Responsibility for cognitive, affective, and behavioral (CAB) health of children and adolescents (hereafter "youth") has traditionally been shared among families, education systems, communities, and the health care delivery system. Within routine child health care, increasing but spotty attention is paid to early cognitive, emotional, and behavioral development. Those most intensively trained in emotional development and the clinical behavioral sciences (e.g., child and adolescent psychiatrists and psychologists, behavioral and developmental pediatricians, and social workers) have historically been segmented from routine child health care. Roles of behavioral clinicians have focused largely on treating those who have troublesome or disabling CAB disorders. Relatively less attention has been paid by any segment of the health care field to CAB health promotion and disorder prevention, starting early in life, or even to early detection and intervention for behavioral problems of youth who do not meet diagnostic criteria (NRC and IOM, 2009b). Much of the innovation in this area has been carried out by prevention scientists who have created evidence-based interventions, primarily targeting activities in community settings, and has not focused on opportunities within primary or subspecialty child health care settings. Preventive interventions adapted for child health care settings and training programs are nascent and will require a revision of training goals and curricula as well as a reorganization of practice for successful implementation.

Background: A knowledge gap exists regarding the best methods for assessment of nurse practitioner (NP) student clinical competence. Entrustable professional activities (EPAs) translate competencies into practice and provide a potential framework for NP clinical competency assessment. This study piloted the use of an EPA-based method of assessing NP student clinical competence via simulated clinical experiences. Method: Six EPAs were mapped to NP core competencies. Faculty designed clinical scenarios to assess student clinical performance using EPA-based rubrics. Online family nurse practitioner students rotated through simulated clinical scenarios during an on-campus residency. Faculty assigned a utility score to each EPA activity description. Results: Student EPA scores paralleled time-based program requirements. Faculty found over 70% of EPA activity descriptions to be useful or requiring minor editing in assessing students. Conclusion: This study is an important step toward the creation of a standardized, competency-based process for NP clinical performance assessment. [ J Nurs Educ . 2020;59(12):714–720.]

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This approach provides a framework for integrating SBIRT training into MSN-NP curricula. [J Nurs Educ. 2017;56(12):725-732.].

Despite evidence that demonstrates plans by employers to hire a greater number of PNPs in a variety of clinical venues including pediatric hospitals, primary care and subspecialty pediatric practices, the PNP pipeline has remained relatively stagnant. More than one third of program directors do not believe that their PNP program is currently at capacity, indicating that underutilized capacity to educate PNPs is a hindrance to meeting the current and future demands for these professionals.