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Related Experiment Videos

Nurse practitioner education: a research-based curriculum structure.

Glenn Gardner1, Anne Gardner, Margaret Proctor

  • 1Royal Brisbane and Women's Hospital, Centre for Clinical Nursing, Brisbane, Queensland, Australia. g.gardner@qut.edu.au

Journal of Advanced Nursing
|June 16, 2004
PubMed
Summary

This study developed a nurse practitioner curriculum structure based on a practice trial. Findings highlight the importance of clinical practice, sciences, and dedicated mentorship in nurse practitioner education.

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Area of Science:

  • Nursing Education
  • Advanced Practice Nursing
  • Healthcare Professional Development

Background:

  • Limited research exists on nurse practitioner (NP) educational preparation.
  • Growing interest in NP services internationally and in Australia necessitates understanding NP training.
  • This study addresses the gap in research regarding NP educational processes and content.

Purpose of the Study:

  • To investigate the educational process and content essential for nurse practitioner preparation.
  • To develop a research-based curriculum structure for NP education.
  • To explore the practical application of the nurse practitioner role.

Main Methods:

  • A 12-month practice trial involving four NP candidates across diverse specialties.
  • Utilized an action learning model focused on experiential learning, clinical mentoring, and reflection.

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  • Collected data through transcripts of group work and reflections on clinical practice.

    • Main Results:

    • Identified key educational components for NP preparation across clinical practice, clinical sciences, and nursing studies.
    • Demonstrated the effectiveness of an action learning approach in developing NP competencies.
    • Highlighted the critical role of clinical mentoring in facilitating NP role development.

    Conclusions:

    • A novel curriculum structure for nurse practitioner education was developed, integrating content and process.
    • Confirmed the indispensable role of the clinical environment in effective NP education.
    • Emphasized the necessity of committed clinical mentors for guiding purposeful learning and role acquisition.