2.50
Hdl Handle:
http://hdl.handle.net/10755/162703
Type:
Presentation
Title:
Preparing Family Nurse Practitioners for Emergency Department Settings
Abstract:
Preparing Family Nurse Practitioners for Emergency Department Settings
Conference Sponsor:Emergency Nurses Association
Conference Year:2008
Author:Koch, Julie Ann, MSN, APRN, BC, FNP
P.I. Institution Name:Valparaiso University College of Nursing
Title:Assistant Professor
Contact Address:, Valparaiso, IN, 46383-, USA
Contact Telephone:(219) 464-5291
Purpose: Although the role of Nurse Practitioners in emergency department (ED) settings continues to evolve, Family Nurse Practitioners (FNPs) may feel ill-prepared to manage the growing number of patients who present for urgent or emergent conditions. The focus of this project was to implement strategies to better prepare FNP graduates for an advanced practice role in the ED.

Design: This project entailed development of a strategic curriculum enhancement.

Setting: A suburban, private university which prepares FNPs at the post-master's level. Secondary settings included emergency departments in Northwest Indiana.

Participants/Subjects: Participants were FNP students with a minimum of two years of recent Emergency Department nursing experience. Students were required to have completed and/or maintained BCLS, ACLS, and a Trauma Nursing Core Course at their place of employment or within local healthcare facilities.

Methods: A systematic analysis of current preceptor evaluation forms and student course evaluations was undertaken. Preceptor evaluation forms, developed based on NONPF guidelines, afforded a qualitative analysis and quantitative rating of students, based on preparation for clinical experiences. Student course evaluations used a 5-point Likert-type scale to evaluate didactic and clinical course content. Based on results of systematic analysis, specific interventions were implemented.
Didactic coursework which included radiologic study and lab test interpretation, microscopy for differential diagnoses, and closure of lacerations was intensified within the existing curriculum.
An advanced clinical procedures workshop was developed.
Following completion of didactic coursework (advanced physical assessment, pharmacology, and physiology), procedures workshop, and review of individual experience, students were allowed to enter an intensive preceptorship which paired the FNP student with an experienced NP working within a local emergency department.

Results: Data collection remains ongoing. Preliminary findings suggest that the intensive preceptorship provided a positive experience for both students and NP staff. The additional knowledge-base provided within FNP curriculum enhancement was appreciated by NP staff and allowed them to provide "clinical pearls, rather than time-consuming teaching". The overall impression is that students are more prepared to assume roles as "novice" NPs within an emergency department.

Recommendations: Preceptorship and employment opportunities will benefit from the coordinating efforts of FNP faculty, ED nurse managers, and NP staff. The collegial relationship could focus on enhanced matching of students to preceptors. Data obtained from the ongoing evaluation will be used to further enhance educational experiences with the ultimate goal of providing continued quality improvement of patients seen within the ED.
Repository Posting Date:
27-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Emergency Nurses Association

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePreparing Family Nurse Practitioners for Emergency Department Settingsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/162703-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Preparing Family Nurse Practitioners for Emergency Department Settings</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Emergency Nurses Association</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Koch, Julie Ann, MSN, APRN, BC, FNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Valparaiso University College of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor <br/></td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">, Valparaiso, IN, 46383-, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">(219) 464-5291</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Julie.koch@valpo.edu</td></tr><tr><td colspan="2" class="item-abstract">Purpose: Although the role of Nurse Practitioners in emergency department (ED) settings continues to evolve, Family Nurse Practitioners (FNPs) may feel ill-prepared to manage the growing number of patients who present for urgent or emergent conditions. The focus of this project was to implement strategies to better prepare FNP graduates for an advanced practice role in the ED.<br/><br/>Design: This project entailed development of a strategic curriculum enhancement.<br/><br/>Setting: A suburban, private university which prepares FNPs at the post-master's level. Secondary settings included emergency departments in Northwest Indiana.<br/><br/>Participants/Subjects: Participants were FNP students with a minimum of two years of recent Emergency Department nursing experience. Students were required to have completed and/or maintained BCLS, ACLS, and a Trauma Nursing Core Course at their place of employment or within local healthcare facilities.<br/><br/>Methods: A systematic analysis of current preceptor evaluation forms and student course evaluations was undertaken. Preceptor evaluation forms, developed based on NONPF guidelines, afforded a qualitative analysis and quantitative rating of students, based on preparation for clinical experiences. Student course evaluations used a 5-point Likert-type scale to evaluate didactic and clinical course content. Based on results of systematic analysis, specific interventions were implemented.<br/>Didactic coursework which included radiologic study and lab test interpretation, microscopy for differential diagnoses, and closure of lacerations was intensified within the existing curriculum.<br/>An advanced clinical procedures workshop was developed. <br/>Following completion of didactic coursework (advanced physical assessment, pharmacology, and physiology), procedures workshop, and review of individual experience, students were allowed to enter an intensive preceptorship which paired the FNP student with an experienced NP working within a local emergency department. <br/><br/>Results: Data collection remains ongoing. Preliminary findings suggest that the intensive preceptorship provided a positive experience for both students and NP staff. The additional knowledge-base provided within FNP curriculum enhancement was appreciated by NP staff and allowed them to provide &quot;clinical pearls, rather than time-consuming teaching&quot;. The overall impression is that students are more prepared to assume roles as &quot;novice&quot; NPs within an emergency department.<br/><br/>Recommendations: Preceptorship and employment opportunities will benefit from the coordinating efforts of FNP faculty, ED nurse managers, and NP staff. The collegial relationship could focus on enhanced matching of students to preceptors. Data obtained from the ongoing evaluation will be used to further enhance educational experiences with the ultimate goal of providing continued quality improvement of patients seen within the ED.</td></tr></table>en_GB
dc.date.available2011-10-27T10:32:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-27T10:32:42Z-
dc.description.sponsorshipEmergency Nurses Associationen_GB
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