RESUMO
Interprofessional student service-learning experiences are integrated into the preventive care of older adult residents of public housing in Appalachia. Receiving a Health Resources and Services Administration grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences for students by partnering with the College of Pharmacy, the College of Clinical & Rehabilitative Health Sciences, and the local public housing authority. Select faculty from each college met and developed a plan to form student teams from all three colleges to conduct in-home comprehensive medical and nutrition assessments and medication chart reviews of high-risk older adults. Following the in-home visit, students and faculty discuss the assessment findings at planned interprofessional meetings. Students present their findings from each discipline's perspective and collaboratively set health priorities and develop intervention strategies and an inclusive follow-up plan. Excerpts from students' reflective narratives discussing the impact of the interprofessional service-learning experiences are shared.
Assuntos
Educação em Enfermagem/métodos , Educação em Farmácia/métodos , Geriatria/educação , Modelos Educacionais , Ciências da Nutrição/educação , Equipe de Assistência ao Paciente/organização & administração , Reabilitação/educação , Ensino/métodos , Populações Vulneráveis , Região dos Apalaches , Relações Comunidade-Instituição , Competência Cultural , Feminino , Humanos , Relações Interprofissionais , MasculinoRESUMO
PURPOSE: To describe the process of designing a new progressive nurse practitioner student clinical evaluation tool based on competencies. DATA SOURCES: Selected research articles and professional organization published guidelines. CONCLUSIONS: Evaluation of nurse practitioner students' clinical performance is an important and often complex responsibility of faculty. The clinical evaluation tool should reflect the changing expectations associated with particular courses across the curriculum and be based on the competencies identified by the National Organization of Nurse Practitioner Faculties. Collaboration by faculty is the key to development of an accurate and useful clinical evaluation tool. IMPLICATIONS FOR PRACTICE: The progressive nurse practitioner clinical evaluation tool presented here is the result of integrating specific clinical course outcomes and competencies recognized by key nurse practitioner associations.
