Role Transition During RN-to-FNP Education

Abstract

This study examines the role transition that occurs during RN-to-family nurse practitioner (FNP) education, described in an earlier qualitative study that identified a role transition framework of influential positive forces and obstacles. The purposes of the study were to validate the educational phase of the original framework and explore other role transition issues. The study used a descriptive correlational design by asking all FNPs in two rural western states to participate by answering a questionnaire. Findings evidenced a stronger level of agreement with the positive forces than with the obstacles. In addition, two significant relationships were found between the positive forces and obstacles and personal life circumstances. These included personal support systems, which were significant for those who had to travel to class, and personal sacrifices, which were significant for those who had children at home. Further research will focus on testing across nurse practitioner specialties nationally.

Exploring the Factors That Influence Nurse Practitioner Role Transition

“…For example, previous NP-focused research highlights the importance of RN experience and suggests that it is beneficial to NP role transition. 1,3,28 However, studies have reported that new NPs found NP clinical experience to be beneficial during role transition. 8,9 This finding adds to the body of NP role transition research and may be of use in informing and helping to frame the discussion on providing the appropriate experiences to NPs.…”

Novice nurse practitioner workforce transition and turnover intention in primary care

“…The majority of NPs who reflected on their educational experiences felt only somewhat or minimally prepared in clinical skills after completing their basic NP education (Cusson & Strange, 2008;Hart & MacNee, 2007;Kelly & Mathews, 2001;Rosenzweig et al, 2012;Sargent & Olmedo, 2013;Steiner, McLaughlin, Hyde, Brown, & Burman, 2008). While there is scarce literature on the impact of educational background on transitioning to the first PC NP role, researchers have found no significant difference in academic performance between traditional and nontraditional (non-nurse college graduate [NNCG]) master's students in their educational NP programs (Munro & Krauss, 1985;Sime, Corcoran, & Libera, 1983;Smith & Shoffner, 1991).…”

“…However, Rich (2005) found no correlation between duration of prior RN experience and level of competency in NP clinical skills as determined by NP self-report, but physicians working with the NPs rated those with fewer years of RN experience as having greater competency in clinical skills than those with more years of RN experience. More recent studies have shown mixed results, as more RN experience led to improved adaption to the NP role (Cusson & Strange, 2008;Kelly & Mathews, 2001), while others validated the lack of correlation between prior RN experience and NP role transition (Barnes, 2015;Steiner et al, 2008).…”

A Qualitative Study of Role Transition from RN to APN

“…APN students have the responsibility of acquiring new knowledge and skills, as well as learning to use their previous nursing knowledge in a new way (Cragg & Andrusyszyn, 2005;Griffith, 2004;Heitz, Steiner, & Burman, 2004). APN education is a time of change, with RNs struggling to learn and practice in a different nursing role (Manning & Neville, 2009;Steiner, McLaughlin, Hyde, Brown, & Burman, 2008).…”