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Problem-based learning: an innovative approach to teaching physical assessment in advanced practice nursing
1University of Maryland - Baltimore, USA. jdistler@southuniversity.edu
Summary
This study introduces an innovative approach to advanced physical assessment education for nurse practitioners, focusing on common episodic examinations first to enhance clinical competence faster. The strategy improved participant satisfaction and preparedness for primary care practice.
Area of Science:
- Nursing Education
- Advanced Practice Nursing
- Primary Care
Background:
- Advanced physical assessment is a core component of advanced practice nursing curricula.
- Traditional teaching methods often start with a comprehensive head-to-toe examination.
- Varied pedagogical approaches exist across nursing schools.
Purpose of the Study:
- To describe an innovative teaching strategy for advanced physical assessment in a family nurse practitioner program.
- To evaluate the effectiveness and participant satisfaction with this novel approach.
Main Methods:
- The curriculum was redesigned to prioritize focused episodic examinations on common primary care chief complaints.
- A complete physical examination was introduced later in the semester.
- Student satisfaction and perceived preparedness were assessed.
Main Results:
- The innovative strategy focused on 12 common chief complaints, accelerating clinical competence.
- Participant satisfaction with the strategy was positive.
- Students reported feeling better prepared for primary care practice.
Conclusions:
- An episodic-first approach to advanced physical assessment can enhance nurse practitioner students' clinical competency more rapidly.
- This innovative strategy offers a valuable alternative to traditional head-to-toe examination methods.
- Recommendations for implementing this approach in nursing education are provided.
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