Nurse Practitioner Program Curriculum Development: A Competency-based Approach

Schumacher, Gretchen; Risco, Kerry

doi:10.1016/j.nurpra.2016.10.014

Cited by 14 publications

(10 citation statements)

References 2 publications

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“…Widespread adoption of PA training in NP programs requires a multifaceted, multistakeholder approach that extends beyond actions by individual NP programs to include academic and professional partners who can help to facilitate the inclusion of PA training. Nursing professional organizations (e.g., Quality and Safety Education for Nurses, National Organization of Nurse Practitioner Faculties) and accrediting bodies (e.g., ACEN, CCNE) are instrumental in informing relevant paradigm shifts in the health care environment (Schumacher & Risco, 2017) and reinforcing curricular updates spearheaded by NP programs that more explicitly promote and integrate PA content. The American Association of Colleges of Nursing's (AACN) 2021 educational framework, “The Essentials: Core Competencies for Professional Nursing Education,” includes self-care management competencies that align well with PA promotion clinical skills, suggesting that efforts by NP programs to more intentionally incorporate PA into existing NP curricula would be both feasible and acceptable (AACN, 2021).…”

Section: Discussionmentioning

confidence: 99%

Inclusion of physical activity in nurse practitioner programs: A national perspective

Falcon

Vermeesch

Stoutenberg

et al. 2022

J Am Assoc Nurse Pract

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Background: Physical activity (PA) provides a multitude of health benefits, creating an avenue for disease prevention and management. Health care providers play a crucial role in helping patients become more active, yet little is known about the preparation of primary care nurse practitioners (NPs) to aid in this effort.Purpose: To examine the amount and type of PA training offered in primary care NP programs in the United States.Methodology: A cross-sectional study design was used. Eligible programs' websites were reviewed, and an online survey of program leaders assessed details regarding the inclusion of PA training, barriers, and future plans.Results: Data extracted from 1,067 NP program websites revealed that 81.7% of websites (n = 264) with course descriptions contained one or more general health promotion keywords, whereas only 0.6% (n = 2) included a PAspecific keyword. Two-hundred institutions (53.2%) completed the program leader survey, of which 45.0% reported no inclusion of PA training. Among institutions providing PA training, 82.2% (n = 88) and 55.1% (n = 59) reported the inclusion of aerobic activity and strength training recommendations, respectively. Forty-one institutions (46.1%) felt that their institution prepared students to effectively counsel patients on starting a PA program.Conclusions: Although some NP programs include PA content, most provide no or less-than-adequate PA training.Implications for practice: The current state of PA training in NP programs may hinder health promotion and disease prevention efforts. Programs should dedicate sufficient time and attention to preparing future NPs to promote PA behaviors. A multifaceted, multistakeholder approach is needed to facilitate widespread adoption of PA inclusion.

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Section: Discussionmentioning

confidence: 99%

Inclusion of physical activity in nurse practitioner programs: A national perspective

Falcon

Vermeesch

Stoutenberg

et al. 2022

J Am Assoc Nurse Pract

View full text Add to dashboard Cite

show abstract

“…Pool et al (2016) identified nine types of motives or purposes among nurses in pursuit of CPE, which include to (a) deepen the knowledge, enhance career development, comply with the requirement, supplement gaps in prior education, (b) increase self-esteem, (c) relief from clinical routines, (d) expand professional linkages and networks, (e) improve health care, and (f) increase competence in the present job. Schumacher and Risco (2017) opined that competency is a cumulative set of the desired knowledge, skills, and behaviors through assimilation, acquisition, and embodiment. Competency enables one effectively to perform the activities of a given occupation or function to the standards expected in employment.…”

Section: Discussionmentioning

confidence: 99%

Motivation among Indonesian Nurses in Pursuing Continuing Professional Education and Its Relationship to Their Competencies

Suangga

Tuppal

2017

Nurs. Med. J. Nursing

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Background: Nurses are required to maintain the standards of their practice through an informed range of Continuing Professional Education (CPE). However, there is a paucity of evidence exploring the relationship between motivation in pursuing CPE and competency among Indonesian nurses.Purpose: This descriptive correlational study describes the motivation among Indonesian nurses in pursuing CPE and its relationship to their competency outcome performance.Methods: Ninety-three staff nurses were chosen by convenience sampling, informed and gave consent for their voluntary participation in a selected hospital in Jakarta, Indonesia. Before the data collection, the researchers sought ethical clearance from the respective organizations. Eligible participants were those who have at least one-year hospital experience, naturally born Indonesian, and completed a degree in nursing. Data were collected using adapted, pilot-tested, translated, and validated sets of questionnaires.Results: The findings revealed that most of the nurses were 21–30 years old, married, permanent employees with 1–3 years’ working experience and had earned a degree in nursing. Indonesian nurses had moderate to high motivation in pursuing CPE and exemplified a fair to very good level of competency outcome performance. Results also indicated that among the motivation factors, expectancy was significantly associated with critical thinking (r=0.259, p< 0.012).Conclusion: Motivation among Indonesian nurses in pursuing CPE was at a moderate to high level. As Indonesia emerges as a promising country, leaders need to increase the motivation of nurses in their pursuit of CPE. Highly competent and well-prepared nurses can facilitate a caring and healing environment for patients and contribute to the overall performance of health-care organizations and society.

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“…Nursing competency is a complex integration of knowledge, including professional judgments, skills, values, and attitudes (Moore & Hawkins 2020). Schumacher and Risco (2017) defined competency-based education as an outcomes-based approach applied to the design, implementation, assessment, and evaluation of students using an organized framework of competencies. All stress the importance of assessment, differential diagnosis formation, ordering and interpreting tests and therapeutic interventions, and providing education to patients and families.…”

Section: Introductionmentioning

confidence: 99%

Competency-based evaluation: Collaboration and consistency from academia to practice

Jenkins-Weintaub

Goodwin

Fingerhood³

2023

J Am Assoc Nurse Pract

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Competency-based evaluation is not a new concept in nursing education. The Essentials: Core Competencies for Professional Nursing Education (AACN Essentials), published in 2021, and the NONPF Nurse practitioner Role Core Competencies (2022) have provided us with the most recent roadmap for curriculum development and student evaluation. Using these two national guidelines and the Standards for Quality Nurse practitioner Education (2022), we examined ways to unify curriculum and competency in clinical practice. Through a review of the available literature, the lack of standardization in evaluating competency in clinical practice was evident. A framework for evaluation was developed including concepts from other health care discipline competency models. This article presents the resulting evaluation of a tool across academia and practice. Clinical preceptors are an extension of the faculty and play a significant role in developing practice competencies in advanced practice nursing students. Providing preceptors with a comprehensive framework we derived from the already existing PRIME model, and which we use with simulated patients, allows for the evaluation of clinical competencies in a variety of clinical settings. Consistency of evaluation across settings assures the attainment of the competencies necessary to perform safely and effectively in the practice environment.

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Nurse Practitioner Program Curriculum Development: A Competency-based Approach

Cited by 14 publications

References 2 publications

Inclusion of physical activity in nurse practitioner programs: A national perspective

Inclusion of physical activity in nurse practitioner programs: A national perspective

Motivation among Indonesian Nurses in Pursuing Continuing Professional Education and Its Relationship to Their Competencies

Competency-based evaluation: Collaboration and consistency from academia to practice

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