Pillars of an Excellence Model in Practice Education for Nurse Practitioner Students in Primary Care

Abstract

Since primary care nurse practitioners were first introduced in 2007, the Government of Quebec has sought to increase their numbers in the health care system. One of the principal challenges in this regard consisted of ensuring the availability of high-quality clinical placements for nurse practitioner students specializing in the field of primary care. To address this issue, a CIUSSS (integrated university health and social services centre) joined forces with a university school of nursing in a major urban centre to participate in EXTRA, Healthcare Excellence Canada’s leadership development program. This project, consisting of two phases, sought to increase the number of quality placements for preparing primary care nurse practitioner students. This article discusses the first phase, which focused on developing an excellence model for these placements. A data collection framework was created and included a literature review as well as individual and group interviews with various parties involved in the clinical placement process. The thematic analysis allowed for determining the following five key elements, which constitute the pillars of the excellence model: 1) the partnership (between the CIUSSS and the university); 2) the diversity of the clinical exposure; 3) the support and development of supervisors; 4) the participation of patients in the clinical education of primary care nurse practitioner students; and 5) a learning culture based on strengths- and evidence-based data. The model emphasizes the importance of the ongoing processional development of supervisors, particularly regarding the preparation of student placements. As for the placement experience per se, it attests to the significance of students benefiting from a varied clinical exposure and an effective process for entering and integrating health care settings. Lastly, the model showcases the need to ensure clear and efficient communication between the university and the health care setting and to set time aside for clinical supervision.