title: Educational Changes to Support Advanced Practice Nursing Education.
abstract: Educational factors limit the number of advanced practice registered nurse (APRN) graduates to meet the growing workforce demands. Healthcare dynamics are necessitating a shift in how nursing education envisions, creates, and implements clinical learning opportunities. The current clinical education model in APRN programs continues to be the same as it was 45 years ago when the student numbers were much smaller. New approaches in graduate nursing education are needed to address the shortage of APRNs in primary and acute care areas. Determining competency based on the number of clinical hours can be inefficient, ineffective, and costly and limits the ability to increase capacity. Little research exists in graduate nursing education to support the effectiveness and efficiency of current hours of clinical required for nurse practitioner students. Simulation and academic-practice partnership models can offer innovative approaches to nurse practitioner education for clinical training, with the goal of producing graduates who can provide safe, quality care within the complex practice-based environment of the nation's evolving healthcare system.
authors.affiliation: College of Nursing and Health Innovation, University of Texas at Arlington.
authors.forename: Judy L
authors.initials: JL
authors.lastname: LeFlore
authors.forename: Patricia E
authors.initials: PE
authors.lastname: Thomas
mesh_terms: D057179:Advanced Practice Nursing / Q000193:education / Q000639:trends; D002983:Clinical Competence; D015400:Clinical Nursing Research / Q000379:methods / Q000592:standards; D004511:Education, Nursing, Graduate / Q000379:methods / Q000458:organization & administration; D006801:Humans; D017145:Models, Educational; D020380:Needs Assessment; D009936:Organizational Innovation