Emancipatory Pedagogy for Nurse Practitioner Education in Rural and Underserved Settings.

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.