2)      Methodological Soundness of educational intervention: A multidisciplinary educational model comprised of physicians, NP’s, respiratory therapist, and corporate educators utilized “Change Theory” for implementation.  This model analyzed the need (systems), Structures (existing clinical skills programs and availability of education for advanced clinical skills), Processes (advance practice curriculum offered), Teaching Methods (curriculum), and Training (availability of clinical faculty to teach skills).

3)     Feasibility of implementation of strategy: Implementation of this innovative multi-disciplinary ACPS educational model developed out of external influences: need for ACPS currently used in ACNP practice. Internal Influences driving ACPS were: leadership and changing value systems in the acute care setting.  Educational leadership and multidisciplinary faculty were crucial in implementing this model.  Change in health outcomes of acute care patients, improvement in the marketability of the ACNP graduate, and increased skill in the use of specialized equipment will result from implementation of this model.

4)     Innovation: This multidisciplinary model is one of the first collaborations in MSN education for ACPS for ACNP students.  The multidisciplinary model will maximize faculty resources, while increase the numbers of ACNPs prepared to insert A-lines, chest tubes, swan ganz lines, suture wounds, in a region where ACPS education was unavailable to ACNP students.

5)     Overall Education Merit: This model will improve marketability of the ACNP graduate; prevent complications and improving outcomes in the acute care setting, through enhancement of the skill set of new graduate ACNPs.  Additionally, multidisciplinary clinical skills’ teaching maximizes resources for clinical education and mirrors clinical practice.