Visual analysis of global comparative mapping of the practice domains of the nurse practitioner/advanced practice nursing role in respondent countries

Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students. Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student. Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified. Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.

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Examining the Advanced Practice Nursing Role in Canada

Canadian Journal of Nursing Leadership ◽

10.12927/cjnl.2016.24886 ◽

2016 ◽

Vol 29 (3) ◽

pp. 1-1 ◽

Cited By ~ 1

Author(s):

Lynn Nagle

Keyword(s):

Advanced Practice Nursing ◽

Advanced Practice ◽

Nursing Role

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Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study

BMJ Open ◽

10.1136/bmjopen-2019-035580 ◽

2020 ◽

Vol 10 (6) ◽

pp. e035580

Author(s):

Christmal Dela Christmals ◽

Susan J Armstrong

Keyword(s):

Child Health ◽

Nurse Practitioner ◽

Advanced Practice Nursing ◽

Sub Saharan Africa ◽

Advanced Practice ◽

Child Health Nurse ◽

Healthcare Needs ◽

Curriculum Framework ◽

Health Nurse ◽

Sub Saharan

ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.

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Using the Six Cs as a Caring Tool to Evaluate the Simulation Experience

International Journal for Human Caring ◽

10.20467/1091-5710.17.2.9 ◽

2013 ◽

Vol 17 (2) ◽

pp. 9-15 ◽

Cited By ~ 3

Author(s):

Jill E. Winland-Brown, ◽

Susan Garnett, ◽

Josie Weiss, ◽

David Newman,

Keyword(s):

Nurse Practitioner ◽

Repeated Measures ◽

Clinical Skills ◽

Internal Consistency Reliability ◽

Advanced Practice Nursing ◽

Advanced Practice ◽

Clinical Experiences ◽

Caring Behaviors ◽

Family Nurse Practitioner ◽

The One

Incorporating caring behaviors into clinical experiences is essential and measuring this can be challenging. Simulated clinical experiences (SCEs) provide an ideal opportunity. The purpose of this research was to develop and pilot test a Caring tool© to assess roach’s six caring behaviors during simulation experiences with advanced practice nursing (APN) students in a family nurse practitioner program. This tool was pilot tested using repeated measures during four SCEs involving 26 to 57 students each time. The internal consistency reliability of this instrument over time was .91. Better evaluation of SCEs using instruments, such as the one described in this study, can promote caring behaviors, as well as strong clinical skills.

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Advanced Practice Nursing: Merging the Clinical Nurse Specialist and Nurse Practitioner Roles

Gastroenterology Nursing ◽

10.1097/00001610-199703000-00006 ◽

1997 ◽

Vol 20 (2) ◽

pp. 57-60 ◽

Cited By ~ 14

Author(s):

KATHY B. WRIGHT

Keyword(s):

Nurse Practitioner ◽

Clinical Nurse Specialist ◽

Advanced Practice Nursing ◽

Nurse Specialist ◽

Advanced Practice ◽

Clinical Nurse

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Using the PEPPA Framework to Develop and Implement a Nurse Practitioner Role Within Canada’s National Ballet School

Nurse Practitioner Open Journal ◽

10.28984/npoj.v1i1.341 ◽

2021 ◽

Vol 1 (1) ◽

pp. 10-22

Author(s):

Erin Ziegler ◽

Sophia Kim ◽

Rachel J. Bar

Keyword(s):

Nurse Practitioners ◽

Nurse Practitioner ◽

Advanced Practice Nursing ◽

Health And Wellness ◽

Physical And Mental Health ◽

Wellness Program ◽

Nursing Role ◽

Dance Training ◽

Timely Access ◽

Practitioner Role

Aim: To outline the successful development and implementation of a nurse practitioner role within a professional ballet school. Background: Nurse practitioners are well integrated into primary and acute care in Ontario, yet the role within schools and private athletic institutions is not well documented. Canada’s National Ballet School is a professional ballet school with a combination of day students and those living in residences. Students complete both dance training and academics at the School. The physical and mental health of students was identified as a key priority by the school, leading to the development of an integrated health and wellness program. To facilitate more timely access to healthcare and provide an opportunity for collaboration and consultation within the school, a plan to implement a nurse practitioner role into the school was developed. Methods: In order to develop and implement the role of the nurse practitioner within the institution, the participatory, evidence-based, patient-focused process for advanced practice nursing role development, implementation, and evaluation (PEPPA) framework was used. The first seven steps of the PEPPA framework were applied in this project. Findings: The PEPPA framework allowed for us to identify key barriers and facilitators for the role implementation and successfully implement the nurse practitioner role. While the initial plan was for a slower implementation, the COVID-19 pandemic highlighted the need for a nurse practitioner in the institution more urgently. Conclusion: The PEPPA framework provided us with an organized process for developing and implementing the nurse practitioner role at Canada’s National Ballet School.

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