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Community Health Outside the Exam Room: Extracurricular Learning to Augment Nurse Practitioner Student Practice
Charles T Yingling1, Robyn Nisi, Mary McNamara
1Clinical Professor and Associate Dean for Professional Practice (Dr Yingling), Department of Health Behavior and Biological Sciences, School of Nursing, University of Michigan, Ann Arbor; Clinical Associate Professor (Drs Durham and Handrup) and Clinical Assistant Professor (Drs House, Cotler, and Vaez), Department of Population Health Nursing Science, College of Nursing, University of Illinois at Chicago; Director of Faculty Practice (Ms Nisi), Office of Faculty Practice and Partnerships, College of Nursing, University of Illinois at Chicago; and Clinical Associate Professor and Associate Dean of Innovative Partnerships and Faculty Practice (Dr McNamara), Marcella Niehoff School of Nursing, Loyola University Chicago, Chicago, Illinois.
Background:
The curricular requirements of nurse practitioner (NP) programs are well established. NP students' clinical practicums provide a context for the extracurricular acquisition of administrative, operational, and systems-focused NP skills.
Problem:
Acquisition of extracurricular NP skills is variable and highly dependent on a student's clinical placements. The COVID-19 pandemic exacerbated this variability by limiting students' access to traditional clinical rotations.
Approach:
With our practice partners, we inventoried the behaviors that are associated with new graduate NP readiness for practice in community health centers. We then developed an extracurricular seminar series to develop these behaviors. Each seminar in the series was presented by a preceptor.
Outcomes:
Students reported gains in their perceived readiness to practice. The casual format and preceptor presenters were highly valued by students.
Conclusions:
NP educators should consider leveraging academic-practice partnerships to standardize students' acquisition of administrative, operational, and systems-focused NP competencies.
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