Scaffolding Case Studies: Advancing Competency-Based Nurse Practitioner Education

Authors

Marcy Ainslie, Author Affiliations: Department of Nursing, University of New Hampshire, Durham, New Hampshire (Dr Ainslie); Tan Chingfen Graduate School of Nursing Worcester, University of Massachusetts Chan Medical School, Worcester, Massachusetts (Dr Hebert); Aquifer, Inc., Hanover, New Hampshire (Dr Miller); Biobehavior Health Department, University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania (Dr Griffith); The Catholic University of America, Conway School of Nursing, Washington, District of Columbia (Dr Moore); School of Nursing Graduate Department, University of Texas Medical Branch, Galveston, Texas (Dr Luke); and School of Nursing, The George Washington University, Washington, District of Columbia (Dr Venzke).
Danielle Hebert
Joseph Miller
Patricia B. Griffith
Jeanne Moore
Sheba Luke
Margaret Hadro Venzke

Document Type

Journal Article

Publication Date

7-1-2025

Journal

Nurse educator

Volume

50

Issue

4

DOI

10.1097/NNE.0000000000001825

Keywords

Vygotsky Zone of Proximal Development (ZPD); advanced practice nurse; backward design; curriculum; learning theory; virtual patient cases

Abstract

BACKGROUND: Nursing education is transitioning to competency-based education (CBE). A key principle of CBE is scaffolding curricula from simple to complex to facilitate student learning. PROBLEM: There is no standardized method of scaffolding nurse practitioner (NP) curricula. APPROACH: A workgroup of NP educators analyzed visit types-such as wellness, acute, chronic, and transition of care visits-to determine the appropriate placement of case scenarios for early, middle, or late-stage learners. Each case was then aligned with the educational preparation requirements for specific NP populations to identify which populations would benefit most from the scenario. OUTCOMES: A structured classification system, using predefined criteria, was developed to scaffold case scenarios in NP education. This systematic arrangement supports the implementation of CBE and facilitates learning. CONCLUSIONS: The scaffolding model can be used with a variety of learning resources and provides a standardized method for scaling complexity within NP curricula.

APA Citation

Ainslie, Marcy; Hebert, Danielle; Miller, Joseph; Griffith, Patricia B.; Moore, Jeanne; Luke, Sheba; and Venzke, Margaret Hadro, "Scaffolding Case Studies: Advancing Competency-Based Nurse Practitioner Education" (2025). GW Authored Works. Paper 7683.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/7683

Department

Nursing Faculty Publications