To address the prevalence of chronic diseases in Newfoundland and Labrador, the province has committed to primary health care reform, including implementing interdisciplinary primary care (PC) teams. To inform discussions regarding integrating nurse practitioners (NPs), registered nurses (RNs), and licensed practical nurses (LPNs) into these teams, better understanding of their roles in PC is needed. A scoping review was conducted to examine and synthesize existing evidence related to nursing roles and resources in PC settings across Atlantic Canada (Newfoundland and Labrador, New Brunswick, Nova Scotia, Prince Edward Island), and associated contributions to patient care. Joanna Briggs Institute scoping review methodology was used. The Nursing Role Effectiveness Model guided the review. Twenty articles met inclusion criteria. Roles of RNs and NPs in PC included chronic disease management, education, and health promotion. No literature focused on LPNs. Interdisciplinary collaboration was evident across studies. However, nurses' functions within teams were limited by institutional constraints and other providers. PC settings with nurses had positive clinical outcomes, improved access to services, and high patient satisfaction. The prevalence of nursing in PC throughout Atlantic Canada and how nurses' roles are enacted is unclear. There is opportunity for future inquiry into specific attributes of nursing and PC teams that result in positive patient and system outcomes.

Objective: The objective of this scoping review is to examine and map literature related to primary care education in undergraduate nursing programs and to describe the attributes and extent of primary care education. Introduction: Primary care is a model of first-contact, continuous, comprehensive, and coordinated health care. Registered nurses are integral in successful collaborative team models of primary care. However, it is unclear how undergraduate nursing programs offer opportunities to learn about nursing practice within primary care settings. A better understanding of the attributes and extent of primary care education in undergraduate nursing programs will direct research, inform teaching–learning, and develop a stronger primary care nursing workforce. Inclusion criteria: This review will consider articles that include faculty/administrators, preceptors, or students of nursing programs that qualify graduates for entry-level registered nursing practice. Articles that report on undergraduate teaching–learning related to primary care will also be considered. Practical nursing, advanced practice, and post-licensure programs will be excluded. Teaching–learning related to settings other than primary care will also be excluded. Methods: The Framework of Effective Teaching–Learning in Clinical Education will be the organizing framework for this scoping review. A 3-step search strategy will be followed to identify published and unpublished literature. Articles published in English or French will be included. Data extracted from eligible articles will include details on the study design/method, participants, context, type of teaching–learning activity, attributes associated with dimensions of the teaching–learning environment, and relevant outcomes. The results will be reported in tabular and/or diagrammatic format, accompanied by a narrative summary. Review registration number: Open Science Framework: https://osf.io/cw5r3