Problem: Advanced Practice Nurses (APN) are expected to convey meaningful information, establish trust, and encourage autonomous decision-making on behalf of patients when seeking informed consent although recent research indicates that informed consent is rarely accomplished. Evidence further indicates that the current format for obtaining consent often practiced by most providers is delivered in brief, perfunctory, and extemporaneous manners, devoid of detail, with patient cues suggesting the process is merely a pro forma ritual. Purpose and Scope: The purpose of this Evidence-Based Practice (EBP) project was to describe the level of APN knowledge about patient decisional conflict with informed consent before and after APN participation in an online teaching intervention. Using descriptive-interventional methodology, the project outcome variable of APN knowledge about patient decisional conflict with informed consent was measured using an adapted version of the orientation to the Decisional Conflict Scale (DCS) by O’Connor. Goal and Objectives: The goal of this project was to successfully implement an online teaching intervention for APNs about patient decisional conflict with informed consent. The objectives were: (a) to describe aggregate demographic characteristics ofthe APN participants, (b) to describe the pre-intervention level of APN knowledge about patient decisional conflict with informed consent, (c) to describe the post-intervention level of APN knowledge about patient decisional conflict with informed consent , and (d) to describe the level of APN knowledge about patient decisional conflict with informed consent before and after APN participation in an online teaching intervention. Plan and Evaluation: Phase One: Conduct a literary needs assessment using a published evidence-based critique template. Phase Two: Design an online teaching intervention using the EBP approach. Phase Three: Implement an online teaching intervention for a projected sample of APN participants through a national online listserve. Phase Four: Evaluate APN knowledge about patient decisional conflict with informed consent before and after APN participation in an online teaching intervention. Outcomes and Results: Total participant performance improved on the adapted DCS instrumentation, with self-reported knowledge about decisional conflict achieving a similar increase, while self-reported knowledge about informed consent achieved at a slightly higher increase. The findings suggest that the use of a standardized, scripted, healthcare-specific, and patient-tailored consent is more effective in achieving desired patient outcomes where the desired patient outcome is an effective patient decision, one that is informed, consistent with patient values, and one with which the patient is satisfied.
