A National Survey of the Primary and Acute Care Pediatric Nurse Practitioner Educational Preparation

Hawkins-Walsh, Elizabeth; Berg, Mary; Docherty, Sharron L.; Lindeke, Linda L.; Gaylord, Nan; Osborn, Kristen

doi:10.1016/j.pedhc.2010.06.005

Cited by 21 publications

(7 citation statements)

References 2 publications

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“…Nurse practitioners are specialized in primary care fields, such as adult health, family practice and paediatric care. Physicians and nurse practitioners deliver primary healthcare to children and adolescents focused on child development (Hawkins‐Walsh et al., 2011; Kuo et al., 2006), and some states support nurse practitioners independent practice as primary care providers to their own patient panels (Poghosyan et al., 2017). Despite nurse practitioners deliver healthcare services like physicians, their rates are usually lower and often they are not credentialed as primary care providers by the reimbursement system (Hansen‐Turton et al., 2013).…”

Section: Discussionmentioning

confidence: 99%

Paediatric nursing clinical competences in primary healthcare: A systematic review

Jimenez

Poyato

Montañés³

et al. 2021

Journal of Advanced Nursing

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Aims To identify and critically appraise the available evidence on paediatric nurses’ clinical competencies performed autonomously regarding disease prevention and health promotion activities for children and adolescents in primary healthcare worldwide. Design A systematic review design in accordance with the Preferred Reporting Items Systematic Reviews and Meta‐Analyses statement. Data sources The search was conducted through MEDLINE (PubMed), Cumulative Index to Nursing and Allied Health Literature, SCOPUS, The Cochrane Library, Scientific Electronic Library Online, Web of Science and The Joanna Briggs Institute EBP (Ovid) databases. The grey literature was reviewed at OpenGrey. Additional studies were located through a references list of selected studies identified on first search. Review methods Database search employed MeSH terms: (paediatric nursing) AND (primary healthcare) AND ((clinical skills) OR (clinical competences)). Studies published from inception to October 2019 exploring paediatric nurses' clinical competencies in primary healthcare were eligible for inclusion. No language restrictions were applied in the main search. Selection was made by two reviewers independently. Three independent reviewers assessed the methodological quality of included studies. Results Eighteen studies were included from six countries. The most common nursing competencies independently performed identified and described in studies were Health education and advice, Child and adolescent health and development assessment, Immunizations and Child health checks. Conclusion Studies describe clinical competencies of nurses in children care. No consistent scientific evidence is available about clinical competencies of paediatric nurses performed autonomously in primary care. Impact Few scientific studies identifying and assessing nurses' child primary healthcare skills were found and therefore recorded. Studies describe nurses' clinical skills in childhood, but results do not show firm consistency assessing their practice scope. Health policy‐makers should encourage the development of nurses' competencies if they wish to preserve quality and equity of healthcare services to children. Therefore, the first step is to identify the autonomous competencies of paediatric nurses in primary care.

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Section: Discussionmentioning

confidence: 99%

Paediatric nursing clinical competences in primary healthcare: A systematic review

Jimenez

Poyato

Montañés³

et al. 2021

Journal of Advanced Nursing

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“…During the past 20 years, empirically supported clinical outcomes research has demonstrated that ACNPs provide safe, cost-effective quality care and high levels of patient satisfaction (Collins et al, 2014;David, Britting, & Dalton, 2015;Gaies et al, 2012;Hamden, Jeanmonod, Gualtieri, & Jeanmonod, 2014;Kapu, Wheeler, & Lee, 2014;Kapu & Kleinpell, 2013;Newhouse, et al, 2011;Sawatzky, Christie, & Singal, 2013;Sidani & Doran, 2010;Steuer & Kopan, 2011;Tsai, Sullivan, Ginde, & Camargo, 2010). The evidence base has also expanded related to education and certification Bolick et al, 2013Bolick et al, , 2012Bolick et al, , 2011Hawkins-Walsh et al, 2011;Keough, Stevenson, Martinovich, Young, & Tanabe, 2011;Melander & Settles, 2011); orientation and implementation models (Liego, Loomis, Van Leuven, & Dragoo, 2014;Yeager, 2010); practice activities (Aleshire, Wheeler, & Prevost, 2012;Auerhahn, Mezey, Stanley, & Wilson, 2012;Carberry et al, 2013;Jones, Edwards, & While, 2011;Kilpatrick, 2011;Pirret, Neville, & LaGrow, 2014;Kleinpell & Goolsby, 2012;Sorce, Simone, & Madden, 2010); scope of practice (Kartha et al, 2014;Kleinpell, Hudspeth, Scordo, & Magdic, 2012); and workforce issues (Kleinpell et al, 2014).…”

Section: Expansion Of the Acute Care Nurse Practitioner Rolementioning

confidence: 99%

Acute Care Pediatric Nurse Practitioner: The 2014 Practice Analysis

Reuter‐Rice¹,

Madden²,

Gutknecht³

et al. 2016

Journal of Pediatric Health Care

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“…APN faculty, nevertheless, have incorporated simulation into their curriculum and use it extensively. In a survey of pediatric acute and primary care NP programs, 85% of respondents (N-75) reported using simulation ( Hawkins-Walsh et al, 2011 ). At a 2013 NONPF conference, 54% of APN faculty participants said they used high-fidelity simulation, and 69% integrated simulation as a component of their clinical experiences ( National Organization of Nurse Practitioner Faculty NONPF, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

Campbell

Nye

Hébert

et al. 2021

Clinical Simulation in Nursing

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Simulation as a pedagogy is used extensively to educate healthcare professionals in both academic and clinical arenas with the intent to improve the delivery of care and patient outcomes. Advanced practice nursing (APN) programs use simulation as a pedagogy even though APN accreditation and certification organizations prohibit substituting simulation hours for the minimum 500 clinical hours. The purpose of this qualitative study was to explore faculty perceptions of educating APN students using simulation. Focus groups were conducted with a convenience sample of APN simulation faculty. Disruptive innovation theory was used by the researchers to guide the data analysis. Themes emerging during analysis included: 1) extrinsic tension and pressure in the midst of chaos, 2) internal vulnerability, and 3) passion and tenacity to remain resilient. The study results provide clarity to understand integration of APN simulation in the current environment, and introduce the impact of simulation as a disruptive innovation.

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A National Survey of the Primary and Acute Care Pediatric Nurse Practitioner Educational Preparation

Cited by 21 publications

References 2 publications

Paediatric nursing clinical competences in primary healthcare: A systematic review

Paediatric nursing clinical competences in primary healthcare: A systematic review

Acute Care Pediatric Nurse Practitioner: The 2014 Practice Analysis

Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

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