Date of Graduation

Summer 8-14-2026

Document Access

Project/Capstone - Global access

Degree Name

Master of Science in Nursing (MSN)

College/School

School of Nursing and Health Professions

Program

MSN project

First Advisor

Tania Borja-Rodriguez

Abstract

Abstract

Objective: Parkinson’s Disease (PD) is a neurodegenerative disease that is commonly seen in skilled nursing facilities (SNF). Gaps in knowledge among clinical staff regarding PD-specific care have resulted in negative outcomes such as delayed medication administration, unmet activities of daily living (ADL) needs, restricted mobility, and dissatisfaction with care from residents and family members. At a 55-bed SNF in Northern California, clinical staff self-reported 60% confidence in their ability to care for and manage residents with PD. This reflects a need for structured, evidence-based education, specific to Parkinson’s Disease. Aim: This quality improvement (QI) project aimed to increase the staff’s self-reported confidence and competence from 60% to 75% through a structured PD education program over 6 weeks. Methods: Following Bridges’ Transition Model and a Plan-Do-Study-Act framework, the intervention included a pre-learning survey for staff to gather baseline knowledge and desired learning topics, a one-hour education session, and a supplemental brochure that was available to staff, residents, and family members. Outcomes were assessed by comparing pre- and post-learning survey results. An informal resident interview was also conducted to assess their satisfaction with care. Results: Analysis of the pre- and post-learning surveys showed no significant increase in staff self-reported confidence for PD care and management. There was a small increase in competence post intervention. Additionally, the project did not meet its quantitative goal, these findings are likely attributable to survey design limitations, inconsistent respondents, and a limited project timeline. Staff found the education relevant and residents were overall satisfied with their care at baseline. Conclusion: Although the QI project did not meet its goal of a 15% increase in staff reported confidence, findings supported the benefits of structured education to improve competence and highlighted the need for a longer project timeline.

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