Capacity of, and Demand for, Pediatric Nurse Practitioner Educational Programs: A Missing Piece of the Workforce Puzzle

Freed, Gary L.; Moran, Lauren; Dunham, Kelly M.; Hawkins-Walsh, Elizabeth; Martyn, Kristy K.

doi:10.1016/j.profnurs.2015.01.002

Cited by 8 publications

(11 citation statements)

References 7 publications

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“…43 A PNP workforce shortage exists for reasons similar to the NNP workforce shortage, including a limited number of academic programs, faculty shortages, low enrollment, and difficulties with securing clinical sites and preceptors. 45,46 Strategic modeling predicts that the shortage could continue for 13 years unless innovative strategies for recruitment and retention are implemented. 47…”

Section: Pnpsmentioning

confidence: 99%

“…84 Strategies to increase the NICU provider workforce have mostly been concentrated on increasing the use of pediatric hospitalists, NNPs, and PAs. 11,15,[39][40][41][45][46][47] Workforce surveys conducted by the NANNP have delineated the existing and future NNP workforce needs. 39,40 The authors noted that education, recruitment, and retention of NNPs were key areas of focus to increase supply.…”

Section: Initial and Ongoing Neonatal Competency Acquisition And Mainmentioning

confidence: 99%

“…However, the PNP workforce pipeline suffers from many of the same or similar issues as the NNP pipeline, and it is likely that applying some of the above recruitment and retention strategies may help. [45][46][47] Additionally, some PNPs may consider achieving additional certification as an NNP through a post-master's certification academic program.…”

Section: Initial and Ongoing Neonatal Competency Acquisition And Mainmentioning

confidence: 99%

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Neonatal Provider Workforce

Keels

Goldsmith

Newborn³

2019

Pediatrics

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This technical report reviews education, training, competency requirements, and scopes of practice of the different neonatal care providers who work to meet the special needs of neonatal patients and their families in the NICU. Additionally, this report examines the current workforce issues of NICU providers, offers suggestions for establishing and monitoring quality and safety of care, and suggests potential solutions to the NICU provider workforce shortages now and in the future. To meet the critical and complex health needs of preterm neonates and neonates who are ill in the NICU, collaborative teams of health care providers work to render timely, safe, effective, efficient, and evidencebased care. 1 Many NICU provider teams include neonatologists, advanced practice registered nurses (APRNs), physician assistants (PAs), pediatric hospitalists, neonatal fellows, and pediatric residents. 1 In collaboration, these providers work together to consistently provide high-quality care throughout the neonatal hospitalization. Training and licensure are different for the various NICU provider groups. Most APRNs and PAs working in NICUs have completed master's or doctoral degree programs that require the acquisition of certain cognitive abilities and technical skills aimed at producing safe and effective patient care. 2,3 Neonatal nurse practitioners (NNPs) and pediatric nurse practitioners (PNPs) are registered nurses with advanced education and training to enable them to care for neonatal, infant, and pediatric patients, respectively, as APRNs. 4 PAs are educated as medical generalists in programs that include pediatric and adult medicine. 5 After graduating from a master's-or doctoral-level academic program and achieving national certification and state licensure, APRNs and PAs typically complete medical staff credentialing and a period of orientation to the provider role in the NICU on the basis of demonstrated skill sets and competencies. Pediatric hospitalists are physicians who have completed a graduate medical school program as well as a pediatric residency program that requires proficiency and skills in all areas of pediatrics, including neonatal medicine. 6 A minimum number of months in the newborn nursery and NICU settings are required as part of any

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Section: Pnpsmentioning

confidence: 99%

Section: Initial and Ongoing Neonatal Competency Acquisition And Mainmentioning

confidence: 99%

Section: Initial and Ongoing Neonatal Competency Acquisition And Mainmentioning

confidence: 99%

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Neonatal Provider Workforce

Keels

Goldsmith

Newborn³

2019

Pediatrics

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“…44,45 The expansion of graduate-level opportunities allowing for acute care pediatric NP education may support the demand for more PICU NPs. 46 Employers who hire new PICU NPs to join their interdisciplinary teams should be aware that practice in a PICU is considered acute and critical care, and requires acute careeducated and certified pediatric NPs. 15 A dose of NP has been described to determine how NP providers influenced chronic management of pediatric patient care.…”

Section: Labor Inputs and Working Conditionsmentioning

confidence: 99%

Nurse Practitioners and Interdisciplinary Teams in Pediatric Critical Care

Gigli

Dietrich

Buerhaus

et al. 2018

AACN Advanced Critical Care

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“…Despite a job‐strong market and a slightly increasing number of PNPs being certified each year, a much greater percentage of NPs are ultimately choosing FNP programs due to the perception that this certification makes them more marketable (Freed et al., ). In 2016, more than 222,000 NPs are licensed in the United States (American Association of Nurse Practitioners, ).…”

Section: Introductionmentioning

confidence: 99%

Survey to child/adolescent psychiatry and developmental/behavioral pediatric training directors to expand psychiatric‐mental health training to nurse practitioners

Schwartz

O’Laughlen

Kim

2017

Journal of the American Association of Nurse Practitioners

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Background There is an ongoing shortage of child mental health professionals. Nurse practitioners (NPs) who completed behavioral and mental health training have proven that they can diagnose and manage many pediatric problems. Purpose To ask the training directors of both child/adolescent psychiatry (CAP) and developmental/behavioral pediatric (DBP) programs about their receptivity and willingness to give additional training for NPs who provide care to children with behavioral and mental health issues and examine the main obstacles to the development of such programs. Methods A survey was sent to 151 CAP and DBP training directors in the United States. Results The return rate was 67% (N = 101). Only 12% expressed objection to the concept of additional NP training in CAP or DBP, but only 53% of training directors currently reported having sufficient faculty to do so. Some training directors reported already having advanced behavioral and mental health training programs for NPs (31%) and most (82%) would consider expanding, if funded. Conclusions There is support for advanced training for NPs, but funding is needed to make this a reality. Implications for practice Expansion of such programs might rapidly improve accessibility and reduce waiting time of mental health providers for children and adolescents.

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Capacity of, and Demand for, Pediatric Nurse Practitioner Educational Programs: A Missing Piece of the Workforce Puzzle

Cited by 8 publications

References 7 publications

Neonatal Provider Workforce

Neonatal Provider Workforce

Nurse Practitioners and Interdisciplinary Teams in Pediatric Critical Care

Survey to child/adolescent psychiatry and developmental/behavioral pediatric training directors to expand psychiatric‐mental health training to nurse practitioners

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