Postgraduate residencies and fellowships have become a growing foundational element in the early career path for new nurse practitioners (NPs) and for NPs changing areas of specialization. The proposed programmatic taxonomy provides a straightforward method to recognize and classify NP postgraduate training programs with differing missions, structures, and outcome objectives. Models of postgraduate training for NPs are identified, defined, and differentiated. Each model can serve as an essential and specific purpose for the sponsoring organization. The programmatic models for NP postgraduate training programs are residency, fellowship, and "additional programs." Differences between residency and fellowship are described. The taxonomy then compares and contrasts the three models on five overarching programmatic characteristics, namely, mission, goals, environment, evaluation, and duration. The potential impact of adopting the NP postgraduate training taxonomy on the NP profession, the public, funding, accreditation, and the early career development of NPs is explored. Recommendations for next steps are suggested.
Clinical staff perfusionists are responsible for training perfusion students to perform tasks and manage patients in the clinical setting. They are often the least prepared to assume this teaching role. To address this need, a modular programme has been developed to provide the teaching staff with instructional skills. Adult learning theory specifies that an effective learning environment addresses issues of saliency, motivation, retention and transfer. Adults have different expectations, so this programme is designed to maximize this process. The programme is comprehensive and may be used for didactic instruction as well. Derived from a model designed for physicians as teachers, five modules provide theoretical support for teaching techniques, learning tools and management techniques for giving feedback and evaluating performance. Specifically, the topics address the following subjects: managing and motivating learners; teaching medical problem solving; teaching clinical skills; giving feedback and evaluating performance. The short curriculum is based on teaching principles that apply to adult learners with diverse learning styles. While presenting techniques to use with different types of learners, the programme itself incorporates these techniques in teaching the teachers. The modules use lectures, demonstrations, role playing and video taping to challenge teachers and learners in the cognitive, psychomotor and affective domains. The success of this programme is its ability to engage each participant in the learning process.
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