Defining Population-Specific Nurse Practitioner Educational Parameters.

Abstract

Background: Nurse practitioner (NP) education is structured around patient needs and categorized by NP populations.

Problem: The scope of educational preparation within NP populations is poorly defined, resulting in institutional variability of graduate preparedness. This article describes a national workgroup effort to clearly define the scope of educational preparation for each NP population.

Approach: The National Organization of Nurse Practitioner Faculties (NONPF) facilitated an inclusive, consensus-based collaborative workgroup.

Outcomes: NP population-specific narratives and visual depictions were developed to differentiate educational preparation. Patient-centered, NP population-specific educational parameters established categorical limits according to patient age, severity of presentation, and visit content.

Conclusions: Transparent definitions of NP population-specific educational parameters can reduce institutional differences and create a predictive model for successful transition into practice. This initiative informs educators, clinical agencies, prospective students, and policymakers about NP education while advancing professional autonomy and integrity of the NP role.