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Conceptual article develops a framework to prepare nurse practitioners for rural and underserved practice, supporting justice-oriented education.
Background: 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.
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Victoria Soltis-Jarrett (2026) studied this question.
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