Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol

Area of Science:

• Nursing Education
• Advanced Practice Nursing
• Theoretical Frameworks in Healthcare

Background:

• Conceptual and theoretical frameworks are vital for structuring nursing curricula, ensuring clarity and focus on nursing's unique contribution to healthcare.
• Current frameworks, like the Canadian Nurses Association (CNA) NP Framework and the US National Organization of Nurse Practitioner Faculties (NONPF) competencies, primarily focus on skills and competencies, lacking philosophical and organizational guidance for educators.
• Existing competency-based frameworks have presented challenges in curriculum development, indicating a need for a more holistic approach that includes educational philosophy and organization.

Purpose of the Study:

• To review and examine conceptual and/or theoretical frameworks relevant to the structuring of nurse practitioner (NP) education.
• To identify available frameworks that can guide the organization and philosophical underpinnings of NP educational programs.
• To explore how frameworks can better prepare NPs for the complexities and evolving demands of advanced practice.

Main Methods:

• A comprehensive review of existing literature and competency documents related to nurse practitioner education in Canada and the United States.
• Analysis of frameworks proposed for inter-professional education and their applicability to NP programs.
• Examination of studies investigating the relationship between education, theory use, and the development of NP capabilities.

Main Results:

• Current NP competency frameworks (e.g., CNA, NONPF) provide essential entry-level requirements but lack the philosophical and organizational components needed for effective curriculum design.
• Conceptual frameworks are essential for aligning program curricula, objectives, and content, fostering critical thinking and the distinct nursing worldview.
• Evidence suggests that NP education should incorporate both competency-building and capability-building elements, including self-directed learning, to foster adaptability and prepare NPs for diverse practice situations.

Conclusions:

• There is a critical need for conceptual and theoretical frameworks that guide NP education by integrating philosophical underpinnings with organizational structure.
• Effective frameworks should move beyond a skills-based approach to encompass the uniqueness of nursing, promoting critical thinking, adaptability, and lifelong learning.
• Developing such frameworks is essential for producing nurse practitioners who are well-prepared to meet the complex and evolving needs of patients and the healthcare system.