Implementation of a Registered Nurse Primary Care Clinical Mentoring Academy

Shawona C. Daniel, PhD, RN, CRNP, is Assistant Professor, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Alveta V. Reese, MSN, RN, is Assistant Clinical Professor, Department of Nursing, Tuskegee University, Tuskegee, Alabama. Deborah Bowers, DNP, DMin, MDiv, CRNP, FNP-C, is Instructor, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. E. Whitney Pollio, EdD, MSN, RN, is Assistant Professor, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Lynn M. Stover Nichols, PhD, RN, BC, SANE, is Associate Professor, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Emily Patton, DNP, CRNP, FNP-C, is Instructor and Project Faculty Liaison, NEPQR-RNPC Grant, University of Alabama at Birmingham School of Nurs-ing, Birmingham, Alabama. Cori Cunningham Johnson, DNP, CRNP, AGNP-C, is Assistant Professor, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Meg Bruck, MSHI, is Research Program Manager, University of Alabama at Birmingham School of Nurs-ing, Birmingham, Alabama. Maria R. Shirey, PhD, MBA, RN, NEA-BC, ANEF, FACHE, FNAP, FAAN, is Associate Dean, Clinical and Global Partnerships, and Jane H. Brock–Florence Nightingale Endowed Professor in Nursing, University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Registered nurses (RNs) are pivotal team members for improving the quality of care in communities; how-ever, they are underutilized in primary care. Two schools of nursing in Alabama partnered to develop and implement a project to build a resilient primary care RN work-force. A major component of this project is the Primary Care Clinical Mentoring Academy (PCCMA), which was designed to prepare RN clinical mentors to implement positive student learning experiences in the primary care setting. The PCCMA follows a comprehensive cur-riculum implementing both didactic instruction and interactive activities related to primary care compe-tencies; interprofessional education and collaborative practice; and primary care RN mentor roles and respon-sibilities. Participants reported that the PCCMA was effective and useful, and they perceived that it would improve their overall job performance as a clinical men-tor. The PCCMA is an effective way to produce confident and capable RN mentors in primary care.