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Exploring the Utility of Entrustable Professional Activities as a Framework to Enhance Nurse Practitioner Education

Anthamatten, Angelina, DNP, FNP-BC; Pfieffer, Mary Lauren, DNP, FNP-BC; Richmond, Anna, DNP, FNP-C; Glassford, Melissa, DNP, FNP-C

doi: 10.1097/NNE.0000000000000697
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Background Entrustable professional activities (EPAs) are used in medical education in the assessment of clinical competence, but consideration of EPAs in nurse practitioner (NP) education is emerging.

Problem There are critical points in the NP educational trajectory when a student should demonstrate requisite knowledge and abilities. It can be challenging to assess and measure clinical proficiency in a way that can be clearly interpreted by students, faculty, and preceptors.

Approach NP faculty reviewed a set of medical EPAs that were linked with physician competencies to determine if they related to national NP competency areas and learning activities in their curriculum.

Conclusions Several NP competency areas (8 of 9) related to these EPAs, and the learning activities also related to multiple EPAs. Although further work would be needed to tailor EPAs to the NP role and link them specifically with NP competencies, EPAs may offer another valuable method for clinical evaluation of NP students.

Author Affiliations: Assistant Professors (Drs Anthamatten, Richmond, and Glassford) and Instructor (Dr Pfieffer), Vanderbilt University School of Nursing, Nashville, Tennessee.

The authors declare no conflicts of interest.

Correspondence: Dr Anthamatten, Vanderbilt University School of Nursing, 461 21st Ave S, Nashville, TN 37240 (angel.anthamatten@vanderbilt.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com).

Accepted for publication: March 25, 2019

Published ahead of print: May 17, 2019

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