Teaching Nurse Practitioner Students Effective Case Presentation Skills Utilizing Case Studies

Introduction and Purpose:  The National Organization of Nurse Practitioner Faculties and the American Association of Colleges of Nursing have identified leadership and independent practice as core competencies for nurse practitioner (NP) students. An important acquired skill of the NP student is the ability to synthesize pertinent patient information and communicate this information to interprofessional partners in a concise and professional manner. We will outline the importance of effective case presentations as developed by organization of case study information during enrollment in an advanced physical assessment class. 

Case presentation guidelines were developed following a literature review for NP students to utilize in their clinical practicums. These guidelines were given to the NP students in their first clinical practicum course. Positive feedback was received from both students and preceptors. However, the students felt the guidelines were helpful but would have liked to have case presentation information prior to their first practicum experience.

Methods or Approach:  Responding to the recommendation to offer case study education to the NP students prior to their first practicum, the current curriculum content was reviewed. Review of the guidelines and discussion with NP faculty resulted in the development of refined clinical presentation guidelines for the advanced physical assessment class, which is held in the semester prior to the student’s first clinical practicum.

Case study exemplars were developed in the areas of: dermatology, nutrition, HEENT, cardiovascular, respiratory, abdominal, musculoskeletal, neurological, and mental health.  Students were divided into working groups to synthesize the provided case study exemplars and to develop case presentations. Students were then randomly selected from their groups to provide a case presentation on a chosen case study. This time limited case presentation was presented by the student in class utilizing synthesized and succinct HPI, PMH, SH, ROS, physical exam assessment, differential diagnostics, diagnostic tests, and health promotion information. A discussion followed the case presentation with peer and instructor evaluation and feedback.

Information Summary or Results:  Student evaluation of the assignment will be reviewed.