scholarly journals Advanced Practice Nursing Education: Challenges and Strategies

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Cynthia Fitzgerald ◽  
Ira Kantrowitz-Gordon ◽  
Janet Katz ◽  
Anne Hirsch
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Nurse Educators ◽  
Educational Practice ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
International Service ◽  
Nursing Literature ◽  
Future Of Nursing ◽  
Nursing Clinical

Nursing education programs may face significant difficulty as they struggle to prepare sufficient numbers of advanced practice registered nurses to fulfill the vision of helping to design an improved US healthcare system as described in the Institute of Medicine's “Future of nursing” report. This paper describes specific challenges and provides strategies to improve advanced practice nursing clinical education in order to ensure that a sufficient number of APRNs are available to work in educational, practice, and research settings. Best practices are identified through a review of classic and current nursing literature. Strategies include intensive interprofessional collaborations and radical curriculum revisions such as increased use of simulation and domestic and international service work. Nurse educators must work with all stakeholders to create effective and lasting change.

Building the Next Generation of Advanced Practice Nurses Through Clinical Education and Faculty Practice: Three International Perspectives

2015 ◽  
Vol 8 (2) ◽  
pp. 249-257 ◽  
Author(s):  
Andrew Scanlon ◽  
Janice Smolowitz ◽  
Judy Honig ◽  
Katie Barnes
Keyword(s):  
Nursing Education ◽  
Nurse Practitioners ◽  
Clinical Education ◽  
Clinical Excellence ◽  
Advanced Practice Nurses ◽  
The United States ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
Practice Nurses ◽  
The Ideal

Aims and Objectives: This article aims to provide an overview of the history of advanced practice nursing, including regulation, education, and faculty practice of nurse practitioners/advanced practice nurses from Australia, the United Kingdom, and the United States. Background: Clinical nursing education has evolved from the apprenticeship model to the multiple learning methods that are employed today. The faculty practice model has the most promise and maybe the new frontier to achieve excellence in clinical education. Design: Discursive paper. Methods: Advanced practice nursing clinical education will be discussed, current trends presented, and future educational directions considered. The essential characteristics of an effective clinical educator and the ideal context for clinical education will be highlighted with the goal of educating for clinical excellence. Contemporary practices of a nurse practitioner regulation and education will be examined. Conclusions: Faculty practice in advanced practice nursing requires critical elements, which include role modeling, financial sustainability, teaching credibility, translation of research to practice, and clinical expertise. Challenges to a functional context include conflicting regulatory issues, limited scope of practice, external agency restrictions, and lack of institutional support. Relevance to clinical practice: It is essential to understand the ideal characteristics and context for effective advanced practice clinical education and identify specific challenges within each country’s functional contexts that prevent effective advanced practice clinical education. Strategies to address these current challenges and to enhance clinical excellence to maximize the effectiveness of advanced practice nursing education.

scholarly journals Reported outcomes and characteristics of objective structured clinical examinations in advanced practice nursing education

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Patricia K. Strobehn ◽  
Denise Zabriskie ◽  
Catherine E. Chung ◽  
Faye Mazzia ◽  
Kelly Mecham
Keyword(s):  
Nursing Education ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
Objective Structured Clinical Examinations

An Online Dual-Certification Program in Advanced Practice Nursing and Nursing Education

2008 ◽  
Vol 19 (1) ◽  
pp. 59-65
Author(s):  
Arleen M. Stahl ◽  
Margaret L. Lewandowski ◽  
Maria A. Connolly
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Healthcare Delivery ◽  
Advanced Practice Nursing ◽  
Full Time ◽  
Certification Program ◽  
Clinical Nurse ◽  
Clinical Nurse Specialists ◽  
Dual Certification ◽  
Faculty Shortages

Educating nurses for the healthcare delivery workforce is stymied as qualified applicants to nursing programs are being turned away. Although applications to baccalaureate programs have increased, between 41 683 and 147 000 undergraduate and graduate applicants were turned away from nursing education programs in 2005 due largely to shortages of nursing faculty. In this article, the evidence-based rationale for the development of a dual-certification program for the preparation of clinical nurse specialists and nurse educators is described. Because faculty shortages are nationwide, we developed the program to be delivered, in its entirety, online. Standardized data collection methods for evaluating student progress and their achievement of competencies expected of clinical nurse specialists and nurse educators are provided. The program may be a model for preparing clinically competent nurse educators who prefer practice settings to full-time faculty positions.

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