Scaffolding Case Studies: Advancing Competency-Based Nurse Practitioner Education.
Background: Nursing education is transitioning to competency-based education (CBE). A key principle of CBE is scaffolding curricula from simple to complex to facilitate student learning. Problem: There is no standardized method of scaffolding nurse practitioner (NP) curricula. Approach: A workgroup...
| Publicado en: | Nurse Educator Vol. 50; no. 4; pp. 179 - 183 |
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| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Jul/Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186084881&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186084881 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03633624 4EP jtl: Nurse Educator issn: 03633624 maglogo: N pubinfo: dt: Jul/Aug2025 vid: 50 iid: 4 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 186084881 10.1097/NNE.0000000000001825 186084881 ppf: 179 ppct: 4 formats: tig: atl: Scaffolding Case Studies: Advancing Competency-Based Nurse Practitioner Education. aug: au: Ainslie, Marcy Hebert, Danielle Miller, Joseph Griffith, Patricia B. Moore, Jeanne Luke, Sheba Venzke, Margaret Hadro affil: Author Affiliations: Department of Nursing, University of New Hampshire, Durham, New Hampshire (Dr Ainslie) sug: subj: Education, Competency-Based Nurse Practitioners Education Students, Nursing, Graduate Curriculum Development Faculty, Nursing Course Content Nursing Knowledge Clinical Competence Education, Nursing, Graduate ab: Background: Nursing education is transitioning to competency-based education (CBE). A key principle of CBE is scaffolding curricula from simple to complex to facilitate student learning. Problem: There is no standardized method of scaffolding nurse practitioner (NP) curricula. Approach: A workgroup of NP educators analyzed visit types—such as wellness, acute, chronic, and transition of care visits—to determine the appropriate placement of case scenarios for early, middle, or late-stage learners. Each case was then aligned with the educational preparation requirements for specific NP populations to identify which populations would benefit most from the scenario. Outcomes: A structured classification system, using predefined criteria, was developed to scaffold case scenarios in NP education. This systematic arrangement supports the implementation of CBE and facilitates learning. Conclusions: The scaffolding model can be used with a variety of learning resources and provides a standardized method for scaling complexity within NP curricula. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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