Application of Andragogy, Teaching, and Learning Principles to NP Curriculum: A toolkit for New Nurse Practitioner Faculty

Friday, April 24, 2015
Key Ballroom 11-12 (Hilton Baltimore)
Veronica F. Wilbur, PhD, APRN, FNP-BC, CNE, FAANP and Melody D. Randle, DNP, FNP-C, CCNS, CCRN, CNE, College of Health Professions, Wilmington University, New Castle, DE
Students enter nurse practitioner program as adults bringing unique learning styles and needs; therefore, understanding how adults’ best learn is integral to successful nurse practitioner education (Russell, 2006). New nurse practitioner faculty often come to the educator role without understanding the important concepts of andragogy (adult learning), nor the knowledge base and tools to guide curriculum to support adult learners (McKee & Billman, 2011; Williams, 2000). Nurse practitioner faculty is in a unique position to identify optimal learning approaches and activities that produce competent program graduates. The need to balance curriculum between an effective program and support of the adult student learning (Henschke, 2011) creates challenges for nurse practitioner faculty. This session will provide a broad overview of adult learning theories, learner evaluation, and best practices that are adult learner centered. This session will practically apply concepts by using a case study approach.