Nurse Practitioner Faculty Research Articles

Nurse Practitioner Students, Optometry Students, and Faculty Members Engage in Community-Based Interprofessional Practice

Nurse Practitioner Students, Optometry Students, and Faculty Members Engage in Community-Based Interprofessional Practice

Fasten Your Seat Belts—It’s Going To Be a Bumpy Ride

Comments by Dr. Loretta C. Ford made at the 40th Annual Conference of the National Organization of Nurse Practitioner Faculties in 2014. Transcribed and edited by Donald Gardenier.

Nurse practitioner faculty research: Results from the 2012 National Organization of Nurse Practitioner Faculties Survey.

To better understand the research capacity and productivity of nurse practitioner (NP) faculty, a study was conducted to describe the types of research that have been and are being completed by National Organization of Nurse Practitioner Faculties (NONPF) members. A web-based survey was developed with input from members of the NONPF Research Special Interest Group and the NONPF Board. This 23-question survey included demographic, academic degree, NP population focus, and research-related questions. Three e-mails were sent to NONPF members over a 10-week period of time (late December 2012 to early February 2013). Respondents (N = 344) in the sample were Advanced Practice Registered Nurses with either a Masters, Doctor of Nursing Practice, DNS or PhD as their highest academic degree. Study results demonstrated that current NP faculty research includes a wide breadth of clinical areas studied, types of methodologies used, variety of funding mechanisms, and successful publication records. Because NP faculty conduct a wide array of research on clinically relevant topics, and demonstrate successful funding and publication track records, they are poised to continue to be leaders in healthcare research.

Addressing the primary care workforce: a study of nurse practitioner students' plans after graduation.

Primary care is a growing area, and nurse practitioners (NPs) hold promise for meeting the need for additional providers. This article reports on the future plans of more than 300 primary care NP students in family, adult, and adult gerontology programs. The sample was obtained through NP faculty, and data were collected via an online survey. Results indicated that although these students chose primary care, only 48% anticipated working in primary care; 26% planned to practice in rural areas, and 16% planned to work in an inner city. Reasons cited as important for pursuing a primary care position included the long-term patient relationship, faculty and preceptor mentors from the NP program, and clinical experiences as a student. Implications include providing more intensive faculty mentoring to increase the number of individuals seeking primary care positions after graduation and help with future career planning to meet personal career and nursing profession needs.

Evaluating Nurse Practitioner Students Through Objective Structured Clinical Examination.

: Medical schools' use of Objective Structured Clinical Examination (OSCE) for over 30 years proves the OSCE is an objective way to assess a variety of clinical skills. This pilot study determined the feasibility of using OSCE, together with a checklist tool, to evaluate nurse practitioner (NP) students' competency in obtaining a patient's health history and performing a complete physical examination. In this descriptive study, four NP faculty viewed a prerecorded OSCE video of a student/ patient encounter and scored it using a checklist to determine the student's competency. Faculty showed a strong degree of agreement in grading competence. Findings suggest OSCEs could be an effective means of student evaluation, but revising the checklist to align with NP national competencies would make it meaningful for NP evaluation specifically.

Development of the transformational advanced professional practice model.

The purpose of this article is to describe the development of a professional practice model (PPM) for advanced practice registered nurses (APRNs). A literature review was conducted on PPMs. Simultaneous review of authoritative resources, including The National Organization of Nurse Practitioner Faculties (NONPF) and the Licensure, Accreditation, Certification and Education (LACE) Consensus Model, was performed. An expert panel was established to validate the transformational advanced professional practice (TAPP) model. APRNs are relied upon by organizations to provide leadership in the delivery of high-quality, cost-effective health care while improving access and eliminating preventable morbidities. Existing models fail to fully capture the professional scope of practice for APRNs. The TAPP model serves as a framework to guide professional development and mentorship of APRNs in seven domains of professional practice (DOPP). To meet the Institute of Medicine's recommendations for the future of nursing, APRNs should practice to the fullest extent of their education and training. Providing clarification regarding the DOPP of the APRN role is needed to standardized professional practice. The TAPP model is an inspiring blueprint that allows APRNs to model the way by delivering comprehensive health care in seven DOPP.

Evidence-Based Use of Electronic Clinical Tracking Systems in Advanced Practice Registered Nurse Education

Over the past decade, the federal government has mandated healthcare providers to incorporate electronic health records into practice by 2015. This technological update in healthcare documentation has generated a need for advanced practice RN programs to incorporate information technology into education. The National Organization of Nurse Practitioner Faculties created core competencies to guide program standards for advanced practice RN education. One core competency is Technology and Information Literacy. Educational programs are moving toward the utilization of electronic clinical tracking systems to capture students' clinical encounter data. The purpose of this integrative review was to evaluate current research on advanced practice RN students' documentation of clinical encounters utilizing electronic clinical tracking systems to meet advanced practice RN curriculum outcome goals in information technology as defined by the National Organization of Nurse Practitioner Faculties. The state of the science depicts student' and faculty attitudes, preferences, opinions, and data collections of students' clinical encounters. Although electronic clinical tracking systems were utilized to track students' clinical encounters, these systems have not been evaluated for meeting information technology core competency standards. Educational programs are utilizing electronic clinical tracking systems with limited evidence-based literature evaluating the ability of these systems to meet the core competencies in advanced practice RN programs.

Inclusion of disability-related content in nurse practitioner curricula

To examine the integration of disability-content in a national sample of nurse practitioner curricula. Responses of National Organization of Nurse Practitioner Faculties (NONPF) members to an online 34-item survey designed to assess disability-related content included in nurse practitioner (NP) curricula; populations of people with disabilities addressed; models of disability; and resources used to teach about disability, facilitators and barriers to inclusion of disability, and respondents' assessment of the adequacy of coverage of disability in their programs. A survey used previously to assess integration of disability content in undergraduate nursing programs was modified to make it relevant to NP curricula. Nursing faculty and people with disability validated the survey to ensure its completeness and sensitivity to the disability community. Participating programs represent 111 (33.6%) NP programs. Lack of disability-related content reported by NP faculty in the majority of programs suggests that there is considerable room for improvement in efforts to address this often vulnerable population. Because people with disabilities can be found in any setting where health care is provided, all NPs need to be prepared to care for people with disabilities across the life span. Strategies need to be developed and implemented to increase the awareness of NP faculty about the health issues of people with disabilities and integration of disability-related content without disrupting existing overloaded NP curricula.

Expanding Clinical Models of Nurse Practitioner Education: Service Learning as a Curricular Strategy

A context-relevant curriculum is responsive to educational and societal demands. Nurse practitioner (NP) faculty members are challenged to prepare practitioners to provide high-quality compassionate care to diverse populations. Changes in the health care environment, a limited number of clinical sites and preceptors, and competition for access to clinical sites necessitate creative solutions and curriculum development. Service learning, as a curricular strategy, facilitated NP students to achieve academic course goals, appreciate the NP role working with underserved populations, and translate classroom knowledge to the clinical environment.

Preparing the Next Generation of Nurse Practitioners

Creative solutions are required to grow the nurse practitioner (NP) workforce essential to meet the health needs of the nation. NP programs are best served by filling NP faculty positions with practicing NPs. Clinical practice changes rapidly. Continued immersion in the clinical world allows faculty to present up-to-the minute practice guidelines and to realistically present the challenges and opportunities inherent in the NP role. However, the demands of the clinical and teaching roles are frequently at odds. To overcome this chasm, partnerships between clinical sites and academia will be necessary, along with renewed thinking about educational program structure and demands.

5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?

Abstract Many genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members' current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.

APhA’s Self-Care Institute: Preparing for the future of health care

Self-care faculty from schools and colleges of pharmacy, along with nursing and physician assistant schools, journeyed to Washington, DC, this spring for the 11th annual Self-Care Institute (SCI), a 3-day educational conference developed by APhA and supported by McNeil Consumer Healthcare. Self-care is a key component of the successful management of many medical conditions, from heart disease and diabetes to the common cold, as well as the promotion of wellness. The selfcare arena provides numerous opportunities to help patients make accurate and safe decisions regarding their use of nonprescription medications and dietary supplements in addition to prescription medications. Self-care also includes pharmacists supporting patients in managing chronic conditions and making healthful lifestyle modifi cations to optimize outcomes. SCI 2013, held June 13 to 16, was designed to help educators prepare their students for the future of health care in the United States. More than two dozen experts presented on topics such as the latest self-care therapeutic information, educational best practices, and methods of training students to promote healthy self-care behaviors. The meeting was attended by 100 pharmacy faculty as well as 11 physician assistant faculty and 7 nurse practitioner faculty.

Expanding Primary Care Opportunities: Simulation for Clinical Reasoning

Many nurse practitioner specialties are requiring that basic primary care be included in their curricula. However, some experienced faculty within the specialty lack primary care experience. With a national shortage of nursing faculty, it is more important than ever to maximize available resources without overtaxing faculty workloads. Revision of our primary care practicum allowed nurse-midwifery faculty to lead a primary care clinical conference, using Family Nurse Practitioner (FNP) faculty as primary care experts. We revamped the clinical conference time to simulate clinical visits to guide the students through the clinical reasoning process. Low-fidelity simulation allowed students time to take a systematic approach to patient assessment, planning, and charting. The FNP "experts" were used to critique student chart notes prior to grading. This collaborative approach to the primary care clinical conference was well received by students, faculty, and preceptors and was quick and inexpensive to implement.

Achieving Prescriptive Authority for Clinical Nurse Specialists

Achieving Prescriptive Authority for Clinical Nurse Specialists

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings: A Primer for Clinicians, Executives, and Preceptors

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings: A Primer for Clinicians, Executives, and Preceptors

Obesity education for nurse practitioners: Perspectives from nurse practitioner faculty

The purpose of the study was to investigate curriculum content and teaching practices about obesity in graduate nursing programs in the United States. A survey of 1202 faculty members teaching in nurse practitioner (NP) programs was conducted using an investigator-created instrument with items based on the National Institutes of Health Obesity Education Initiative guidelines. Objective items were analyzed using descriptive and nonparametric statistics, and the open-ended questions were analyzed using content analysis. NP faculty emphasized existing clinical practice guidelines, but revealed a large disparity between what is emphasized in schools of nursing and the state of the science regarding obesity etiology and management. Faculty place a priority on teaching obesity as a key factor in the development of comorbidities, and weight loss as a means of treating these comorbidities. Teaching about the pathophysiology of obesity, management of bariatric surgery patients, and pharmacologic therapy are de-emphasized. Four main themes about obesity teaching practices were identified from subjects' comments to open-ended items. Additional education and support are needed for faculty to teach about obesity in a way that advances the care of obese patients based on emerging scientific principles.

Faculty practice: What do the data show? Findings from the NONPF Faculty Practice Survey

This article reports on the findings of the NONPF (National Organization of Nurse Practitioner Faculties) Faculty Practice Survey regarding promotion and tenure. Relevant issues related to tenure for practicing faculty are identified and discussed. Faculty practice has become an increasingly important and complex issue for academic institutions in relation to promotion and tenure. The purpose of this article is to examine the role and patterns of practice among tenured and nontenured faculty in academic nursing institutions and the variables associated with faculty promotion and tenure in these institutions. MethodA survey was mailed to the membership of the National Organization of Nurse Practitioner Faculties to examine the differences between practicing faculty who were tenured and those who were nontenured and to identify predictors of tenure. A 50% response rate (N = 452) was obtained.Findings indicate that only 37% of the practicing faculty were tenured, and more than half (51%) reported that practice was not considered in promotion and tenure decisions at their institutions. The predictors of tenure included practice being considered in promotion and tenure and support for practice at the school of nursing level. Data on reasons faculty practice are also presented. Recommendations for including practice in promotion and tenure guidelines are discussed as well as the ramifications of administrative support for practice.

What do nurse practitioners do? Analysis of a skills survey of nurse practitioners

To report findings from a survey, analysis, and evaluation of the frequency and criticality of clinical skills and procedures (CSPs) used by nurse practitioners (NPs). In addition, data regarding NP demographic, geographic, and educational preparation were also obtained. Participants were a convenience sample of 452 NPs in Oregon (31% response rate). Findings point to the importance of assessing both frequency and criticality of practice skills. Demographic and geographic data reflected significant dichotomies between urban and rural practice. Rural NPs face challenges of providing care with more distant physician specialists and reported the use of a greater number of CSPs. A majority of participants reported learning most of the CSPs used in practice outside of their NP educational programs. The frequency and criticality of CSPs utilized in practice are both important considerations for NP clinicians and educators. NPs planning to practice in rural areas may need broader exposure and training in CSPs. An understanding of CSPs used by NPs may better inform administrative, reimbursement, licensure, and certification issues for advanced practice nursing. NP clinicians and faculty involved in NP education should seek to promote improved congruence between the CSPs taught in programs and those used in clinical practice.

Cognitive dissonance experienced by nurse practitioner faculty

The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore.