Family Nurse Practitioner Program Research Articles

Using Simulation to Prepare for Clinicals in Front-Loaded FNP Curricula

BackgroundTransitioning from a Master of Science degree to a Doctorate of Nursing Practice degree in a Family Nurse Practitioner program presents a challenge in course sequencing. If DNP coursework is placed after concurrent clinical and didactic courses, students will encounter situations in clinical that they have not studied in the didactic arena (increasing preceptor burden) and complete their clinicals a year before graduation. We adopted a front-loaded course sequence, placing didactic management courses before the start of clinical courses. However, students would now be exposed to didactic management content a year before beginning clinical. MethodsTo enhance readiness for clinicals, we implemented a program, “Conquering Clinical,” which included a full day of simulation that reviewed four scenarios frequently encountered in primary care. ResultsThe students reported feeling both more confident and more competent in conducting a primary care encounter. ConclusionA preclinical preparation program is beneficial to both students and preceptors.

Identifying essential clinical skills and procedures for FNP students using an electronic clinical documentation system.

Nurse practitioner (NP) education is designed to prepare graduates for competent entry-level practice. However, many new family NPs (FNPs) report a lack of preparation in performing clinical skills and procedures (CSPs). There is no approved list of CSPs for FNP students. Further, there is a dearth of literature reporting CSPs frequently performed by NPs to guide NP curricula development. The purpose of this investigation was to summarize frequently encountered CSPs reported by students enrolled in an FNP program from August 2012 through December 2018 at a Midwest university and to compare results with those found in the literature. After a comprehensive review of literature, a retrospective, longitudinal assessment of CSPs identified by FNP students and extracted from a proprietary, electronic clinical documentation system (eLOGS) was conducted. Comparison was made with current literature on CSPs used by practicing FNPs. Overall, there was consistency between CSPs documented by students in eLOGS and those found in the literature. Unique to this investigation was the frequent reporting of behavioral health assessments by students. Because behavioral health conditions are often first diagnosed and treated in the primary care setting, competency in care of behavioral health conditions is clearly a necessary CSP. Educators have a responsibility to prepare graduates for the skill set needed in the workplace. This includes a standardized set of CSPs essential to FNP practice. Development of a universally accepted list of CSPs will be instrumental in refining evidence-based NP curricula that best prepares graduates with the experience and confidence necessary to enter practice.

Piloting Virtual Clinical Site Visits in a Family Nurse Practitioner Program.

In nurse practitioner (NP) programs, NP faculty are responsible for evaluating student progress via clinical site visits. The purpose of this pilot study revolved around investigating the following aims: virtual clinical site visit feasibility, faculty perspectives related to implementing virtual and face-to-face clinical site visits, and exploration of student learning and related experiences with both virtual and face-to-face site visits. This mixed-methods pilot study included cross-sectional assessment of faculty and preceptor perspectives, as well as an open-ended qualitative descriptive survey for students. Three themes of student experience were found: We Discussed Strengths and Weaknesses, I Had a Better Experience, and I Had Trouble. Faculty years in practice was significantly associated with preference of face-to-face visits and preference of observing preceptor teaching methods. Student learning needs for clinical site visits are multifactorial. Virtual site visits are feasible, cost effective, and time efficient for faculty and nursing administration needs. [J Nurs Educ. 2014;53(3):160-164.].

Innovative strategies: Increased engagement and synthesis in online advanced practice nursing education

IntroductionThe struggle to maintain quality education in the online environment has brought about the redesign for the family nurse practitioner courses. BackgroundThe family nurse practitioner program uses graduate Health Education Systems Incorporated examination as a quality indicator and program benchmark. A downward trend in Health Education Systems Incorporated examination scores stimulated a need for change. Two strategies were implemented to enhance engagement and improve synthesis of clinical information. Case-based learning and gamification involves the use of game thinking and game mechanics in non-game contexts to engage users in solving problems while the case-based discussions act as formative assessment tool, providing information on student's progress and development. ObjectivesTo assess the implementation of innovative strategies on the Health Education Systems Incorporated examination scores and to enhance students engagement and synthesis of clinical information. MethodCase presentations were created in the Learning Management System an online program, for every module. Interwoven throughout the module are various game elements. The game elements include voluntary participation with immediate feedback that can be both positive and negative and provides a social connection. The student has the freedom to fail and the freedom to choose without significant repercussions. ResultsThe results showed examination scores increased significantly. Using a one-way analysis of variance to compare Health Education Systems Incorporated examination scores between semester cohorts of students, followed by a post hoc pairwise comparison a statistically significant difference (p < .001) between previous semesters was identified. ConclusionAlthough there are many approaches for online learning, using case presentations can mirror different social and cultural situations to challenge the learner. Case-based discussion and gamification strategies are effective in engaging students in a challenging environment. Student responded positively to case-base presentation with game elements. Using this approach is designed to challenge and add value to the learning experience.

Application of Curriculum Mapping Concepts to Integrate Multidisciplinary Competencies in the Care of Older Adults in Graduate Nurse Practitioner Curricula

The number of Americans ages 65 and older is projected to more than double over the next four decades and to equal nearly one-fourth of the entire population by 2060. Recognizing that the health care workforce in the United States is not sufficiently prepared to meet the care needs of this growing population, the National Academy of Medicine has recommended curricular enhancements for health professional educational programs. To meet this challenge, the University of South Florida College of Nursing applied curriculum mapping principles and concepts to examine and align Family Nurse Practitioner and Adult-Gerontology Primary Care Nurse Practitioner program curricula for congruence with Partnership for Health in Aging multidisciplinary geriatric competencies. Through this process, we developed a geriatric-specific curriculum map and threaded geriatric-specific content, learning experiences, and learning assessment strategies to promote attainment of all 23 competencies. Given the growing role that nurse practitioners are projected to play in the delivery of primary care for older adults in the future, it is imperative that colleges and schools of nursing provide students with learning experiences to support attainment of the knowledge and skills graduates will need to care for older adults in practice. The techniques and strategies described here represent our approach.

Use of the i-Human Patient Encounter Simulator in a Family Nurse Practitioner Program.

Use of the i-Human Patient Encounter Simulator in a Family Nurse Practitioner Program.

Use of the i-Human Patient Encounter Simulator in a Family Nurse Practitioner Program

Use of the i-Human Patient Encounter Simulator in a Family Nurse Practitioner Program

Improving Telehealth Knowledge in Nurse Practitioner Training for Rural and Underserved Populations.

Telehealth is an emerging technology for the delivery of health care services. Providers need to be trained to maximize the potential benefits for rural and underserved populations. A quality improvement approach to curricular redesign was used to integrate telehealth in a family nurse practitioner program. The intervention consisted of telehealth learning outcomes and a lecture-style presentation in a role transition course. A Plan-Do-Study-Act cycle informed faculty decision making in a small test of change. Self-reported confidence in telehealth knowledge was measured with a knowledge survey to determine whether the change was an improvement. Student confidence in telehealth knowledge increased following the intervention. The change provided an opportunity for faculty to consider additional approaches to integrating telehealth learning experiences in practicum courses. This project provided an improvement framework on which faculty can build and test effective pedagogical approaches to training graduate nursing students on the use of telehealth technology. [J Nurs Educ. 2019;58(1):57-60.].

Predictors of Success in a Graduate Nurse Practitioner Program

Background: Prior research studies on the predictors of success in nurse practitioner programs have not focused on students in rural areas.Purpose: The purpose of this study was to examine factors that influence student success in a rural nurse practitioner program in the Southeastern United States.Methods: Admission data from family nurse practitioner students at a rural university were obtained from a secured drive and transcribed into an Excel spreadsheet. Bivariate analysis using independent t-tests for continuous variables and chi-square tests for categorical variables was conducted to determine group differences between successful and unsuccessful students by demographic and education factors.Results: A total of 84 students were enrolled in the family nurse practitioner program, including 70 (83.3%) females and 14 (16.7%) males. Student demographics included 15 (17.9%) African American, 67 (79.8%) Caucasian, one (1.2%) American Indian or Alaska Native, and one (1.2%) Asian, with 67 (80%) residing in the local rural Pee Dee Region. Of the 84 students, 49 (58.3%) successfully completed the program and 35 (41.6%) were unsuccessful and either withdrew or were dismissed. African American students had decreased rates of program enrollment and completion compared to Caucasian students, with only 3 (20%) of the 15 enrolled students successfully completing the program.Conclusions: Identification and examination of sociodemographic and education factors influencing student success in southeastern rural nurse practitioner programs may improve overall program completion rates, facilitate program success for minority students, and increase the diversity of the nurse practitioner workforce. Keywords: academic success, nursing students, school admission criteria, nurse practitioner DOI:http://dx.doi.org/10.14574/ojrnhc.v18i2.536

Pennsylvania university awarded grants for nursing BH education

Pittsburgh‐based Carlow University has received two grants totaling $130,000 that will be used to develop and implement behavioral health experiential activities for its graduate and undergraduate nursing programs, according to a press release from the university. Carlow University will use these grants to enhance the preparation of nurses to meet the behavioral health needs of their patients. “Rather than offer a separate behavioral health class in isolation, Carlow decided that a more holistic approach would be to offer integrated content throughout the undergraduate and graduate nursing programs,” said Lynn George, Ph.D., RN, CNE, dean of the College of Health and Wellness at Carlow. The grants — $100,000 from the Jewish Healthcare Foundation and $30,000 from the Fine Foundation — will be used to provide a blend of classroom education, simulated interviews with patients and case studies to prepare Carlow family nurse practitioner (FNP) graduate students and pre‐licensure bachelor's of science in nursing students training to effectively care for patients with behavioral health challenges. The Fine Foundation grant is specifically targeted toward the FNP program and will focus on women's health, as well as behavioral health.

Evaluation of Virtual Learning Clinical Option in a Family Nurse Practitioner Program

With the advent of the Affordable Care Act in 2010, there is a growing need for more primary health care practitioners (U.S. Department of Health and Human Services, 2013). Nurse practitioners can fill the gap; however, qualified applicants have been turned away from nurse practitioner programs due to lack of seats (American Academy of Colleges of Nursing [AACN], 2015a). Many programs struggle to guarantee clinical placement for NP students (AACN, 2015b). In the face of a national shortage of preceptors, nursing programs must explore alternate methods of concept delivery and the development of clinical judgment. Simulation is a potential solution, as clinical competence between students who participate in simulation compared with peers who do not is similar (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). The purpose of the project was to determine if a virtual simulation through Shadow Health offered similar results in clinical judgment as one-on-one preceptorships. Scores on the Advanced Practice Education Associates (APEA) national certification predictor exam were compared for two groups: an experimental group (n = 102) who completed 125 a virtual learning experience (VLE), and a control group (n = 102) who completed 125 hours of clinical one-on-one with a preceptor. A Mann-Whitney U Test revealed no significant difference in the APEA scores of traditional precepted students (Md = 72, n = 102) and virtual clinical students (Md = 73, n = 102), U = 5413, z = .501, p = .616. The effect size (r = .04) indicated that clinical placement had a very small effect on test performance (Pallant, 2016). Recommendations for future research and implications for nursing education are discussed.

Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education.

Objective evaluation of distance-based family nurse practitioner (FNP) students can be challenging. One FNP program piloted a teaching innovation, the video-enhanced objective structured clinical examination (VE-OSCE) or "flip" of the traditional face-to-face OSCE, to assess student clinical performance in a controlled online environment using a teleconferencing platform. This project sought to assess the VE-OSCE design, implementation, and ability to identify FNP student learning needs.

Radiologic Imaging Content in Family Nurse Practitioner Programs: A Needs Assessment

Abstract Our purpose was to assess radiologic imaging content in family nurse practitioner (FNP) curricula and FNP perspectives concerning practice needs. Anonymous, 5-item, Web-based surveys were distributed to FNP program directors (n = 21) That included items concerned FNP radiologic imaging needs in primary care. Anonymous 13-item Web-based surveys were distributed to practicing FNPs (n = 289 responses). Items assessed FNP confidence regarding radiologic imaging practice guidelines. Program directors reported radiologic imaging curricular content as critical for practice. FNPs reported radiologic imaging education was insufficient; 25% reported receiving none. Addressing FNP practice needs by enhancing FNP radiologic imaging curricula will facilitate FNP confidence and competence.

Should Nurse Practitioners be Required to Record Immunizations in Immunization Information Systems?

Should Nurse Practitioners be Required to Record Immunizations in Immunization Information Systems?

Improving prescribing practices: A pharmacist-led educational intervention for nurse practitioner students.

To assess impact of a pharmacist-led educational intervention on family nurse practitioner (FNP) students' prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator. Prospective pre-post assessment of a 14-week educational intervention in an FNP program in the spring semester of 2014. Students participated in an online module of weekly patient cases and prescriptions emphasizing legal requirements, prescription accuracy, and appropriate therapy. A pharmacist facilitator provided formative feedback on students' submissions. Participants completed a matched assessment on prescription writing before and after the module, and a retrospective postsurvey then presurvey to collect perceptions. There was significant improvement in performance on error identification and demonstration of prescription elements from preassessment to postassessment (+17%, p < .001). The mean performance on both assessments was less than the 70% passing score. Students reported significant positive changes in perceptions, including all statements regarding their preparedness to prescribe and those addressing willingness to collaborate with pharmacists. Formative education on prescribing enhanced students' understanding of safe and effective medication use with improved recognition and avoidance of prescribing errors, although it did not result in competency. Exposure to pharmacist expertise in this area may encourage collaboration in practice.

A Formative Program Evaluation of Electronic Clinical Tracking System Documentation to Meet National Core Competencies.

Electronic clinical tracking systems are used in many educational institutions of higher learning to document advanced practice registered nursing students' clinical experiences. Students' clinical experiences are constructed according to the National Organization of Nurse Practitioner Faculties core competencies. These competencies form a basis for evaluation of advanced practice registered nursing programs. However, no previous studies have evaluated the use of electronic clinical tracking systems to validate students' clinical experiences in meeting national core competencies. Medatrax, an electronic clinical tracking system, is evaluated using a formative program evaluation approach to determine if students' clinical documentations meet Family/Across the Lifespan Nurse Practitioner Competencies in a midsouthern family nurse practitioner program. This formative program evaluation supports the use of an electronic clinical tracking system in facilitating accreditation and program outcome goals. The significance of this study is that it provides novel evidence to support the use of an electronic clinical tracking system to assist a midsouthern school of nursing in meeting national core competencies.

Breastfeeding Curricular Content of Family Nurse Practitioner Programs

IntroductionHealth care provider support is essential for breastfeeding success. Family Nurse Practitioners (FNP) are in a unique position to promote and manage breastfeeding. There is a gap in the literature regarding the amount and type of breastfeeding curricular content in FNP programs. MethodAn online survey of FNP programs was conducted. Data collection included program descriptors, didactic breastfeeding coursework, and clinical breastfeeding opportunities available to students. ResultsNo programs offered courses specific to breastfeeding: 82% of programs devoted 1 to 2 hours of didactic lactation content. More than three quarters of the programs offered students breastfeeding counseling opportunities; no programs, however, identified specific breastfeeding clinical competencies. DiscussionFNPs can play an integral role in breastfeeding promotion and counseling. There appears to be a lack of education provided to FNPs regarding breastfeeding management. Creative approaches that incorporate lactation education into FNP programs may increase FNPs' breastfeeding knowledge and enhance their ability to provide support to breastfeeding families.

Are Male Nurses Treated Differently?

Are Male Nurses Treated Differently?

The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program

Family nurse practitioner (FNP) graduates must be prepared to care for individuals and families and to demonstrate a commitment to family-centered care. FNP educators are challenged to translate theoretical frameworks into meaningful clinical engagement through novel teaching strategies that promote family-centered care in a health care environment that focuses primarily on the individual. The Living Family Tree (LFT) is a video-enhanced active learning strategy that features a multigenerational family through which students view reality-based family health care scenarios. This creative educational innovation serves to bridge the gap between knowledge and practice by actively engaging learners using technology and multimedia.

The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review protocol

The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review protocol