The Evolving Responsibilities of the Pediatric Nurse Practitioner

Reider-Demer, Melissa; Widecan, Michelle; Jones, Dolores C.; Goodhue, Catherine J.

doi:10.1016/j.pedhc.2006.03.010

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…The number of NPs and PAs used in Pediatric Emergency Medicine (PEM) Divisions has increased across the country over the past two decades (Berg et al, 2011; Jain et al, 2019; Wiler & Ginde, 2015). Because of the variability in formal education, NPs and PAs may benefit from supplemental educational experiences and training to obtain proficiency within the PEM specialty (Wiler & Ginde, 2015; Reider-Demer et al, 2006; Cole & Ramirez, 2000). The combination of variance in state laws, credentialing, and institutional delegation of privileges for NPs and PAs further contributes to the difference in scope of practice and preparedness within a local hospital setting.…”

Section: Discussionmentioning

confidence: 99%

“…Because our group was very diverse with different training backgrounds, experience, and years out of training, we thought that by offering a standardized curriculum, practice variations would be minimized. Previous studies have focused solely on PAs or NPs (Ramirez & Cole, 2004; Doan etal., 2012; Wood et al, 2012; Reider-Demer et al, 2006; Torre et al, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, NPs and PAs indicated that it was "somewhat" and "very" important to have additional training for the following procedures: incision and drainage of abscesses (90%), splinting extremities (82%), lumbar puncture (73%), replacement of gastrostomy tube (73%), and laceration repair by suturing (73%). Although some of our NPs and PAs had knowledge of some of the conditions listed above, it was necessary to minimize variation from previous training and experiences with a standardized curriculum targeted toward all NPs and PAs practicing in the TCH ED (Reider-Demer et al, 2006). It was also decided jointly by Pediatric Emergency Medicine leadership that advanced airway management was not a required competence for all NPs and PAs.…”

Section: Standard Protocols Approvals Registration and Consentsmentioning

confidence: 99%

“…Specifically, there have been several studies examining NP preparedness for their role in the ED. Graduates from both NP and PA programs describe lack of content in specialty care and management of chronic illnesses in the ED setting (Wiler & Ginde, 2015; Reider-Demer et al, 2006). Most adult acute care programs for NPs spend time in caring for children with acute illnesses and focus less on healthy newborns and adolescents (Jain et al, 2019; Kline et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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A curriculum to improve knowledge and skills of nurse practitioners and physician assistants in the pediatric emergency department

Yusuf

Hagan

Stone

2022

J Am Assoc Nurse Pract

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Nurse practitioners (NPs) and physician assistants (PAs) have an important role in delivery of care in a tertiary children's hospital emergency department (ED). Most NPs and PAs have not had any formal training to work in a pediatric ED; although our NPs and PAs had no formal ED training, some were acute care certified. We describe a curriculum designed to improve knowledge and skills of NPs and PAs in the pediatric ED. The curriculum consists of three modules, namely, online lecture series, procedural workshops, and case scenarios in a simulated setting. Module 1 consisted of online lecture on 10 common ED diagnoses. The second module consisted of procedural workshops on lumbar puncture, incision and drainage of abscesses, gastrostomy insertion, and laceration repair. The third module included simulation scenarios on ED-specific cases of seizure in an infant, bronchiolitis and ruptured appendicitis with shock. Each module was evaluated by a survey. Participants rated each item on the survey using a Likert scale response (1 = disagree completely to 5 = agree completely). Both NPs and PAs demonstrated increase in knowledge scores in posttest 1 vs pretest (p < .001) and did not show a significant decline in posttest 2 (p = .073). The mean ratings of components of the online lecture series, workshops, and simulation scenarios were 4. 5-4.7, 4.4-4.8, and 4.5-4.7, respectively, with positive comments. This novel curriculum meets the educational needs of NPs and PAs at our institution and can be used as a model to train them at other tertiary care pediatric EDs.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Standard Protocols Approvals Registration and Consentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A curriculum to improve knowledge and skills of nurse practitioners and physician assistants in the pediatric emergency department

Yusuf

Hagan

Stone

2022

J Am Assoc Nurse Pract

View full text Add to dashboard Cite

show abstract

“…

This letter is in response to the article by Reider-Demer, Widecan, Jones, and Goodhue (2006) on the evolving responsibilities of the pediatric nurse practitioner in the July/August edition of the Journal of Pediatric Health Care. While it contained useful information pertaining to credentialing and privileging for the acute care pediatric nurse practitioner (AC-PNP) practicing in hospital-based settings, it also contained distressing statements in regards to AC-PNPs.

…”

mentioning

confidence: 99%