Description: 

This Urgent Care Transition in Practice program is designed for registered nurses and urgent care clinical staff transitioning into the urgent care setting or advancing their clinical competence within it. Grounded in Benner’s Model of Skill Acquisition, the course supports learners in progressing from Advanced Beginner to Competent Practitioner by strengthening clinical judgment, technical proficiency, and communication skills essential for high-acuity, fast-paced urgent care environments. Delivered over two immersive days, the program integrates evidence-based didactic instruction, hands-on skills training, and high-fidelity simulation within a state-of-the-art 5-bed simulation lab. Instruction is aligned with Emergency Nurses Association (ENA) guidelines and current best practices to ensure clinical relevance and consistency with urgent care standards of care. Through structured simulation scenarios and facilitated debriefing, participants apply knowledge in realistic urgent care cases, practice prioritization and escalation of care, and receive formative feedback to strengthen performance and readiness for independent practice. The curriculum emphasizes both technical skill development and professional communication, preparing clinicians to manage diverse patient populations and emergent conditions commonly encountered in urgent care settings. Key Topics Include: 12-Lead EKG acquisition, interpretation, and clinical application Code Blue response and resuscitation principles Rhythm recognition and treatment (RNs only) Basic airway management and oxygen escalation Assessment and management of emergent presentations Care considerations for pediatric and obstetric patients in urgent care Behavioral health presentations and de-escalation strategies RN professionalism, communication, and team-based care Scope of practice and clinical decision-making in urgent care Additional urgent care-relevant clinical skills and scenarios

Assembly Bills 1195 & 241- Culturally Appropriate Care which is Free of Implicit Biases:

Learners are strongly encouraged to engage in self-directed learning related to the impact of implicit biases in this clinical area via the references provided below:

• Wallace, Danielle J., Angier, Heather, Huguet, Nathalie, Gaudino, James A., & Krist, Alex H.. (2020). Screening and referral for social determinants of health: A systematic review of health care settings. Journal of the American Board of Family Medicine, 33(3), 441–453. https://doi.org/10.3122/jabfm.2020.03.190419
• Haider, Adil H., Sexton, Joshua, Sriram, Nikhil, Cooper, Lisa A., & Efron, David T.. (2011). Association of unconscious race and social class bias with vignette-based clinical assessments by medical students. JAMA, 306(9), 942–951. https://doi.org/10.1001/jama.2011.1248