{"title":"Remediation in graduate nursing education: Strategies for supporting nurse practitioner students.","authors":"Rosie Zeno, Kelly Casler","doi":"10.1097/JXX.0000000000001157","DOIUrl":null,"url":null,"abstract":"<p><strong>Abstract: </strong>Nurse practitioner (NP) educators play a critical role in ensuring that students attain the competencies required for safe and effective independent practice. However, some students encounter challenges in mastering key competencies and require targeted remediation to address performance gaps. As health care delivery grows increasingly complex and competency-based education (CBE) becomes the standard in nursing curricula, the demand for evidence-based remediation strategies increases. Despite this need, faculty often hesitate to initiate remediation due to uncertainty about the process and the lack of widely accepted best practices in NP education. This article proposes a three-phase, evidence-informed framework for supporting underperforming students: (1) identifying and clarifying performance issues, (2) developing individualized plans for success, and (3) providing ongoing assessment and feedback. Grounded in CBE principles, this framework emphasizes the value of individualized remediation plans and advocates for further research to establish best practices in NP student remediation.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the American Association of Nurse Practitioners","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/JXX.0000000000001157","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract: Nurse practitioner (NP) educators play a critical role in ensuring that students attain the competencies required for safe and effective independent practice. However, some students encounter challenges in mastering key competencies and require targeted remediation to address performance gaps. As health care delivery grows increasingly complex and competency-based education (CBE) becomes the standard in nursing curricula, the demand for evidence-based remediation strategies increases. Despite this need, faculty often hesitate to initiate remediation due to uncertainty about the process and the lack of widely accepted best practices in NP education. This article proposes a three-phase, evidence-informed framework for supporting underperforming students: (1) identifying and clarifying performance issues, (2) developing individualized plans for success, and (3) providing ongoing assessment and feedback. Grounded in CBE principles, this framework emphasizes the value of individualized remediation plans and advocates for further research to establish best practices in NP student remediation.
期刊介绍：
The Journal of the American Association of Nurse Practitioners (JAANP) is a monthly peer-reviewed professional journal that serves as the official publication of the American Association of Nurse Practitioners.
Published since 1989, the JAANP provides a strong clinical focus with articles related to primary, secondary, and tertiary care, nurse practitioner education, health policy, ethics and ethical issues, and health care delivery. The journal publishes original research, integrative/comprehensive reviews, case studies, a variety of topics in clinical practice, and theory-based articles related to patient and professional education. Although the majority of nurse practitioners function in primary care, there is an increasing focus on the provision of care across all types of systems from acute to long-term care settings.
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