CNA to RN programs allow nurse assistants to enroll in the RN program and not have to repeat unnecessary courses. To graduate, students complete a quality-improvement project that includes a paper, poster, and presentation. Distance learners qualify for School of Nursing merit-based scholarships of $10,000-$30,000. For RNs without bachelor's degrees, there are called RN-to-MSN programs. A higher degree can lead to land management positions along with higher pay. Post-master's DNP distance learning centers on leadership with 29 credits that cover emerging science and methods of advanced practice, health policy to improve disparities, and transforming practice. Benefits of CNA to RN Programs. Learn about the job, getting your credentials, pay, and more. Graduates emerge ready to promote and lead organizational change, resulting in improved patient and system outcomes. Offering a wide range of education programs, University of Utah College of Nursing has a range of options that include a Bachelor of Science in Nursing, Master of Science in Nursing, Doctor of Nursing Practice, and PhD. The online DNP program offers two pathways depending on students' previous education: a 72-credit BSN-to-DNP for those with a bachelor of science in nursing degree or a 36-credit post-master's DNP for those with a master of science in nursing (MSN) degree. Nursing/M.S. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. A program designed for RNs with a bachelor’s of science in nursing or an entry-level nursing master’s degree. Graduation requires a "B" grade in all courses, 525 clinical hours, and completion and defense of a publishable scholarly project under the guidance of an assigned committee chair. These accrediting bodies ensure that the program’s learning materials, teaching staff, and facilities meet industry standards. All classes are online format with periodic required visits. Course topics include translating evidence into practice, analysis and evaluation of individual and population health data, and health information systems and patient care technologies. Our curriculum focuses on the national DNP essentials and provides a clear path for development of the DNP project. For admission to the Doctor of Nursing Practice the following are required: One of the following in-process or earned degrees (must be completed by program start date): Bachelor of Science in Nursing degree (or its equivalent) from an accredited nursing program. Prospective students must also submit a competitive associate degree transcript. Students can earn their online MSN-to-DNP at Regis to meet the call from the American Association of Colleges of Nursing (AACN) for doctoral education for advanced practice nurses. The 40-credit curriculum includes online classes, clinical immersions, and 1,000 project and practicum hours. The hybrid curriculum features online components in all classes with some courses requiring 1-2 days of on-campus intensives. We are committed to preparing nurses for leadership as clinicians, scientists and educators who reflect and care for a diverse society; foster … Johns Hopkins accommodates part-time study. Keep reading to see which online RN-to-DNP programs ranked the best and how you can qualify for admission. Students can access academic advising, library services, and technical services remotely. The baccalaureate and DNP programs at the University of Kentucky College of Nursing are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791 Courses include advanced physical assessment and clinical reasoning, health policy to improve health disparities, clinical epidemiology, and prescriptive practices. At the Johns Hopkins School of Nursing, graduates of our DNP program have created projects that implement research, plans, and practices that advance our profession and improve health outcomes. RN-to-DNP (also known as ADN-to-DNP) and BSN-to-DNP students specialize in family nurse practice, adult acute care, adult gerontology, or psychiatric mental health. BSN-to-DNP students focus on family nurse practice. The FNP and PMHNP tracks also offer a postdoctoral certification. Doctor of Nursing Practice (DNP) Advanced Practice Track. DNP-holders become advanced practice registered nurses (APRNs) in administration, academia, and research. APU's online low-residency DNP program allows working nurses to study remotely with the exception of periodic on-campus intensives. Those without 500 clinical hours take a project matriculation course until they complete their 500 hours. Designed for working professionals, NSU offers a fully online, practice-focused DNP program. KSU's online DNP program develops nurse leaders and clinical scholars who can translate scientific evidence into effective clinical interventions. DNP distance learners must participate in at least one resident intensive summer experience for labs, along with meetings with advisors and committee members. Studies culminate with an evidence-based clinical inquiry project. In the University of Pittsburgh Doctor of Nursing Practice (DNP) Program applicants may select to be prepared in one of six NP specialty areas. Also called bridge programs, online RN-to-DNP programs allow working nurses who do not have a master’s degree to earn a doctorate in 3-6 years while remaining employed. Find out today if a career as a registered nurse is right for you. Earn your degree in one of the most in-demand fields. Students can choose from five different tracks: advanced practice registered nurse (DNP-APRN); public health nursing (DNP-PHN); master's in public health (DNP/MPH dual degree); health systems leadership; and veteran and military healthcare (VMHC) leadership. Students can finish within 3-5 terms, including a brief residency, and adapt the 27-credit curriculum and 500 practice experience hours to their clinical and research focus areas. American Association of Colleges of Nursing, Western Interstate Commission for Higher Education, Nursing Scholarships for International Students, 10 of the Most Influential Nurses in History, Nursing Scholarships for First-Generation College Students, BSN-to-DNP track: bachelor of science in nursing from an accredited program; RN license, Post-master's track: master of science in nursing from an accredited program; APRN license, BSN-to-DNP: BSN from an accredited program, Post-master's clinical: MSN; national advanced practice certification, Post-master's executive: MSN, MBA, or master of public health, RN-to-DNP: associate degree or diploma in nursing; minimum 3.5 GPA, BSN-to-DNP: bachelor of science in nursing; minimum 3.2 GPA, MSN-to-DNP: master of science in nursing; minimum 3.2 GPA, © 2021 NurseJournal.org, a Red Ventures Company. Students’ projects must: The DNP program prepares students to bridge the gap between new science and integration into practice. MSU offers two DNP program tracks: a hybrid BSN-to-DNP and a post-master's DNP online. Cole Edmonson, DNP, RN, FACHE, NEA-BC, FAAN Email: coleedmonson@yahoo.com Cole Edmonson is the Chief Nursing Officer of Texas Health Presbyterian Hospital Dallas, a Robert Wood Johnson Foundation Executive Nurse Fellow Alum and a Fellow in the American Academy of Nursing and American College of Healthcare Executives. The curriculum includes coursework in biostatistics for advanced practice, informatics, advanced transcultural care, and organizational and administrative theory. NurseJournal.org is an advertising-supported site. Online learners who hold a master’s degree or bachelor’s degree can graduate more quickly than those with an associate degree. The changing demands of today’s complex health care environment require that nurse leaders and nurse practitioners have the highest level of scientific knowledge and practice expertise possible. Northwestern State University was the first public institution in Louisiana to establish a baccalaureate program in nursing, welcoming its first students in 1949. The UT Health Science Center campuses include colleges of Dentistry, Graduate Health Sciences, Health Professions, Medicine, Nursing and Pharmacy. Admitted students can transfer up to 21 credits with departmental approval and apply for financial aid, including nursing program scholarships. Are you ready to earn your online nursing degree? DNP program participants complete 1,000 post-baccalaureate clinical hours, some of which may transfer from master's study. CU Denver offers two roads to earning a DNP: BS-to-DNP or post-graduate DNP. The 36-credit curriculum teaches advanced competencies and trains graduates to turn complex research into real applications. Established in 1911, The University of Tennessee Health Science Center aims to improve human health through education, research, clinical care and public service. 10-week Affordable Prerequisites Available. A DNP opens the doors to advanced practice registered nursing positions. The program's 39-54 credits include coursework in wellness promotion, social ethics, translational research, and organizational leadership. RN Nursing Programs Approved Educational Programs in Professional Nursing Associate Degree. Resources and articles written by professionals and other Nurses like you. Graduates become clinical nurse specialists, nurse anesthetists, and nurse practitioners. Doctor of nursing practice (DNP) degrees prepare the next generation of nurses to meet the demands of a rapidly changing healthcare industry. Criteria include strong academic ability, leadership, community service, and accomplishments. Course content varies according to concentration area. View the DNP projects below. The 35-credit curriculum prepares graduates to become doctoral-level advanced practice nurses in their specializations. The RN-to-DNP program at Drexel prepares graduates to implement nursing science and research in leadership roles. The online DNP program at UM-Flint offers three degree tracks: RN-to-DNP, BSN-to-DNP, and MSN-to-DNP. UCCS accepts applications from candidates who reside in select states in the west, midwest, and south. The writing-intensive plan of study culminates with an immersive capstone experience. The 34-credit curriculum covers topics in clinical analytics, population health, healthcare finance and economic policy, evidence-based practice, and quality improvement in healthcare delivery. Additionally, online learners must complete about 1,000 clinical hours to graduate. "I chose Cal State University of Fullerton's School of Nursing program because of the fluid transition between my ADN-RN program to BSN program. The plan of study includes online classes, clinical practicums in students' local communities, on-campus intensives, and an evidence-based project. RN-to-DNP program applicants must hold a valid license and background in nursing. BSN degrees from competency-based programs will be evaluated on a case-by-case basis. The following programs are offered specifically with the registered nurse in mind: ADN to MSN – Nurse Practitioner DNP-holders also influence public policy, conduct clinical nursing research, and shape minds on college campuses. The program offers four points of entry: MSN-to-DNP for non-nurse practitioners; MSN/NP-to-DNP for nurse practitioners seeking additional specialization; MSN/NP-to-DNP for nurse practitioners who want to pursue a doctoral degree in their existing specialty; and MSN-to-DNP bridge for students with a bachelor of science in nursing, an RN license, and a master's degree in a relevant health field. RN-to-NP programs often feature a competitive admissions process. The Doctor of Nursing Practice (DNP) degree prepares nurse clinicians and leaders for the highest levels of practice. Brief Negotiated Interview: A Tool for Counseling Overweight and Obese Patients? Nursing – Term-Based Curriculum The RN to BSN portion of this program is based on the Colorado Nursing Articulation Model. Implementing Interactive Education to Increase Perceived Knowledge and Confidence of New Graduate Nurses in Critical Care Units, Johns Hopkins UniversitySchool of Nursing525 N. Wolfe StreetBaltimore, Maryland 21205410-955-4766. Nursing students will be awarded 60 credit hours for their U.S. RN license and original nursing curriculum, including foundational courses, from an associate degree in nursing or a diploma in nursing. Students without a master of science in nursing enroll in a six-credit transition to DNP bridge course prior to taking DNP classes. Learn the unforgettable stories of 10 famous nurses who changed the history of nursing, including Florence Nightingale, Sojourner Truth, Margaret Sanger, and Clara Barton. Expanded hands-on training helps students, nurses, and doctors save lives and safeguard patients’ health. Admissions committees seek candidates with strong work and academic histories. An RN has a few different options when considering an NP career, but the main thing to remember is that either an MSN – Nurse Practitioner or a DNP – Nurse Practitioner degree will need to be obtained. Leading the way in education, research and practice - locally and globally. Students must come to campus 1-2 times during the program. Both 78-credit concentration areas feature separate tracks for post-master's nationally certified FNPs and PMHNPs. Course topics include developing evidence-based practice, ethics and public policy, and quality improvement in health. The Doctor of Nursing Practice (DNP) prepares experts in specialized nursing practice. The degree requires 500 clinical hours, which Drexel builds into select practicum courses and project seminars. Patient care, professional education and research are carried out at … DNP students can choose one of three concentrations: a 36-credit leadership track; a 79-credit family nurse practitioner (FNP) track; and an 81-credit psychiatric mental health nurse practitioner (PMHNP) track. You may also see such programs called ADN-to-MSN (which means Associate Degree in Nursing to Master’s). RN to B.S. Binnara Yoo, DNP, NP-C, MSN, BSN, RN Implementation of a STD Screening Protocol in an Emergency Department: A Quality Improvement Project to Increase STD Screenings in Young Adults Ages 15-29 with Urinary Symptoms If you qualify, you can choose the 71-credit FNP or the 73-credit PMHNP specialty. Graduation requires preparation and defense of a DNP project. Barbara “Nikki” Davis, DNP, MSN, FNP-C, GNP-BC, ACHPN, The effect of an enhanced palliative care education program on advanced practice providers (APPs) in a community-based palliative care program, Increasing Competence in Pressure Injury Prevention Using Competency-Based Education in Adult Intensive Care Unit, Mojgan Azadi, DNP, RNC IV, BSN, MSN, PhD, PCCN-EFM, RNC-OB, RNC-MNN, Enhancing the ABCDE Bundle Implementation Adherence rate through Nurse Education in the Intensive Care Unit, Reducing Hospital Readmission after Pneumonia, An Evidence-based Educational Intervention for Nurse Managers to Mitigate Impaired Nursing Practice: A pilot project, Compassion Fatigue Resiliency Training in Emergency Nurses, Evaluation of a Middle School- Based Program to Improve Knowledge on Healthy Nutritional and Physical Behaviors, Screening for Adverse Childhood Experiences in Primary Care: A Quality Improvement Project, Implementation of the Patient Health Questionnaire-2, Suzanne M. Cowperthwaite, DNP, MSN, RN, NEA-BC, Improving the Pain Experience for Cancer Inpatients: A Quality Improvement Project, The Implementation and Evaluation of a New Nurse Manager Mentoring Program, Lisa Grubb, DNP, RN, MSN, WOCN, C/DONA, CPHQ, Increasing Pressure Injury Awareness in the Emergency Department, Creating Safe Handoffs Between Units: Implementation of the I-PASS Handoff Program in Nursing, Evaluation of a Post-Graduate Education Program for Nurse Practitioners, Implementing a Tele-ICU Nurse Mentoring Program in a Pediatric Intensive Care Unit to Support the Novice Bedside Nurses, Roman Roberto, DNP, MSN, RN, CMSRN, P-PCA, Improving Novice Nurses’ Engagement in Evidence-based Practice, Marianne Schallmo, DNP, MSN, BSN, RN, FNP, Improving Cardiac Nurses’ Knowledge, Attitude, and Confidence in Delivering Palliative Care for Hospitalized Patients with Heart Failure. Online BSN to DNP Highlights Curriculum: Online vs. On-Campus. Depending on their specialty area, distance learners may have to travel to campus periodically but otherwise take primarily synchronous online classes either full or part time. International students seeking aid to finance their nursing studies should review this page for scholarships, grants, and work study opportunities. Some institutions offer doctoral degrees like Doctor of Nursing Practice (DNP) programs, which is the highest level of nursing education available. The 79-credit curriculum requires on-campus attendance at least one day per week and onsite for clinical experiences. Core courses include advanced human pathophysiology, theoretical foundations for nursing practice, professional issues of the DNP, and research and practice in rural and global communities. The College of Nursing was also the first in the state to offer a master’s degree in nursing. For those who need a slower-paced program, Chatham allows part-time study. An RN program can take between two and four years to complete. However, this ultimately depends on the student’s educational and professional history, and their chosen specialization. Distance learners who reside in Western Interstate Commission for Higher Education states may qualify to pay in-state tuition. The clinical-focused programs deliver coursework online, allow clinical experience hours to be logged in student's local areas, and require on-campus attendance for clinical intensives. Preventing Cardiac Arrest in the Postoperative Congenital Heart Disease Patient: A High-fidelity Simulation Boot Camp for Pediatric Cardiac Critical Care Nurse Practitioners, Improving Pain Assessment in the Neonate Advances in Neonatal Care, Implementation of an Evidence-based Discharge Checklist Used to Reduce 30-day Readmissions for Patients Diagnosed with Heart Failure, Evaluation of a Standardized Nursing Education Program for Hospital Acquired Pressure Injury Prevention in an Adult Critical Care Setting, Perioperative Screening of Patients for Risk Factors Associated with Obstructive Sleep Apnea, Promoting the safe management of the anticoagulant warfarin among the geriatric population in the primary care setting, Claire Piccirillo, DNP, MS, BSN, RN, CPAN, PCCN, Evaluation of a Standardized, Interdisciplinary Preoperative Medication Administration Tool for Adult Inpatients in an Acute Care Setting, Leslie Rowan, DNP, MSN, RN, CNL, CWCN, CFCN, A Patient-Centered Data-Driven Project to Decrease Falls in Acute Care Medical Patients, Development of a Collaborative Surveillance Care Delivery System for Early Stage Colon Cancer Patients, Implementation of a STD Screening Protocol in an Emergency Department: A Quality Improvement Project to Increase STD Screenings in Young Adults Ages 15-29 with Urinary Symptoms, MSN (Healthcare Organizational Leadership), MSN (Healthcare Organizational Leadership)/MBA, Executive Education and Strategic Alliances, Pediatric Dual Primary/Acute Care Nurse Practitioner, Cardiovascular, Chronic Care & Symptom Management, Center for Cardiovascular and Chronic Care, Center for Community Innovation and Scholarship, Danger Assessment Training and Technical Assistance Center for IPV Risk Assessment, Quality & Safety / Healthcare Organizational Leadership, Endowed Chairs & Bloomberg Distinguished Professors, Clinical Placements Office and Preceptors, Nadine Henry-Thomas, DNP, MSN, RN, CMSRN, PCCN, Cynthia Sweeney, DNP, MSN, RN, CNOR, NEA-BC, Jannelle Vicens, DNP, MSN, BSN, RN, FNP-BC, Transitioning Adolescents and Young Adults to Adult Care: A Quality Improvement Project, Impact of an Inhaler Technique Vide-Education Tool on Pediatric Asthma, Implementing an online intervention to enhance healthcare providers’ proficiency in general nutrition and nutrition counseling of the substance abuse population, Reducing Lapses in Hemoglobin A1c Testing in Primary Care, Improving Call Bell Responsiveness Using Improved Communication to Create a Paradigm Shift in Patient Perceptions, Evaluation of a Lung Health Advocacy Program in Baltimore City Schools, Principal Investigator: Dr. Kimberly McIltrot, DNP, CPNP, CWOCN, Initiating Early Education for Patients at High-Risk for New Insulin Dependency after Pancreatic Resection, A Quality Improvement Project to Enhance Pediatric Primary Care Family History Collection, Pilot Project To Enhance Identification of Needs for Early Palliative Referral of Chronically Ill Patients Through Nurse Driven Frailty Screenings, Vital Sign Monitoring in the Emergency Department: A Quality Improvement Project, Impact of School-Based Lessons on Physical Activity and Self-Efficacy Levels of Female Adolescents, Evaluation of Technology Acceptance and Self-Care Behaviors Among Patients Using, Standardized Text-Messages or Phone-Based Interventions, Improving Breastfeeding Exclusivity and Enhancing Self-Efficacy Among Latina Mothers Through a Prenatal Breastfeeding Education Program, An Educational Webinar for Academic and Healthcare Professionals Presenting About a Nutrition Program for Latinx Adolescents to Increase Nutrition Literacy, Utilizing a Standardized Early Mobility Guideline in the Pediatric Intensive Care Unit, Improving Housing Referrals and Treatment Participation in an Outpatient Substance Use Disorder Treatment Program, Using a Multidisciplinary Evidence-Based Continuum Care Model to Reengage Young Adults Living with HIV, Humanitarian Immigrant Mental Health Rescreening in Primary Care: A Pilot Project, Improving Female Sexual Health in Gynecologic Cancer Survivors: Integrating an Evidence-based Toolkit for Nurses, Repositioning Guidelines to Reduce Pressure Injuries in the Pediatric Intensive Care Unit, Career Advancement Coaching Sessions to Increase Inpatient Oncology Nurse Knowledge, Satisfaction, and Engagement in Professional Development Opportunities and Access, Increasing Transgender Cultural Competency Among Adolescent Inpatient Psychiatric Nurses, Effect Of Falls Prevention Education On Knowledge And Competency In Neurosciences Nursing, Improving Oncology Nurse Knowledge, Confidence and Skill in Using Telephone Triage Models, Targeted Postpartum Breastfeeding Consult to Increase Breastfeeding Duration and Increase Breastfeeding Self-Efficacy in Mother, Use of Sumulation and case-study to improve nursing student's knowledge and attitude towards pressure injury prevention, Increasing Adherence To Oral Tacrolimus with the Use of a Medication Reporting Intervention, Increasing Medication Adherence in HIV-Positive Young Adults, Advancing Provider Engagement on Patient Coping in Persons Diagnosed with Scleroderma, Improving Latinx Parents' Efficacy to Engage in Reproductive Health Discussions with their Youth, Evaluating the Effectiveness of an Enhanced Preoperative Education Bundle for Patients undergoing Rotator Cuff Repair Surgeries Using Clinical Pathway, Implementation of a caregiver-focused educational intervention to improve knowledge and competency for managing adrenal crisis in patients with Duchenne Muscular Dystrophy, The impact of Advanced Practice nurse-led discharge planning on the 30-day readmission rates on patient's post-coronary artery bypass graft surgery, Implementation of a Standardized Order Set for Psychotic Patients Boarding in the Psychiatric Emergency Services Area, Strategies for Improving Medication Adherence of Hypertension Among Haitian Immigrants Living In The United States, Improving healthcare quality for transgender and gender-nonconforming patients in the perioperative and intraoperative setting: The patient's perspective, Improving Postoperative Care of Minimally Invasive Gynecologic and Urologic Ambulatory Extended Recovery Patients: Non-pharmacological Pain Management, Improving Quality of Life and Symptom Management among patients diagnosed with Bipolar Disorder Type 1 through the education about and use of aripiprazole (Abilify Maintena), a monthly anti-psychotic injectable medication, Improving Knowledge and Attitude Regarding Cardiac Rehabilitation Among Advanced Practice Nurses, Exploring an Online Learning Module for Improving Perceived Knowledge of Antidepressants Among Medical Social Workers, Improving Antibiotic Prescribing on a Long-term Care Unit, Improving New Graduate Nurses' Professional Development Knowledge, Satisfaction and Self-efficacy at a Large Academic Medical Center, Moral Distress to Moral Success: Strategies to Decrease the Effects of Moral Distress in the Critical Care Nurse, Implicit Bias Education: Addressing Racial Disparities in Maternal Healthcare, Implementing a Discharge Teaching Protocol to Reduce 30-Day Readmission Rates in Young Adults with Sickle Cell Disease, Reducing Early Discontinuation of Exclusive Breastfeeding in Pediatric Primary Care, Nonpharmacologica modalities (NPMs) and Persistent noncancer pain: The effects of education and patients' use of NPMs, Assessing Primary Care Provider Knowledge of Current Sudden Sensorineural Hearing loss Guidelines to Improve Patient Outcomes, Antibiotic Stewardship in Pediatric Primary Care, Targeted Postpartum Breastfeeding Intervention to Improve Lactation Outcomes in Women Affected by Gestational Diabetes Mellitus, The Impact of Reducing Emergency Department Length of Stay for Patients Requiring Admission to the Intensive Care Unit, Evaluating the Effectiveness of a Web-Based Stress Management Program for Geriatric Nurses, Wellness 4 Uth: Increasing Health Through an After School Wellness Program, Optimizing the Care of Women and Girls Affected by Female Genital Cutting, Decreasing Adverse Drug Events Related to Opioids by Improving Parent and Nurse Knowledge of Pain Management in Postoperative Infants & Toddlers, A 12-week evidence-based education program to reduce cardio-metabolic risk in patients with serious mental illness in the integrated care setting, Chlamydia Knowledge and Testing Behaviors in University Students, The Effect of a Diabetes Self-Management Education Program on  Glycated Hemoglobin Levels within American Indian Adults with Type 2 Diabetes Mellitus Identified in the Emergency Department, Advancing Nurses' Knowledge and Skills to Address Substance Use in an Ambulatory Care Center, Prevention of Functional Decline among Hospitalized Older Adults, Discharge Readiness Screening and Postpartum Follow-Up for Well Newborns to Reduce Early Hospital Readmission, Impact of Training Advance Practice Providers to Use the Serious Illness Conversation Guide (SICG) for Advance Care Planning Among Hospitalized Patients with Heart Failure, Student nurses as intervention advocates: Measuring the impact of a novel approach to implementation of Instrumental Activities of Daily Living Assessment on registered nurses’ knowledge, attitude, and practic, Setting up for Success: Supporting Positive Parenting Interventions for Caregivers Impacted by Violence, Audit and Feedback Sustains Highly Reliable Nurse Leader Safety Rounds, Systematic Approach to Ventilator Associated Events Reduction, Improving Adherence and Satisfaction with the iPLEDGE Program, The Effects of Multidisciplinary Approach to Pediatric Functional Constipation with or without Fecal Incontinence, Increasing Scheduling Efficiency in an Outpatient Urology Clinic, Reducing Postpartum Hemorrhage in a Nurse-Midwifery Practice, Accelerated Discharge Process for Patients with Non-ST Elevation Acute Coronary Syndromes Following Percutaneous Coronary Intervention, Improving a Program of Meaningful Recognition to Enhance Nurse Satisfaction and Retention of Operating Room Nurses in a Mid-Atlantic Suburban Medical Center, Access Matters: Integrating Trauma informed Reproductive Health Services into a Family-Centered Drug Court & Social Service Program, The LMC Vicens Palliative Care Initiative, Implementing an Infantile Spasms Guideline and Electronic Medical Record Order Set for Inpatient Healthcare Providers, Standardization of Pain Assessment Documentation to Improve the Quality of Pain Management, Using Continuous Vital Sign Monitoring to Detect Early Deterioration in Adult Postoperative Inpatients, Enhance health outcomes, practice outcomes, or policy outcomes, Evaluate health care outcomes, practice outcomes, or policy outcomes, Reflect a culmination of practice inquiry, Reflect a translation of evidence into practice.