, TESTBANK FOR Proposal Writing for the DNP
Project, 4th Edition Bonnel
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
,Proposal Writing for the DNP Project
Fourth Edition
Wanda Bonnel, PhD, APRN, ANEF
Katharine V. Smith, PhD, RN
Editors
Colleen Paramesh, DNP, APRN, NP-C
Collaborating Author
, Copyright © 2026 Springer Publishing Company, LLC
All rights reserved.
This work is protected by U.S. copyright laws and is provided solely for the use of
instructors in teaching their courses and as an aid for student learning. No part of this
publication may be sold, reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the
prior permission of Springer Publishing Company, LLC.
Springer Publishing Company, LLC
902 Carnegie Center/Suite 140
Princeton, NJ 08540
www.springerpub.com
ISBN:978-0-8261-8864-9
The author and the publisher of this Work have made every effort to use sources believed to
be reliable to provide information that is accurate and compatible with the standards
generally accepted at the time of publication. The author and publisher shall not be liable
for any special, consequential, or exemplary damages resulting, in whole or in part, from the
readers’ use of, or reliance on, the information contained in this book. The publisher has no
responsibility for the persistence or accuracy of URLs for external or third-party Internet
websites referred to in this publication and does not guarantee that any content on such
websites is, or will remain, accurate or appropriate.
© Springer Publishing Company, LLC. 2
, CONTENTS
Introduction 6
SECTION I: WRITING YOUR PROPOSAL: PUTTING YOUR “PROBLEM” IN
CONTEXT
Chapter 1: Introduction: Why Write a Scholarly Proposal for the Clinical Project? 8
Student Learning Objectives 8
Chapter Overview 8
Faculty Questions and Teaching Tips 8
Sample Learning Quiz for Students 9
Chapter 2: Using the Writing Plan as a Developmental Tool for the Advanced Clinical
Project 10
Student Learning Objectives 10
Chapter Overview 10
Faculty Questions and Teaching Tips 10
Sample Learning Quiz for Students 11
Chapter 3: Writing a Good Clinical Problem Statement and Gaining Project Context 12
Student Learning Objectives 12
Chapter Overview 12
Faculty Questions and Teaching Tips 12
Sample Learning Quiz for Students 13
Chapter 4: Clinical Projects and Quality Improvement: Thinking “Big Picture” 14
Student Learning Objectives 14
Chapter Overview 14
Faculty Questions and Teaching Tips 14
Sample Learning Quiz for Students 15
Chapter 5: Into the Literature: Gaining Best Evidence and Relevant Literature 16
Student Learning Objectives 16
Chapter Overview 16
Faculty Questions and Teaching Tips 16
Sample Learning Quiz for Students 17
Chapter 6: Synthesizing Best Evidence and Literature Review 18
Student Learning Objectives 18
Chapter Overview 18
Faculty Questions and Teaching Tips 18
Sample Learning Quiz for Students 19
Chapter 7: Framing the Advanced Clinical Project With Relevant Clinical Frameworks
20
Student Learning Objectives 20
© Springer Publishing Company, LLC. 3
, Chapter Overview 20
Faculty Questions and Teaching Tips 20
Sample Learning Quiz for Students 21
SECTION II: WRITING YOUR PROPOSAL: DESIGNING AND SETTING THE
STAGE FOR YOUR PROJECT
Chapter 8: Addressing Outcomes Evaluation in the Advanced Clinical Project Proposal
22
Student Learning Objectives 22
Chapter Overview 22
Faculty Questions and Teaching Tips 22
Sample Learning Quiz for Students 23
Chapter 9: Guiding the Advanced Clinical Project: The Purpose of a Purpose Statement
24
Student Learning Objectives 24
Chapter Overview 24
Faculty Questions and Teaching Tips 24
Sample Learning Quiz for Students 25
Chapter 10: Mapping It Out: From Problem to Advanced Clinical Project Plan 26
Student Learning Objectives 26
Chapter Overview 26
Faculty Questions and Teaching Tips 26
Sample Learning Quiz for Students 27
Chapter 11: Writing the Method Section: Organizing the Advanced Clinical Project
Proposal 28
Student Learning Objectives 28
Chapter Overview 28
Faculty Questions and Teaching Tips 28
Sample Learning Quiz for Students 29
Chapter 12: Gaining Credible Clinical Project Data: Being Systematic and Objective
30
Student Learning Objectives 30
Chapter Overview 30
Faculty Questions and Teaching Tips 30
Sample Learning Quiz for Students 31
SECTION III: WRITING YOUR PROPOSAL: ADDING THE DETAIL FOR
PROPOSAL COMPLETION
Chapter 13: Writing the Data-Analysis Plans for Advanced Clinical Projects 32
Student Learning Objectives 32
© Springer Publishing Company, LLC. 4
, Chapter Overview 32
Faculty Questions and Teaching Tips 32
Sample Learning Quiz for Students 33
Chapter 14: Keeping Clinical Projects Ethical and Dependable 34
Student Learning Objectives 34
Chapter Overview 34
Faculty Questions and Teaching Tips 34
Sample Learning Quiz for Students 35
Chapter 15: Finalizing the Proposal as a Professional Document: Reviewing, Editing, and
Revising 36
Student Learning Objectives 36
Chapter Overview 36
Faculty Questions and Teaching Tips 36
Sample Learning Quiz for Students 37
SECTION IV: FINALIZING YOUR PROPOSAL AND NEXT STEPS
Chapter 16: Moving the Proposal to Completed Project 38
Student Learning Objectives 38
Chapter Overview 38
Faculty Questions and Teaching Tips 38
Sample Learning Quiz for Students 39
Chapter 17: Moving the Proposal to Written Final Report 40
Student Learning Objectives 40
Chapter Overview 40
Faculty Questions and Teaching Tips 40
Sample Learning Quiz for Students 41
Chapter 18: Moving Your Completed Project to Dissemination and Further Scholarship
42
Student Learning Objectives 42
Chapter Overview 42
Faculty Questions and Teaching Tips 42
Sample Learning Quiz for Students 43
© Springer Publishing Company, LLC. 5
, INTRODUCTION
This instructor manual/faculty guide is designed to help you help your students optimize their use of the
text content and resources for developing project proposals. This guide assumes that as faculty you are
working with individuals who are graduate students, often with limited experience with scholarly clinical
projects. The purposes of this guide are to identify some ways to help these students use and learn from
the text as they develop clinical project proposals and to engage students with textbook readings and a
review of the resources provided.
In Chapter 1, students are asked to review their textbook table of contents, as they will be moving
chapter by chapter to sequence their learning experiences and progress from proposal development to
project completion. This broad approach helps meet the need for diverse projects that in turn meet the
needs of diverse clinical populations and agencies.
Each chapter in this faculty guide corresponds to a textbook chapter and includes chapter objectives, a
chapter overview, chapter questions, and teaching tips to consider. A listing of student textbook learning
activities is provided by chapter, along with a student agree/disagree activity. In a number of chapters, an
additional teaching/learning activity from Dr. Paramesh’s teaching experiences is included.
Readings from textbook chapters can be used weekly over a semester course, organized by topics or used
independently. Suggestions for engaging students in content and discussions, as well as ways to build on
learning activities included at the end of each chapter, are provided.
An emphasis in this edition of the text includes a focus on practice scholarship applications, the
American Association of College of Nursing Essentials (2021), and student documentation of “Concepts
to Competencies” via their project notebooks. Tips for using the textbook and this guide follow.
Tips for Using the Text and This Guide
Use the book to encourage students to be active, self-directed learners. The goal is to have students take
responsibility for their learning, practicing and applying the information as they complete course work
and make plans for scholarly projects. Select approaches include:
Provide an introduction to the text, emphasizing the chapter resources. Ask students to review the
textbook table of contents and a select chapter noting the beginning reflective questions and end-
of-chapter activities.
As course faculty, reflect and share with students your own personal experiences in clinical
scholarship; emphasize the importance of this content to students’ current and future work.
Have students complete applied assignments for select chapters and engage students not only with
the text readings but also with the easily available online resources to extend student thinking on
content areas.
Emphasize the importance of the DNP project not only for enhancing safe, quality patient care,
but as an opportunity for students to participate as members of the profession and document
project contributions to the profession.
© Springer Publishing Company, LLC. 6
,Tips for Using Each Chapter
● Keep the project triangle at the forefront in guiding students in creating scholarly project
proposals.
● Help students consider how each text chapter adds an important component to completion of the
full clinical project proposal.
● Engage students with using the beginning of the chapter (reflective questions) and end-of-chapter
activities (end-of-chapter to-do lists and sample learning activities).
● Emphasize the importance of the practice scholarship applications, at chapter end, as students
begin documenting their “concept to competency” learning relevant to the AACN Essentials.
● Extend student learning to include creating project notebooks for the course. Suggested items
include the following as documented in the practice scholarship applications at the end of each
chapter. Have students add written reflections and documents that were completed from the
practice scholarship applications section. This can help students summarize key points to recall
and document their thinking and project choices, as well as their concept to competency learning
progress.
● Additionally, guide students in reflective write-up in their project planning: What is working?
What is not? What proposal improvement implications exist?
*************************************
© Springer Publishing Company, LLC. 7
, CHAPTER 1: INTRODUCTION: WHY A SCHOLARLY
PROPOSAL FOR THE CLINICAL PROJECT?
STUDENT LEARNING OBJECTIVES
Explain the importance of the project proposal.
Discuss what is meant by application scholarship and why the DNP project is a good fit.
Identify opportunities to move concept learning to project proposal competencies related to the
American Association of Colleges of Nursing (AACN) Essentials.
Identify the key elements of writing a scholarly clinical proposal.
Describe common terms related to best evidence and clinical project proposals.
CHAPTER OVERVIEW
Students often underestimate the value of a well-written clinical project proposal. This chapter focuses on
the clinical project proposal as a project guide and a form of clinical application scholarship. Addressing
best evidence and students’ clinical context is also considered in situating and understanding the project.
The ongoing use of reflective project notebooks and work with a mentor are offered as two ways to
facilitate both proposal and project completion.
FACULTY QUESTIONS AND TEACHING TIPS
What ways can you help students understand the importance of the clinical project proposal?
Ask a previous DNP student to do a presentation of their work at the start of the semester for your
new class. Lead a discussion with the class on the specific approaches used and identify select
strengths of the presentation to focus on. Multiple videos might be developed and shared from
previous students’ project presentations.
Consistent with the emphasis on application scholarship, the Essentials, and documenting
concepts to competency, have students engage with the online/classroom discussion provided at
chapter end.
Also consistent with the emphasis on application scholarship, use this discussion to note and
orient students to the practice scholarship applications in each chapter. This resource serves as a
tool for student self-assessment related to review of the Essentials and competency
documentation.
What are strategies to help students get started on the process of securing a mentor?
Lead a brainstorming and sharing session with students about potential mentors in their clinical
area. Help students minimize the jitters of contacting potential mentors by guiding them in
visualizing that process, including their initial statements as well as responding to a variety of
potential responses.
What learning activities are included at the end of Chapter 1 to engage students? Highlight these
activities to students and encourage or require their completion.
© Springer Publishing Company, LLC. 8
Project, 4th Edition Bonnel
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
,Proposal Writing for the DNP Project
Fourth Edition
Wanda Bonnel, PhD, APRN, ANEF
Katharine V. Smith, PhD, RN
Editors
Colleen Paramesh, DNP, APRN, NP-C
Collaborating Author
, Copyright © 2026 Springer Publishing Company, LLC
All rights reserved.
This work is protected by U.S. copyright laws and is provided solely for the use of
instructors in teaching their courses and as an aid for student learning. No part of this
publication may be sold, reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the
prior permission of Springer Publishing Company, LLC.
Springer Publishing Company, LLC
902 Carnegie Center/Suite 140
Princeton, NJ 08540
www.springerpub.com
ISBN:978-0-8261-8864-9
The author and the publisher of this Work have made every effort to use sources believed to
be reliable to provide information that is accurate and compatible with the standards
generally accepted at the time of publication. The author and publisher shall not be liable
for any special, consequential, or exemplary damages resulting, in whole or in part, from the
readers’ use of, or reliance on, the information contained in this book. The publisher has no
responsibility for the persistence or accuracy of URLs for external or third-party Internet
websites referred to in this publication and does not guarantee that any content on such
websites is, or will remain, accurate or appropriate.
© Springer Publishing Company, LLC. 2
, CONTENTS
Introduction 6
SECTION I: WRITING YOUR PROPOSAL: PUTTING YOUR “PROBLEM” IN
CONTEXT
Chapter 1: Introduction: Why Write a Scholarly Proposal for the Clinical Project? 8
Student Learning Objectives 8
Chapter Overview 8
Faculty Questions and Teaching Tips 8
Sample Learning Quiz for Students 9
Chapter 2: Using the Writing Plan as a Developmental Tool for the Advanced Clinical
Project 10
Student Learning Objectives 10
Chapter Overview 10
Faculty Questions and Teaching Tips 10
Sample Learning Quiz for Students 11
Chapter 3: Writing a Good Clinical Problem Statement and Gaining Project Context 12
Student Learning Objectives 12
Chapter Overview 12
Faculty Questions and Teaching Tips 12
Sample Learning Quiz for Students 13
Chapter 4: Clinical Projects and Quality Improvement: Thinking “Big Picture” 14
Student Learning Objectives 14
Chapter Overview 14
Faculty Questions and Teaching Tips 14
Sample Learning Quiz for Students 15
Chapter 5: Into the Literature: Gaining Best Evidence and Relevant Literature 16
Student Learning Objectives 16
Chapter Overview 16
Faculty Questions and Teaching Tips 16
Sample Learning Quiz for Students 17
Chapter 6: Synthesizing Best Evidence and Literature Review 18
Student Learning Objectives 18
Chapter Overview 18
Faculty Questions and Teaching Tips 18
Sample Learning Quiz for Students 19
Chapter 7: Framing the Advanced Clinical Project With Relevant Clinical Frameworks
20
Student Learning Objectives 20
© Springer Publishing Company, LLC. 3
, Chapter Overview 20
Faculty Questions and Teaching Tips 20
Sample Learning Quiz for Students 21
SECTION II: WRITING YOUR PROPOSAL: DESIGNING AND SETTING THE
STAGE FOR YOUR PROJECT
Chapter 8: Addressing Outcomes Evaluation in the Advanced Clinical Project Proposal
22
Student Learning Objectives 22
Chapter Overview 22
Faculty Questions and Teaching Tips 22
Sample Learning Quiz for Students 23
Chapter 9: Guiding the Advanced Clinical Project: The Purpose of a Purpose Statement
24
Student Learning Objectives 24
Chapter Overview 24
Faculty Questions and Teaching Tips 24
Sample Learning Quiz for Students 25
Chapter 10: Mapping It Out: From Problem to Advanced Clinical Project Plan 26
Student Learning Objectives 26
Chapter Overview 26
Faculty Questions and Teaching Tips 26
Sample Learning Quiz for Students 27
Chapter 11: Writing the Method Section: Organizing the Advanced Clinical Project
Proposal 28
Student Learning Objectives 28
Chapter Overview 28
Faculty Questions and Teaching Tips 28
Sample Learning Quiz for Students 29
Chapter 12: Gaining Credible Clinical Project Data: Being Systematic and Objective
30
Student Learning Objectives 30
Chapter Overview 30
Faculty Questions and Teaching Tips 30
Sample Learning Quiz for Students 31
SECTION III: WRITING YOUR PROPOSAL: ADDING THE DETAIL FOR
PROPOSAL COMPLETION
Chapter 13: Writing the Data-Analysis Plans for Advanced Clinical Projects 32
Student Learning Objectives 32
© Springer Publishing Company, LLC. 4
, Chapter Overview 32
Faculty Questions and Teaching Tips 32
Sample Learning Quiz for Students 33
Chapter 14: Keeping Clinical Projects Ethical and Dependable 34
Student Learning Objectives 34
Chapter Overview 34
Faculty Questions and Teaching Tips 34
Sample Learning Quiz for Students 35
Chapter 15: Finalizing the Proposal as a Professional Document: Reviewing, Editing, and
Revising 36
Student Learning Objectives 36
Chapter Overview 36
Faculty Questions and Teaching Tips 36
Sample Learning Quiz for Students 37
SECTION IV: FINALIZING YOUR PROPOSAL AND NEXT STEPS
Chapter 16: Moving the Proposal to Completed Project 38
Student Learning Objectives 38
Chapter Overview 38
Faculty Questions and Teaching Tips 38
Sample Learning Quiz for Students 39
Chapter 17: Moving the Proposal to Written Final Report 40
Student Learning Objectives 40
Chapter Overview 40
Faculty Questions and Teaching Tips 40
Sample Learning Quiz for Students 41
Chapter 18: Moving Your Completed Project to Dissemination and Further Scholarship
42
Student Learning Objectives 42
Chapter Overview 42
Faculty Questions and Teaching Tips 42
Sample Learning Quiz for Students 43
© Springer Publishing Company, LLC. 5
, INTRODUCTION
This instructor manual/faculty guide is designed to help you help your students optimize their use of the
text content and resources for developing project proposals. This guide assumes that as faculty you are
working with individuals who are graduate students, often with limited experience with scholarly clinical
projects. The purposes of this guide are to identify some ways to help these students use and learn from
the text as they develop clinical project proposals and to engage students with textbook readings and a
review of the resources provided.
In Chapter 1, students are asked to review their textbook table of contents, as they will be moving
chapter by chapter to sequence their learning experiences and progress from proposal development to
project completion. This broad approach helps meet the need for diverse projects that in turn meet the
needs of diverse clinical populations and agencies.
Each chapter in this faculty guide corresponds to a textbook chapter and includes chapter objectives, a
chapter overview, chapter questions, and teaching tips to consider. A listing of student textbook learning
activities is provided by chapter, along with a student agree/disagree activity. In a number of chapters, an
additional teaching/learning activity from Dr. Paramesh’s teaching experiences is included.
Readings from textbook chapters can be used weekly over a semester course, organized by topics or used
independently. Suggestions for engaging students in content and discussions, as well as ways to build on
learning activities included at the end of each chapter, are provided.
An emphasis in this edition of the text includes a focus on practice scholarship applications, the
American Association of College of Nursing Essentials (2021), and student documentation of “Concepts
to Competencies” via their project notebooks. Tips for using the textbook and this guide follow.
Tips for Using the Text and This Guide
Use the book to encourage students to be active, self-directed learners. The goal is to have students take
responsibility for their learning, practicing and applying the information as they complete course work
and make plans for scholarly projects. Select approaches include:
Provide an introduction to the text, emphasizing the chapter resources. Ask students to review the
textbook table of contents and a select chapter noting the beginning reflective questions and end-
of-chapter activities.
As course faculty, reflect and share with students your own personal experiences in clinical
scholarship; emphasize the importance of this content to students’ current and future work.
Have students complete applied assignments for select chapters and engage students not only with
the text readings but also with the easily available online resources to extend student thinking on
content areas.
Emphasize the importance of the DNP project not only for enhancing safe, quality patient care,
but as an opportunity for students to participate as members of the profession and document
project contributions to the profession.
© Springer Publishing Company, LLC. 6
,Tips for Using Each Chapter
● Keep the project triangle at the forefront in guiding students in creating scholarly project
proposals.
● Help students consider how each text chapter adds an important component to completion of the
full clinical project proposal.
● Engage students with using the beginning of the chapter (reflective questions) and end-of-chapter
activities (end-of-chapter to-do lists and sample learning activities).
● Emphasize the importance of the practice scholarship applications, at chapter end, as students
begin documenting their “concept to competency” learning relevant to the AACN Essentials.
● Extend student learning to include creating project notebooks for the course. Suggested items
include the following as documented in the practice scholarship applications at the end of each
chapter. Have students add written reflections and documents that were completed from the
practice scholarship applications section. This can help students summarize key points to recall
and document their thinking and project choices, as well as their concept to competency learning
progress.
● Additionally, guide students in reflective write-up in their project planning: What is working?
What is not? What proposal improvement implications exist?
*************************************
© Springer Publishing Company, LLC. 7
, CHAPTER 1: INTRODUCTION: WHY A SCHOLARLY
PROPOSAL FOR THE CLINICAL PROJECT?
STUDENT LEARNING OBJECTIVES
Explain the importance of the project proposal.
Discuss what is meant by application scholarship and why the DNP project is a good fit.
Identify opportunities to move concept learning to project proposal competencies related to the
American Association of Colleges of Nursing (AACN) Essentials.
Identify the key elements of writing a scholarly clinical proposal.
Describe common terms related to best evidence and clinical project proposals.
CHAPTER OVERVIEW
Students often underestimate the value of a well-written clinical project proposal. This chapter focuses on
the clinical project proposal as a project guide and a form of clinical application scholarship. Addressing
best evidence and students’ clinical context is also considered in situating and understanding the project.
The ongoing use of reflective project notebooks and work with a mentor are offered as two ways to
facilitate both proposal and project completion.
FACULTY QUESTIONS AND TEACHING TIPS
What ways can you help students understand the importance of the clinical project proposal?
Ask a previous DNP student to do a presentation of their work at the start of the semester for your
new class. Lead a discussion with the class on the specific approaches used and identify select
strengths of the presentation to focus on. Multiple videos might be developed and shared from
previous students’ project presentations.
Consistent with the emphasis on application scholarship, the Essentials, and documenting
concepts to competency, have students engage with the online/classroom discussion provided at
chapter end.
Also consistent with the emphasis on application scholarship, use this discussion to note and
orient students to the practice scholarship applications in each chapter. This resource serves as a
tool for student self-assessment related to review of the Essentials and competency
documentation.
What are strategies to help students get started on the process of securing a mentor?
Lead a brainstorming and sharing session with students about potential mentors in their clinical
area. Help students minimize the jitters of contacting potential mentors by guiding them in
visualizing that process, including their initial statements as well as responding to a variety of
potential responses.
What learning activities are included at the end of Chapter 1 to engage students? Highlight these
activities to students and encourage or require their completion.
© Springer Publishing Company, LLC. 8
