reflected an increase in data analysis self-efficacy post-assignment completion. Students commented on perceived increased beliefs in ability to: use a computer assisted tool for data analysis, complete data analysis for future quality improvement projects, and use the outcomes of data analysis to make clinical decisions.

Conclusion: Creating a learning environment that includes mindful pause and reflection can increase DNP students’ self-awareness, decrease their anxiety, and enhance their self-efficacy beliefs. Increased data analysis self-efficacy of DNP students can potentially lead to application of skill-sets gained in a course to future similar role demands.