Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners · 2026
Breaking Silos in Pediatric Nurse Practitioner Education: Virtual Case Collaboration Between Primary and Acute Care Pediatric Nurse Practitioner Students.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Humphrey Sally, Sebastian Andrea
Аннотация
INTRODUCTION: This article describes a virtual case study initiative to promote collaboration between Acute and Primary Care Pediatric Nurse Practitioner students. The program aimed to enhance clinical reasoning skills and clarify role differences within pediatric healthcare.
METHODS: Students in both Acute and Primary Care PNP programs at UTHSC CON were assigned case studies on pediatric neurological and cardiovascular issues relevant to their settings. Each student prepared a 10-minute oral presentation covering: Chief Complaint, History of Present Illness, Review of Systems, Medical/Family/Social History (if applicable), Physical Examination Findings, Differential Diagnosis, Final Diagnosis, Medical Management Plan, and Family Education or Anticipatory Guidance. Presentations were delivered virtually via Zoom to peers, faculty, and clinical experts in neurology and cardiovascular care. After each presentation, students and faculty debriefed, provided feedback, and asked questions. Students then completed a 10-question survey about their experience.
RESULTS: Student feedback from the post-activity survey was limited (n=4) but revealed consistent themes. Students valued examining the same diagnosis in different clinical contexts, especially comparing acute presentations in primary care and transitions to the emergency department. They appreciated exposure to diverse clinical perspectives, real-world cases, and involvement of specialty nurse practitioners.
DISCUSSION: Through interactive case presentations, faculty-led discussions, and structured feedback, the initiative deepened students' understanding of care transitions across settings. It also fostered advanced diagnostic reasoning and collaborative skills essential for interdisciplinary practice. The project was well received, highlighting the value of case-based learning in competency-based education.
METHODS: Students in both Acute and Primary Care PNP programs at UTHSC CON were assigned case studies on pediatric neurological and cardiovascular issues relevant to their settings. Each student prepared a 10-minute oral presentation covering: Chief Complaint, History of Present Illness, Review of Systems, Medical/Family/Social History (if applicable), Physical Examination Findings, Differential Diagnosis, Final Diagnosis, Medical Management Plan, and Family Education or Anticipatory Guidance. Presentations were delivered virtually via Zoom to peers, faculty, and clinical experts in neurology and cardiovascular care. After each presentation, students and faculty debriefed, provided feedback, and asked questions. Students then completed a 10-question survey about their experience.
RESULTS: Student feedback from the post-activity survey was limited (n=4) but revealed consistent themes. Students valued examining the same diagnosis in different clinical contexts, especially comparing acute presentations in primary care and transitions to the emergency department. They appreciated exposure to diverse clinical perspectives, real-world cases, and involvement of specialty nurse practitioners.
DISCUSSION: Through interactive case presentations, faculty-led discussions, and structured feedback, the initiative deepened students' understanding of care transitions across settings. It also fostered advanced diagnostic reasoning and collaborative skills essential for interdisciplinary practice. The project was well received, highlighting the value of case-based learning in competency-based education.