The Journal of nursing education · 2026
Emancipatory Pedagogy for Nurse Practitioner Education in Rural and Underserved Settings.
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Soltis-Jarrett Victoria
Аннотация
BACKGROUND: Preparing nurse practitioner (NP) students and residents for rural and underserved practice requires pedagogies that address inequity, uncertainty, and constrained systems.
METHOD: This conceptual article develops an emancipatory pedagogical framework informed by patterns of knowing, living curriculum, emancipatory knowing, and transformative learning, using a linked traineeship-residency as an illustrative case.
RESULTS: The framework identifies transferable learning goals, curricular design elements, and faculty practices that support dialogic reflection, critical questioning, psychological safety, and reflection-to-action across educational settings.
CONCLUSION: This framework offers NP educators a practical approach for strengthening professional agency, justice-oriented practice, and transition-to-practice readiness in rural and underserved contexts.
METHOD: This conceptual article develops an emancipatory pedagogical framework informed by patterns of knowing, living curriculum, emancipatory knowing, and transformative learning, using a linked traineeship-residency as an illustrative case.
RESULTS: The framework identifies transferable learning goals, curricular design elements, and faculty practices that support dialogic reflection, critical questioning, psychological safety, and reflection-to-action across educational settings.
CONCLUSION: This framework offers NP educators a practical approach for strengthening professional agency, justice-oriented practice, and transition-to-practice readiness in rural and underserved contexts.