Department of Nursing, University of Scranton, Scranton, Pennsylvania.
Student Health Services, University of Scranton, Scranton, Pennsylvania.
J Am Assoc Nurse Pract. 2020 Oct;32(10):676-681. doi: 10.1097/JXX.0000000000000299.
Appropriate clinical practice sites with skilled preceptors are the backbone of family nurse practitioner (FNP) students' education. Faculty are also in need of practice sites to stay abreast of current clinical practice and maintain clinical hours for certification. The purpose of this article is to relate the process of developing a practice model to meet the needs of the FNP student and faculty. Academia and student life professionals collaborated to use an existing student health center on campus as an education site with an FNP nursing faculty member as a preceptor. This qualitative descriptive study presents reflections of the experience from the student perspective. Three main themes were identified: independence, confidence, and trust. Lessons learned from the faculty perspective are also reviewed. Benefits of the project ultimately outweighed barriers. The interdepartmental precepted practice experience completed its fourth successful year and maintains support through the university's student life division. The model may provide strategies, particularly for FNP programs and faculty in smaller universities, to increase and diversify clinical experiences and provide a faculty practice site.
合适的临床实习场所和熟练的导师是家庭护士从业者 (FNP) 学生教育的支柱。教师也需要实习场所来了解当前的临床实践并保持认证所需的临床时间。本文的目的是介绍一种满足 FNP 学生和教师需求的实践模式的开发过程。学术界和学生生活专业人员合作，利用校园内现有的学生健康中心作为教育场所，并由 FNP 护理教师担任导师。这项定性描述性研究从学生的角度反映了这一经历。确定了三个主要主题：独立性、信心和信任。还回顾了从教师角度获得的经验教训。该项目最终克服了障碍，带来了更多的好处。该部门间有导师指导的实习经验已成功完成第四个年头，并通过大学学生生活部门得到支持。该模式可以为特别是规模较小的大学的 FNP 项目和教师提供策略，以增加和多样化临床经验，并为教师提供实践场所。
