Incorporating the Transitional Care Model within NP program curricula to achieve care coordination competency

Abstract

Purpose: Education for nurse practitioners (NPs) requires knowledge and skill acquisition for managing transitions in care, especially among older adults with complex care needs. A team of nurse researchers and educators provided a competency-based approach for educating future NPs on the care delivery of older adults using the Transitional Care Model's (TCM) evidence-based interventions.

Methods: NP faculty integrated an online course offering didactic teaching that would enhance clinical learning. The online content included a case study of an NP navigating an older adult through transitions in care. Students completed evidence-based interventions with patients while in their clinical rotations.

Results: Using the structured and purposeful interventions within the clinical practicum provided exposure to and experience with the application of the model's nine components. NP students applied knowledge and demonstrated skills through direct care experiences in the clinical setting. This learning supports the achievement of advanced nursing practice competencies depicted in the American Association of Colleges of Nursing (AACN)'s The Essentials: Core Competencies for Professional Nursing Education (2021).

Conclusions: This is one example of how a NP program integrates evidence-based interventions to ensure that NP graduates are well-positioned and ready for managing transitions of complex care for older adults.

Keywords: Advanced practice; Care coordination; Competency-based education; Complex nursing care; Transitional care.