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Research Article| Volume 12, ISSUE 4, P4-15, January 2022

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Educators’ Perceptions of the Development of Clinical Judgment of Direct-Entry Students and Experienced RNs Enrolled in NP Programs

DOI:https://doi.org/10.1016/S2155-8256(22)00011-4
Educators’ Perceptions of the Development of Clinical Judgment of Direct-Entry Students and Experienced RNs Enrolled in NP Programs
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      Background

      Nurse practitioner (NP) education was originally reserved for experienced nurses, but it has gradually opened to nurses with little to no clinical experience at the registered nurse (RN) level as well as to non-nurses. The existence of multiple paths to NP training and practice raises questions about the role of generalist RN experience in learning clinical decision-making and other aspects of the NP role.

      Purpose

      To describe educators’ perceptions of the role of prior nursing experience in the development of clinical judgment during NP graduate education.

      Methods

      In this qualitative descriptive study, 27 NP faculty from four universities participated in individual interviews. Transcripts were analyzed using a thematic approach.

      Results

      According to participants, previous nursing experience—or any relevant experience—can either be helpful or detrimental in the development of NP students’ clinical judgment. Three themes were generated: variations in students’ baseline knowledge and skills, different frames of reference to grasp new content and skills, and challenges related to professional identity. In addition, participants described factors that they believe can affect the impact of different types of experience.

      Conclusion

      Students with and without prior nursing experience face distinct challenges in learning NP-level clinical decision-making and judgment, but they reach similar end-of-program competence. Educators are confronted with contradictions between generally held wisdom, their professional socialization, and first-hand observations regarding the role of experience (inside and outside nursing) in preparing students to become NPs.

      Keywords

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      Article info

      Footnotes

      This study and the preparation of this article was supported in part by a postdoctoral fellowship to P.L. at the William F. Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts.

      Identification

      DOI: https://doi.org/10.1016/S2155-8256(22)00011-4

      Copyright

      © 2022 National Council of State Boards of Nursing. Published by Elsevier Inc. All rights reserved.

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