This article focuses on how integrating business skills into NP education prepares future nurse practitioners to manage clinics effectively, support patient care, and navigate the financial side of health care. It highlights a competency-aligned approach that ensures students gain skills they will rely on from their first day in practice.

ABSTRACTCompleting both Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) in Nursing degrees offers benefits and challenges. Integrating these programs enhances nurses' skills as clinicians and scientists, necessary for nurse practitioners in academic and clinical settings. An increasing number of nurses combine DNP and PhD degrees. This descriptive review evaluates this transformative shift in nursing education and practice. It offers perspectives to understand this change and discusses the significance of the shift. The review highlights role changes and opportunities related to education, scholarship, and practice. Additionally, it addresses policy implications, theoretical considerations, and organizational changes necessary to support this transformation.

Electronic health record (EHR) competency is essential for family nurse practitioner (FNP) students entering clinical practice. This pilot study evaluated FNP students' experiences with academic EHR (aEHR) integration. Students completed patient case studies using an aEHR platform and anonymously rated their experience on a 5-point Likert scale. Students (N = 121) reported moderate satisfaction (M = 3.7, SD = 0.94). Qualitative feedback indicated increased confidence in EHR navigation, though concerns about instructional guidance emerged. Integration of an aEHR shows promise for enhancing student preparedness with moderate satisfaction levels. Larger studies are needed to establish effectiveness more definitively.

The US faces a critical nursing faculty shortage, thus limiting enrollment capacity despite rising demand for registered nurses in health care. Advanced practice registered nurses (APRNs) represent a vital solution, bringing valuable clinical expertise to academia. However, transitioning from clinical practice to academic roles presents unique challenges, including unfamiliar pedagogical competencies, shifts in role expectations, and establishment of a scholarly identity. This article provides a comprehensive, evidence-based guide for APRNs transitioning to faculty positions, addressing common challenges and offering practical strategies for success. A proposed four-phase model-Preparation, Engagement, Integration, and Sustainability (PEIS)-guides systematic transition through self-assessment, mentorship, professional development, and institutional support, ultimately strengthening nursing education capacity and sustainability.

In the first half of 2025, the US FDA approved several new drugs that have relevance for those practicing in primary care. This article highlights the following new medications and vaccinations: suzetrigine (Journavx); gepotidacin (Blujepa); meningococcal groups A, B, C, W, and Y vaccine (Penmenvy); clesrovimab-cfor (Enflonsia); and acoltremon (Tryptyr). Additionally, this article highlights the recent approval of moderately to severely active Crohn's disease as a new indication for guselkumab (Tremfya).