Nurse leaders recognize that fundamental changes within nursing education curriculum are needed to support the quadruple aim and respond to the dynamic changes in healthcare (Bodenheimer & Sinskey, 2014; Palumbo, Rambur, & Hart, 2017). If the nation is to meet the increasingly complex healthcare needs and provide care that is truly patient-centered, collaboration between education and practice is imperative to prepare the healthcare workforce and positively impact the way care is delivered (Cuff, 2013). The purpose of this project was the development of ambulatory care clinical experiences for pre-licensure BSN students.

The registered nurse education for a nurse-led enhanced workforce (RENEW) grant project was created to utilize an academic-practice partnership model to recruit and educate undergraduate registered nurse (BSN) students and licensed registered nurses (RN) in the skills needed to practice at the full scope of their license in community-based primary care teams. The RENEW project was implemented by enhancing the existing BSN curriculum for all students in the BSN program to receive primary care content. Additionally, students selected (n= 48) for the RENEW program had 150 clinical hours replaced from the acute care setting with clinical hours in primary care in the rural and underserved settings. These 150 hours were completed over 2 years (4 semesters) to allow a longitudinal clinical experience with the same preceptor. Lastly, RNs currently working in primary care were provided preceptor training as well as a summer course utilizing the AAACN care coordination and transition management core curriculum.

The RENEW project has actualized academic-practice partnerships, furthering the relationship between education and practice (Bodenheimer & Mason, 2017), fulfilled the goals of the quadruple aim, and will be the mainspring for creating and sustaining a culture of health in the rural and underserved communities. Ongoing evaluation suggests the primary care/ambulatory care settings are a viable option for clinical experiences for the pre-licensure BSN student.

The poster will visually display the integration of ambulatory (primary) care content into the pre-licensure BSN curriculum and the creation of ambulatory care clinical experiences for the students. The project was evaluated using surveys and skill development tracking using Typhon software. Survey results were tabulated, analyzed and used in rapid cycle quality improvement processes.

Learning outcomes
1) Describe the development of primary care curriculum and clinical experiences for BSN students.
2) Identify the role of the RN in team-based primary care.
3) Discuss the establishment of academic-practice partnerships.
4) Articulate the impact and value of RNs working at the full scope of licensure in nurse-led primary care.

Mari Tucker MBA, BS

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