Emancipatory Pedagogy for Nurse Practitioner Education in Rural and Underserved Settings
Victoria Soltis-JarrettBackground:
Preparing nurse practitioner (NP) students and residents for rural and underserved practice requires pedagogies that address inequity, uncertainty, and constrained systems.
Method:
This conceptual article develops an emancipatory pedagogical framework informed by patterns of knowing, living curriculum, emancipatory knowing, and transformative learning, using a linked traineeship-residency as an illustrative case.
Results:
The framework identifies transferable learning goals, curricular design elements, and faculty practices that support dialogic reflection, critical questioning, psychological safety, and reflection-to-action across educational settings.
Conclusion:
This framework offers NP educators a practical approach for strengthening professional agency, justice-oriented practice, and transition-to-practice readiness in rural and underserved contexts.