| Autor: |
Hall KC; About the Authors Three authors are faculty at East Tennessee State University College of Nursing, Johnson City, Tennessee. Katherine C. Hall, PhD, RN-BC, CNE, is an assistant professor. Sandy K. Diffenderfer, PhD, RN, CPHQ, is an associate professor emerita. Christine M. Mullins, DNP, RN, FNP-C, is an assistant professor. April Stidham, DNP, APRN, FNP-C, is program director, MSN Family Nurse Practitioner Programs, South University, Tampa, Florida. This project was supported by a three-year US Department of Health and Human Services, Health Resources and Services Administration, Advanced Nursing Education Program grant in 2015 (Grant D09HP28676). For more information, contact Dr. Hall at hallkc1@etsu.edu., Diffenderfer SK, Stidham A, Mullins CM |
| Abstrakt: |
In the 1990s, dedicated education units transformed undergraduate preceptorships, but graduate preceptorships remain static. The dyadic nurse practitioner preceptorship model supports an environment where faculty, students, and preceptors may overlook nuances that affect the teaching-learning process. This article describes an innovative clinical education model, Student and Preceptor Advancement in a Dedicated Education Site, designed to improve preceptorships for advanced practice nurses. The focus is on adaptations made to facilitate use in advanced practice nursing programs. |
