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Development of entrustable professional activities for advanced practice nurses education.

Wentao Zhou1, Chee Lien Poh2, Huay Lian Chan3

  • 1Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.

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Summary

A new framework of nine core Entrustable Professional Activities (EPAs) was developed for advanced practice nurse (APN) education. This study piloted these EPAs, finding positive stakeholder attitudes but highlighting the need for further refinement and testing.

Keywords:
Advanced practice nursingClinical competenceEntrustable professional activitiesNursing educationPostgraduate

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development
  • Competency-Based Education

Background:

  • Entrustable Professional Activity (EPA) frameworks are increasingly adopted in healthcare education.
  • A gap exists in specific EPA development for graduate nursing education to enhance patient safety and care quality.
  • This study addresses the need for tailored EPAs in advanced practice nursing.

Purpose of the Study:

  • To describe a four-stage approach for developing and pilot testing core EPAs for advanced practice nurse (APN) education.
  • To establish a foundational set of EPAs for APN training.
  • To gather stakeholder feedback on the usability and effectiveness of the developed EPAs.

Main Methods:

  • A four-stage development process: team formation, conceptual framework development, EPA identification/review, and pilot testing.
  • Post-pilot surveys and feedback collection from EPA developers, APN preceptors, and interns.
  • Exploration of stakeholder perceptions and experiences with the piloted EPAs.

Main Results:

  • A framework of nine core EPAs for APN education was successfully developed.
  • Key EPAs include patient assessment, care management, procedural skills, urgent care recognition, care transitions, pharmacologic management, health promotion, quality improvement, and professional development.
  • Pilot testing revealed generally positive stakeholder attitudes towards the EPAs.

Conclusions:

  • The developed core APN EPAs provide a structured approach to graduate nursing education.
  • Stakeholder feedback indicates a positive reception, but further research is required.
  • Additional investigation into the psychometric properties of assessment tools and large-scale effectiveness evaluation is recommended before widespread implementation.