Jack Weisskohl, Dana Burns, Evan Sisson, Kathryn Reid
{"title":"Implementation of a continuous glucose monitoring workflow in a complex primary care clinic.","authors":"Jack Weisskohl, Dana Burns, Evan Sisson, Kathryn Reid","doi":"10.1097/JXX.0000000000001187","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001187","url":null,"abstract":"<p><strong>Background: </strong>Continuous glucose monitors (CGM) are supported by national clinical practice guidelines for glucose monitoring in many people with diabetes. However, CGM data are often underutilized in primary care settings, where most adults with diabetes are treated.</p><p><strong>Local problem: </strong>Despite a growing patient population using CGM in a complex primary care clinic, the clinic lacks a structured workflow process for manually uploading CGM reports to the electronic health record. As a result, CGM data are inconsistently used by primary care providers for clinical decision-making during routine visits.</p><p><strong>Methods: </strong>Using the Plan-Do-Study-Act methodology, workflow processes for registered nurses (RNs), licensed practical nurses (LPNs), doctors of medicine (MDs), family nurse practitioners (FNPs), and clinical pharmacists (PharmDs) were examined and improved to support the project goals.</p><p><strong>Interventions: </strong>Patients actively using CGM were identified daily. Assigned clinic nurses (n = 3; 1 RN and 2 LPNs) uploaded CGM logs as precharting to the visit, which were then used by providers (n = 3; 1 MD and 2 FNPs) during clinical encounters. When nurses were not available, the MD, FNPs, or PharmD (n = 1) completed the workflow.</p><p><strong>Results: </strong>Ambulatory glucose profiles were uploaded to precharting in 43 of 45 patients (96%) with active CGM during the project evaluation period. Providers discussed CGM in 38 (88%) of these cases, using it correctly 100% of the time. The current procedural terminology code 95251 was billed in 35 (92%) of the applicable visits.</p><p><strong>Conclusions: </strong>Interprofessional teamwork to implement clinic workflow process improvements supports the delivery of guideline-driven diabetes care for adults using CGM.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144958733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring health care providers' perspectives on the roles played by nurse practitioners in clinical care in Taiwan: A qualitative study.","authors":"Ai-Ling Chang, Shu-Chen Chang, Hsiu-Ying Hsu, Wan-Ting Huang","doi":"10.1097/JXX.0000000000001190","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001190","url":null,"abstract":"<p><strong>Background: </strong>Nurse practitioners (NPs) have become indispensable to clinical care. However, few studies have used qualitative research designs to explore health care providers' perspectives on the roles played by NPs in clinical care.</p><p><strong>Purpose: </strong>Investigating health care providers' perspectives on the roles played by NPs in clinical care in Taiwan.</p><p><strong>Methodology: </strong>A qualitative research design was employed in a single medical center in Taiwan. A semistructured interview guide was used to conduct face-to-face interviews with medical-surgical health care providers in groups. A total of nine participants, including physicians, nursing supervisors, and NPs, were interviewed in this study.</p><p><strong>Results: </strong>The findings of this study highlight three themes concerning the roles played by NPs in clinical care in Taiwan: (1) guardian of care: NPs are keen observers, caregivers, and strong advocates for patients; (2) bridge for communication: NPs are persuasive communicators and effective mediators who use resources effectively; and (3) promoter of improvement in the quality of care: NPs are experienced and dedicated professionals.</p><p><strong>Conclusions: </strong>The themes of guardian of care, bridge for communication, and promoter of improvement in the quality of care characterized the roles played by NPs in clinical care from the perspectives of health care providers. Future researchers could further examine these roles from the perspective of patients and investigate the impacts of NPs' role characteristics on clinical outcomes.</p><p><strong>Implications: </strong>The role characteristics of keen observers, meticulous caregivers, and advocators could be incorporated into cultivating and training NPs.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144958679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tips for writing effective abstracts.","authors":"Rodney W Hicks","doi":"10.1097/JXX.0000000000001191","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001191","url":null,"abstract":"<p><strong>Abstract: </strong>Abstracts are critical components of scientific communication and conference planning. The digital age, through general search and academic search engines, has influenced the ability to locate and retrieve information. With such transformation, abstracts should be considered a marketing tool for manuscripts or presentations. Strategic forethought of keywords and synonyms will aid discoverability and help authors develop a legacy.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144958709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Integrating artificial intelligence into nurse practitioner education: Strategies for teaching the next generation of nurse practitioners.","authors":"","doi":"10.1097/JXX.0000000000001196","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001196","url":null,"abstract":"","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":"37 9","pages":"500-501"},"PeriodicalIF":1.6,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144958774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Genomics in nursing: Inspired by the translation and integration of genomics, is essential to doctoral nursing champions' yearn to learn.","authors":"Laurie M Connors, Patricia Friend, Patricia Kelly","doi":"10.1097/JXX.0000000000001181","DOIUrl":"10.1097/JXX.0000000000001181","url":null,"abstract":"<p><strong>Abstract: </strong>Genomic advances are rapidly transforming the understanding of health and illness, making it essential for the nursing workforce and faculty to be equipped to teach and deliver genomic-informed care. The Translation and Integration of Genomics is Essential to Doctoral NuRsing (TIGER) program, supported by the National Human Genome Research Institute, utilizes a \"train-the-trainer\" model to prepare doctoral nurse educators to integrate genomic content into nursing curricula, practice, and research. The TIGER program aims to build capacity among doctoral-prepared nursing faculty to champion genomics integration across education and clinical practice. Translation and Integration of Genomics is Essential to Doctoral NuRsing includes a kickoff workshop held every January in conjunction with the annual American Association of Colleges of Nursing (AACN) Doctoral Education Conference, followed by monthly webinars (February-December) with national genomic experts. The program incorporates asynchronous and synchronous learning, with evaluation through pre/post knowledge assessments, satisfaction surveys, and progress on individual Specific Measurable, Achievable, Relevant, Time-bound (SMART) goals. To date, TIGER has engaged 61 participants from 24 US states, representing 5.48% (48/875) of AACN-accredited nursing schools. Participants include Doctor of Nursing Practice (DNP) (n = 30), Doctor of Philosophy (PhD) (n = 29), and DNP/PhD (n = 2) faculty. Translation and Integration of Genomics is Essential to Doctoral NuRsing is building national capacity in genomic nursing education. Participants report increased knowledge and access to resources for faculty development, curriculum integration, pharmacogenomics, simulation, and research. Continued expansion is needed to reach more AACN member schools and strengthen national impact. Genomics is foundational to precision health, and nurse practitioners (NPs) must be prepared to integrate genomic science into clinical care. This manuscript describes the background, structure, challenges, lessons learned, and future directions of TIGER with implications for nursing faculty and the future NP workforce.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"502-510"},"PeriodicalIF":1.6,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12376808/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144855676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rodney W Hicks, Mary Ellen E Roberts, Judith A Berg, Garrett K Chan
{"title":"The importance of knowing what your nursing credentials mean.","authors":"Rodney W Hicks, Mary Ellen E Roberts, Judith A Berg, Garrett K Chan","doi":"10.1097/JXX.0000000000001183","DOIUrl":"10.1097/JXX.0000000000001183","url":null,"abstract":"<p><strong>Abstract: </strong>Nurse practitioners (NPs) hold nursing credentials from academic institutions, regulatory bodies, and certifying organizations. Additional credentials can be earned through fellowships or other specialized training. Displaying credentials is valuable because it publicly reflects achievements and competencies commensurate with NP practice. This review outlines the sources of credentials, the recognized nomenclature, and guides presenting credentials professionally in business documents, presentations, and publications. Maintaining a structured display of credentials establishes uniformity.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"485-490"},"PeriodicalIF":1.6,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144855677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah J Fincham, Fionnuala S Brown, Jennifer D Robinson, Angela S Stewart
{"title":"Interprofessional activity using a situation, background, assessment, and recommendation structured method of communication to teach safe prescribing practices.","authors":"Sarah J Fincham, Fionnuala S Brown, Jennifer D Robinson, Angela S Stewart","doi":"10.1097/JXX.0000000000001176","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001176","url":null,"abstract":"<p><strong>Abstract: </strong>Interprofessional education (IPE) can prepare health sciences students to communicate effectively within interdisciplinary teams to deliver safe and effective health care with fewer medical errors. The IPE Collaborative Core Competencies were used to develop and evaluate a course-based, faculty-planned, IPE activity for health professions students. Nurse practitioner and physician associate students were paired with Doctor of Pharmacy students to simulate a professional interaction between prescriber and pharmacist; student pairs used current evidence and the verbal situation, background, assessment, and recommendation method of communication to resolve a case-based prescription safety issue. Students completed a postactivity survey designed to evaluate perceptions of the activity in three domains: interactions with partners, interprofessional and clinical learning experiences, and activity organization/delivery. Results indicated that 98.8% felt that their partners understood the medication safety problem and worked collaboratively to find a solution, 91.5% agreed that clinical decision-making responsibilities were shared, and 91.5% agreed that the activity was relevant to patient safety. Most respondents rated the case studies very effective (78.8%) in developing clinical decision-making skills and found the overall activity very effective (76.4%) in helping them understand the clinical roles and responsibilities of their partners. This IPE activity is a high-fidelity, low-tech, cost-effective way for students to develop clinical decision-making skills, work collaboratively to resolve patient safety issues, and learn about one another's role on the health care team. The aim of this article is to share the activity and results with other nursing or health sciences faculty who may desire to replicate it and achieve the objectives at their own university/college.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144789435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christine Pintz, Qiuping Pearl Zhou, Marcy Ainslie, Mary Beth Bigley, Mindi Anderson, Desiree A Díaz, Susan Kelly-Weeder, Shani Marks-Donkor, Carla Nye, Christine Repsha, Carolina D Tennyson
{"title":"Testing the reliability and validity of the nurse practitioner student competency assessment.","authors":"Christine Pintz, Qiuping Pearl Zhou, Marcy Ainslie, Mary Beth Bigley, Mindi Anderson, Desiree A Díaz, Susan Kelly-Weeder, Shani Marks-Donkor, Carla Nye, Christine Repsha, Carolina D Tennyson","doi":"10.1097/JXX.0000000000001178","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001178","url":null,"abstract":"<p><strong>Background: </strong>The American Association of Colleges of Nursing (AACN) Essentials (2021) and the National Organization of Nurse Practitioner Faculties (NONPF) Role Competencies (2022) outline professional nursing competencies, resulting in a shift toward Nurse Practitioner (NP) competency-based education.</p><p><strong>Purpose: </strong>To evaluate the reliability and validity of the Nurse Practitioner Student Competency Assessment (NPSCA), a revised instrument measuring person-centered competencies established by AACN and NONPF.</p><p><strong>Methodology: </strong>Fifty-three students from four NP programs in their first clinical experience participated in the study. Each student performed one simulation, which was video-recorded. Two faculty members reviewed and scored each student's video recording using the NPSCA and the Virginia Commonwealth University (VCU) Scale, an instrument similar to those used by NP programs. The faculty ratings were collected using an online survey program.</p><p><strong>Results: </strong>The final version of the NPSCA has 17 items. Eight faculty members rated the items on a scale from 1 (not very relevant) to 4 (very relevant), with 100% agreement that the items were relevant or very relevant, indicating sufficient content validity. Internal consistency: α = 0.884-0.895. Correlations between the NPSCA and the VCU scale were r = 0.288, p = .036 and r = 0.589, p < .001, respectively.</p><p><strong>Conclusions: </strong>The evidence supports the reliability and validity of the NPSCA. Its internal consistency is excellent, and the content validity and criterion-related validity were sufficiently supported.</p><p><strong>Implications: </strong>With a shortage of reliable and valid tools to assess NP graduates, the NPSCA may play a role in evaluating and ensuring the readiness of NP graduates for practice.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144775730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Integrating artificial intelligence into nurse practitioner education: Strategies for teaching the next generation of nurse practitioners.","authors":"Grace H Sun","doi":"10.1097/JXX.0000000000001170","DOIUrl":"10.1097/JXX.0000000000001170","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid integration of artificial intelligence (AI) into health care necessitates a parallel evolution in nurse practitioner (NP) education. This article examines the imperative for NP programs to incorporate AI literacy, ensuring that graduates are prepared to navigate and lead within AI-enhanced clinical environments. Strategies are presented for embedding AI concepts into curricula, including the use of AI-powered assignments and simulations to foster critical thinking, diagnostic reasoning, and ethical discernment. Broader pedagogical shifts are explored, emphasizing the need for faculty to adapt teaching methods, reassess assessment models, and embrace emerging technologies with intentionality. Key considerations, such as equity, faculty development, and responsible use, are addressed as essential components of successful integration. By proactively engaging with these challenges, NP educators can prepare students not only to adapt to the changing landscape of health care but also to shape its future with competence, clarity, and care.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"491-499"},"PeriodicalIF":1.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144731952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberly A Allen, Amy Costner-Lark, Teresa Serratt, Julie A Gordon
{"title":"Artificial intelligence in advanced practice nursing education: Opportunities and challenges.","authors":"Kimberly A Allen, Amy Costner-Lark, Teresa Serratt, Julie A Gordon","doi":"10.1097/JXX.0000000000001169","DOIUrl":"https://doi.org/10.1097/JXX.0000000000001169","url":null,"abstract":"<p><strong>Abstract: </strong>Artificial intelligence (AI) is transforming health care delivery and education, offering both opportunities and challenges. Because AI tools become more integrated into clinical practice, educators are exploring their potential to enhance learning, improve decision making, and prepare future providers for technology-rich environments. However, the use of AI in health care education raises concerns about academic integrity, overreliance, and the risk of AI-generated misinformation, known as \"hallucinations.\" These inaccuracies pose significant challenges for students building foundational knowledge. Additionally, practical issues such as implementation costs, Health Insurance Portability and Accountability Act compliance, data privacy, and inherent biases in AI systems must be addressed. This article discusses the integration of AI into advanced practice nursing education using the Technological Pedagogical Content Knowledge (TPACK) framework. This framework emphasizes the interconnectedness of technology, pedagogy, and content knowledge, guiding educators in designing assignments that promote critical thinking and prepare students for real-world clinical practice. The evolution of an AI-based assignment for advanced practice nursing students is detailed, highlighting ethical considerations, interdisciplinary collaboration, and the development of clinical reasoning skills. By integrating AI into nursing education, we can ensure that advanced practice registered nurses (APRNs) are well-prepared to meet the demands of modern health care environments. This integration supports essential competencies, aligns with the 2021 American Association of Colleges of Nursing Essentials, and addresses the increasing complexity of patient care. Moreover, it equips APRNs with the skills needed to leverage AI effectively, fostering a culture of continuous learning and adaptation.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144698938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}