Nurse practitioner residency programs assist new graduates to transition to practice. This article describes the development of a primary care nurse practitioner residency program at a large academic medical center in the mid-Atlantic region. Organizational factors related to program development and support as well as fiscal and human resource considerations are presented. Curricular considerations inclusive of both clinical and didactic content are presented in conjunction with a curricular outline. Finally, recommendations for nurse practitioner residency program development and expansion within academic and nonacademic medical centers are provided.
AIMThis article reports the development and psychometric testing of an instrument to measure academic clinical nurse educator skill acquisition.BACKGROUNDLittle research explores clinical nurse educator competence.METHODUsing the National League for Nursing Academic Clinical Nurse Educator core competencies and a literature review, newly created clinical nurse educator skill acquisition items underwent two rounds of content validity testing. The resulting 40-item Academic Clinical Nurse Educator Skill Acquisition Tool was pilot tested with a convenience sample of 133 clinical nurse educators.RESULTSThe Academic Clinical Nurse Educator Skill Acquisition Tool demonstrated adequate validity and internal consistency reliability. Factor analysis identified two factors: facilitating clinical learning through the use of effective teaching, assessment, and evaluation and promoting nursing enculturation.CONCLUSIONFurther use of this tool may provide insight about the psychometrics, offer information about clinical teaching competence, and could lead to improved orientation and mentoring programs for clinical nurse educators.
The advancement of the doctor of nursing practice (DNP) degree and the need for nurse researchers with a doctor of philosophy (PhD) has led to significant growth in doctoral nursing education. Some DNP graduates have chosen to pursue a second terminal degree. This descriptive study explored the experiences of students completing a DNP-to-PhD pathway program. Data analysis revealed that DNP-to-PhD students desired acceptance in academia. Implications suggest the need for additional pathway programs, clear communication about program outcomes for both degrees, formal teaching preparation for all nurse educators, and collaborative opportunities for DNP- and PhD-prepared faculty.
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