Peer Responses: Length: A minimum of 275 words per post, not including reference

Peer Responses:
Length: A minimum of 275 words per post, not including references
Citations: At least one high-level scholarly reference in APA per post from within the last 5 years
For this course, I anticipate learning the transition from student nurse practitioner to a more confident future NP in practice. Given that this is my third clinical rotation, I would like to focus on gaining the confidence to practice as a provider independently. I am looking forward to new learning opportunities as I do my rotation in the Pediatrics and Internal Medicine clinics. My clinical objectives include performing procedures, becoming more proficient with ICD10 codes, and conducting assessments thoroughly in a timely manner. My goal is to learn as much as I can from my preceptor and the patient encounters in this course.
The framework provided by competency-based education (CBE) is used by nursing programs, particularly those that train nurse practitioners (NPs) (Hodges et al., 2019). The fundamental premise of CBE is that before leaving the learning environment, the student will show that they have acquired the key knowledge, abilities, and attitudes necessary for the assigned educational process (Hodges et al., 2019). A single vocabulary and clear expectations for the continuum of linear proficiency growth are made possible by the work done so far in defining skills and progression markers (Hodges et al., 2019). Entrustable professional activities (EPAs) are measurable activities that providers can be expected to perform at varying levels of competence, trust, or supervision (Hodges et al., 2019). EPAs are built on competencies and give the faculty member, preceptor, or supervisor the flexibility to choose the best teaching strategies and level of supervision (Hodges et al., 2019). The understanding of clinical skills, performance, and practice preparedness are evaluated using a variety of techniques, including simulation, objective structured clinical examinations, and feedback from clinical preceptors, to mention a few (Hodges et al., 2019). The educational practice gap between theory and actual care delivery is still a problem for NP programs (Hodges et al., 2019). A strategic understanding of when, where, and how students might acquire the right amount and kind of experience and supervision necessary for the transition to autonomous practice must be addressed in the debate of new and accurate techniques for measuring competences (Hodges et al., 2019). Processes and defined principles that might aid in EPA development are also greatly needed (Hodges et al., 2019).
Reference
Hodges, A. L., Konicki, A. J., Talley, M. H., Bordelon, C. J., Holland, A. C., & Galin, F. S. (2019). Competency-based education in transitioning nurse practitioner students from education into practice. Journal of the American Association of Nurse Practitioners, 31(11), 675-682.