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A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA

  • N. Jeffery EMAIL logo , F. Donald ORCID logo , R. Martin-Misener , D. Bryant-Lukosius , E.A. Johansen , H.Ö. Egilsdottir , J. Honig , H. Strand , K. Jokiniemi , N. Carter , P. Roodbol and S. Rietkoetter


A scoping review of published literature and dialogue with international nurse practitioner educators and researchers revealed the education of nurse practitioner students varied within and between countries. This lack of cohesiveness hinders nurse practitioner role development and practice nationally and internationally. A rapid review of grey literature was conducted on nurse practitioner education standards in six countries (Australia, Canada, Finland, Norway, the Netherlands, and USA). Data were extracted from graduate level nurse practitioner education programs’ websites from each country (n = 24). Extracted data were verified for accuracy and completeness with a nurse practitioner educator from each program. Data were analyzed using content analysis. Variations in nurse practitioner education within and between countries were explored by comparing admission criteria, curricular content, clinical requirements, teaching methods, and assignment and evaluative methods. The findings will help inform education programs and further research about nurse practitioner education internationally.


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Received: 2019-04-22
Revised: 2020-02-08
Accepted: 2020-02-12
Published Online: 2020-06-12

© 2020 Walter de Gruyter GmbH, Berlin/Boston

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