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Defining Population-Specific Nurse Practitioner Educational Parameters
Marcy Ainslie1, Tracey Chan, Mary Beth Bigley
1Author Affiliations: Department of Nursing, University of New Hampshire, Durham, New Hampshire (Dr Ainslie); School of Nursing, Oakland University, Rochester, Michigan (Dr Chan); and National Organization of Nurse Practitioner Faculties, Washington, District of Columbia (Dr Bigley).
Background:
Nurse practitioner (NP) education is structured around patient needs and categorized by NP populations.
Problem:
The scope of educational preparation within NP populations is poorly defined, resulting in institutional variability of graduate preparedness. This article describes a national workgroup effort to clearly define the scope of educational preparation for each NP population.
Approach:
The National Organization of Nurse Practitioner Faculties (NONPF) facilitated an inclusive, consensus-based collaborative workgroup.
Outcomes:
NP population-specific narratives and visual depictions were developed to differentiate educational preparation. Patient-centered, NP population-specific educational parameters established categorical limits according to patient age, severity of presentation, and visit content.
Conclusions:
Transparent definitions of NP population-specific educational parameters can reduce institutional differences and create a predictive model for successful transition into practice. This initiative informs educators, clinical agencies, prospective students, and policymakers about NP education while advancing professional autonomy and integrity of the NP role.
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