Other Titles
Curricular Innovations for Building Practice-Ready Nurse Practitioners [Title Slide]
Abstract
Background: In today's dynamic healthcare landscape, nurse educators are pivotal in preparing practice-ready Nurse Practitioners (NPs) (Dumphy et al., 2019). This abstract examines the clinical expert model's role in equipping NP students with essential skills and readiness for autonomous practice. Educators are instrumental in transitioning students from registered nurses to advanced practice roles, a shift that demands new competencies, in-depth clinical knowledge, and a mindset for autonomous decision-making (Finneran & Kreye, 2019). This transition presents significant challenges, as NP students must master advanced skills and embrace leadership in patient care (Faraz, 2019). As the demand for "practice-ready" graduates grows, educators increasingly adopt expert-based models that scaffold learning through immersive clinical experiences (Hollander et al., 2024). These models foster proficiency progressively, providing exposure to simulated scenarios that promote current best practices (Haerling & Prion, 2021). This approach enhances students' confidence and autonomy, addressing the need for skilled NPs (Kostas-Polston et al., 2018).
Method: The clinical expert model is critical in preparing practice-ready NPs, embedding student-centered assessments across clinical semesters to develop competence and readiness. This model includes activities that progressively enhance clinical judgment, decision-making, and collaboration. A key component, the Clinical Expert Assignment, allows students to become subject matter experts on specific diagnoses, engaging in discussions that deepen clinical insight and critical thinking. Evidence-based pathways guide students through simulated scenarios, reinforcing best practices. Peer-led activities further foster a collaborative learning environment where students mentor each other, building confidence.
Key Learning and Implications: Clinical expert assessments effectively prepare NP graduates by fostering professionalism, accountability, and confidence. Active faculty engagement also plays a vital role in empowering students and shaping their skills and professional identity. This model supports rigorous evaluation through reliable assessment methods and comprehensive portfolios, aligning with modern healthcare needs. It ensures that NPs are equipped to impact patient outcomes and contribute meaningfully to nursing practice, education, and policy.
Notes
References:
Dumphy, D., DeSandre, C., & Thompson, J. (2019). Family nurse practitioner students' perceptions of readiness and transition into advanced practice. Nursing Forum, 54(3), 352–357.
Faraz, A. (2019). Facilitators and barriers to novice NP workforce transition in primary care. Journal of the American Association of Nurse Practitioners, pp. 31, 364–370.
Finneran, J. M., & Kreye, J. M. (2019). Empowering the novice family nurse practitioner: Promoting readiness through innovative educational strategies. Journal of the American Association of Nurse Practitioners, 33(5), 383–390.
Haerling, K. A., & Prion, S. (2021). Simulation as a disruptive innovation in advanced practice nursing education. Clinical Simulation in Nursing, 56, 1-4.
Hollander, E., Tam, C., Quinones, S., Nahum, J. L., Yu, G., & Tilley, C. (2024). Preparing practice-ready family nurse practitioners using technology-based, high-fidelity pediatric telehealth simulations. Women and Children Nursing. (Online). ISSN 2949-7515.
Kostas-Polston, E. A., Rawlett, K., Miedema, J., & Dickins, K. A. (2018). An integrative review of nurse practitioner education models: Part three of a four-part series on critical topics identified by the 2015 Nurse Practitioner Research Agenda. Journal of the American Association of Nurse Practitioners, 30(12), 696-709. https://doi.org/10.1097/JXX.0000000000000150
Sigma Membership
Chi Pi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Curriculum Development, Teaching and Learning Strategies, Primary Care, Nurse Practitioners, Transition to Practice, Competence
Recommended Citation
Newton, Tarnia and Martin-Plank, Lori, "Creating Practice-Ready Nurse Practitioners Through the Clinical Expert Model" (2025). International Nursing Research Congress (INRC). 154.
https://www.sigmarepository.org/inrc/2025/presentations_2025/154
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Creating Practice-Ready Nurse Practitioners Through the Clinical Expert Model
Seattle, Washington, USA
Background: In today's dynamic healthcare landscape, nurse educators are pivotal in preparing practice-ready Nurse Practitioners (NPs) (Dumphy et al., 2019). This abstract examines the clinical expert model's role in equipping NP students with essential skills and readiness for autonomous practice. Educators are instrumental in transitioning students from registered nurses to advanced practice roles, a shift that demands new competencies, in-depth clinical knowledge, and a mindset for autonomous decision-making (Finneran & Kreye, 2019). This transition presents significant challenges, as NP students must master advanced skills and embrace leadership in patient care (Faraz, 2019). As the demand for "practice-ready" graduates grows, educators increasingly adopt expert-based models that scaffold learning through immersive clinical experiences (Hollander et al., 2024). These models foster proficiency progressively, providing exposure to simulated scenarios that promote current best practices (Haerling & Prion, 2021). This approach enhances students' confidence and autonomy, addressing the need for skilled NPs (Kostas-Polston et al., 2018).
Method: The clinical expert model is critical in preparing practice-ready NPs, embedding student-centered assessments across clinical semesters to develop competence and readiness. This model includes activities that progressively enhance clinical judgment, decision-making, and collaboration. A key component, the Clinical Expert Assignment, allows students to become subject matter experts on specific diagnoses, engaging in discussions that deepen clinical insight and critical thinking. Evidence-based pathways guide students through simulated scenarios, reinforcing best practices. Peer-led activities further foster a collaborative learning environment where students mentor each other, building confidence.
Key Learning and Implications: Clinical expert assessments effectively prepare NP graduates by fostering professionalism, accountability, and confidence. Active faculty engagement also plays a vital role in empowering students and shaping their skills and professional identity. This model supports rigorous evaluation through reliable assessment methods and comprehensive portfolios, aligning with modern healthcare needs. It ensures that NPs are equipped to impact patient outcomes and contribute meaningfully to nursing practice, education, and policy.
Description
Attendees will examine how the clinical expert model equips NP students with enhanced clinical judgment, decision-making, and professional competence. This session provides guidance on designing and implementing scaffolded expert assessments within educational programs, offering practical strategies for effective replication. These approaches strengthen the broader nursing community by fostering a workforce that is "practice ready".