Redesigning nurse practitioner clinical education with a Dyad/POD model: A feasibility study

Area of Science:

• Nursing Education
• Healthcare Workforce Development

Background:

• Clinical education for nurse practitioner (NP) students faces challenges including preceptor shortages and inconsistent evaluations.
• Competency-based education necessitates consistent assessment methods for NP students.

Purpose of the Study:

• To evaluate the feasibility and outcomes of the Dyad/Precepting to Optimize Development (POD) model for NP clinical education.
• To explore student, preceptor, and faculty satisfaction and identify key themes within the Dyad/POD model.

Main Methods:

• A mixed-methods feasibility study conducted over one year.
• Implementation of the Dyad/POD model with monthly preceptor collaboration meetings.
• Analysis of focus group sessions with students, preceptors, and faculty.

Main Results:

• High levels of satisfaction reported by students, preceptors, and faculty.
• Identified themes: safe learning environment, reciprocal learning ('everyone teaches, everyone learns'), growth mindset, and teaming culture.
• The POD structure was found to be essential to the dyad model's success.

Conclusions:

• The Dyad/POD model offers a promising solution to improve consistency in NP student development and evaluation.
• Adapting clinical preceptorship models is crucial to meet national healthcare provider demands.
• The model fosters a collaborative and supportive learning environment essential for NP education.