10.3928/08910162-20100601-03

Vollständiger Abstract

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<h4>Background</h4>Preparing nurse practitioner (NP) students and residents for rural and underserved practice requires pedagogies that address inequity, uncertainty, and constrained systems.<h4>Method</h4>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.<h4>Results</h4>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.<h4>Conclusion</h4>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.

Abstract: PubMed · Datensatz