Registered nurse education in primary care: Barriers and resolutions

Abstract Background American health care is facing unprecedented challenges due to population aging, chronic disease prevalence, and financial restructuring. The Affordable Care Act (ACA) is transforming the primary care landscape from a reactive, episodic, fee‐for‐service system to a proactive, preventive, value‐based system. A proactive, preventive, and value‐based primary care model requires Registered Nurses (RNs) prepared to lead integrated, team‐based, coordinated, and proactively managed care. The Health Resources and Service Administration (HRSA) forecasted an inadequate supply of RNs prepared to meet future primary care demands and highlighted the lack of education as a key problem. The primary care RN workforce shortage requires immediate attention by academic, political, and research stakeholders. HRSA has responded with academic funding to increase primary care RN education. Procedures This article describes key barriers and resolutions one HRSA‐funded academic institution experienced while implementing a primary care RN education program, along with research implications for the future of primary care nursing. Results This article describes the project's stakeholder, faculty, and student engagement methods. This article also describes the clinic RN preceptor development program, and depicts the Primary Care RN Education Program Student Clinical Experience Preceptorship Model. Conclusions Nursing education must align with transforming healthcare models while anticipating potential barriers and resolutions to enhancing curriculum with primary care nursing education and clinical experiences. This article provides insight for other academic institutions interested in developing primary care curriculum and academic‐clinic partnership models to foster community‐based primary care clinical experiences.