Introduction: Increasing health literacy, the ability to understand and process health information, within underserved communities can improve health outcomes. We hypothesized that educational programs tailored by age group would effectively improve an individual's health literacy in underserved communities. Our study examined the implication of a health-related education program among different age groups in Prairie View, Texas.
View Article and Find Full Text PDFBackground: The shift to competency-based education inspired reflection on using multiple-choice questions (MCQs) to develop and assess student competency. Student-authored MCQs in other fields demonstrate a higher level of knowledge; however, a gap examining the use of this teaching methodology in nurse practitioner education exists.
Method: Nurse practitioner students created MCQs addressing content objectives.
Purpose: Education for nurse practitioners (NPs) requires knowledge and skill acquisition for managing transitions in care, especially among older adults with complex care needs. A team of nurse researchers and educators provided a competency-based approach for educating future NPs on the care delivery of older adults using the Transitional Care Model's (TCM) evidence-based interventions.
Methods: NP faculty integrated an online course offering didactic teaching that would enhance clinical learning.