Emancipatory Pedagogy for Nurse Practitioner Education in Rural and Underserved Settings

Area of Science:

• Nursing Education
• Public Health
• Health Equity

Background:

• Preparing nurse practitioner (NP) students for rural and underserved practice necessitates pedagogies addressing systemic inequities and resource constraints.
• Current educational models often fall short in equipping NPs with the skills to navigate complex, challenging practice environments.
• There is a critical need for innovative teaching strategies to foster resilience and adaptability in future rural healthcare providers.

Purpose of the Study:

• To develop and present an emancipatory pedagogical framework for nurse practitioner (NP) education.
• To guide the preparation of NP students and residents for practice in rural and underserved settings.
• To enhance the capacity of NP education to address social determinants of health and promote health equity.

Main Methods:

• A conceptual approach was used to develop the framework.
• The framework integrates principles of transformative learning and emancipatory knowing.
• A linked traineeship-residency program served as an illustrative case study for framework application.

Main Results:

• The framework outlines specific learning goals, curriculum design elements, and faculty practices.
• Key components include fostering dialogic reflection, critical questioning, and psychological safety.
• Emphasis is placed on translating reflection into actionable practice strategies.

Conclusions:

• This emancipatory framework provides NP educators with practical tools to improve education for rural and underserved practice.
• It aims to strengthen NP students' professional agency and readiness for transition to practice.
• The framework supports the development of justice-oriented practice, crucial for addressing health disparities.