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This summary is machine-generated.

A new structured classification system provides a standardized method for scaffolding nurse practitioner (NP) curricula. This approach supports competency-based education (CBE) by systematically arranging learning experiences from simple to complex.

Keywords:
Vygotsky Zone of Proximal Development (ZPD)advanced practice nursebackward designcurriculumlearning theoryvirtual patient cases

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Area of Science:

  • Nursing Education
  • Competency-Based Education (CBE)

Background:

  • Nursing education is shifting towards competency-based education (CBE).
  • A core tenet of CBE is scaffolding curricula to progressively build complexity for enhanced student learning.

Purpose of the Study:

  • To address the lack of a standardized method for scaffolding nurse practitioner (NP) curricula.
  • To develop a systematic approach for organizing NP educational content.

Main Methods:

  • NP educators analyzed diverse patient visit types (wellness, acute, chronic, transition of care).
  • Case scenarios were categorized for different learner stages (early, middle, late).
  • Scenarios were aligned with NP population-specific educational needs.

Main Results:

  • A structured classification system for scaffolding NP case scenarios was developed.
  • This system uses predefined criteria to arrange learning materials.
  • The classification supports CBE implementation and learning progression.

Conclusions:

  • The developed scaffolding model offers a standardized approach to NP curriculum design.
  • It is adaptable to various learning resources.
  • Facilitates systematic scaling of complexity in NP education.