Transitioning from clinician to nurse practitioner clinical faculty: A systematic review

Abstract

Background: Schools of nursing are challenged with recruiting and retaining nurse practitioner (NP) clinical faculty in a job market where the few qualified candidates have competing professional opportunities. The role transition from clinician to clinical faculty is stressful, and many faculty have unmet needs for support. Objectives: This article will identify strategies universities can implement to increase retention in the faculty role by facilitating the transition from clinician to NP clinical faculty. Data sources: Articles were identified from the following databases: PubMed, Embase, PsychInfo, CINAHL Plus, Web of Science, Google Scholar, and Cochrane Library. Conclusions: The transition from clinician to the NP role can be very difficult. New faculty experience culture shock and concerns about maintenance of clinical practice. Orientation, peer support, and mentoring can mitigate the challenges and support the transition. Implications for practice: Schools of nursing can facilitate the transition from clinician to NP clinical faculty by developing an onboarding program that integrates mentoring, orientation, and ongoing support.

Smoothing the Way Into School Nursing Practice

“…Peer support. Informal, peersupport relationships with other school nurses or colleagues allow for ongoing collaboration, sharing of experiences and knowledge, and more honest communication than the formal preceptorship, creating an environment of trust, which helps new nurses deal with the stressors of the new job (Chargualaf & Tse, 2017;McQuilkin et al, 2020;Pettersson & Glasdam, 2020). Peer support helps create confidence, sustain the passion for nursing, and relieve tension (Pasila et al, 2017).…”

“… Source . Ankers et al (2018), Blackmon-Jones (2017), Brook et al (2019), Chargualaf and Tse (2017), Hussein et al (2017), Innes and Calleja (2018), Kim and Shin (2020), Lindfors et al (2018), McQuilkin et al (2020), Mollohan and Morales (2016), Monforto et al (2020), Pasila et al (2017), Pettersson and Glasdam (2020), Rogers and Burke (2021), Ross and Silver Dunker (2019), Rush et al (2013), Slate et al (2018), and Vlach (2018). …”

“…Without orientation, they are left to make their way in a new, challenging environment, resulting in difficulty prioritizing and organizing daily work (Lindfors et al, 2018). New nurses lack competence because they do not know their roles and responsibilities and feel like they are disregarded and left to learn the job on their own (Ankers et al, 2018; McQuilkin et al, 2020).…”

“…Improved confidence, competence, job satisfaction, critical thinking skills, and a reduction in stress, anxiety, and attrition are all benefits of having a structured program that orients new nurses to workplace culture, policies, and department-specific information (Innes & Calleja, 2018; Kim & Shin, 2020). For new graduate nurses in general, the recommended amount of time an orientation program should be varies from at least 12 weeks to 3 years; however, it is suggested that 27 to 52 weeks is the most beneficial in increasing retention and decreasing turnover (Brook et al, 2019; McQuilkin et al, 2020; Slate et al, 2018). For school nurses, it is suggested that 8 months of orientation be completed, but the length should be based on the individual needs rather than a set period (Blackmon-Jones, 2017; Pasila et al, 2017).…”

“…Peer support helps create confidence, sustain the passion for nursing, and relieve tension (Pasila et al, 2017). School leaders should structure orientation programs into cohorts when possible so that new nurses form relationships with peers sharing a similar experience to decrease feelings of isolation and encourage support by nurses who work in proximity or have a similar role as the new hire (Hussein et al, 2017; McQuilkin et al, 2020). Seasoned school nurses can have welcome gatherings to allow new nurses to meet and connect with peers to decrease stress and minimize negative emotions (Kim & Shin, 2020; Rush et al, 2013).…”