The impact of an intentional APRN student clinical experience on role transition towards becoming a clinically competent practitioner; pilot study

Abstract

Aims: This study was to determine if there is a greater difference in Advanced Practice student nurse self-reported transition towards practice and professional identity for an experimental group compared with a control group. The information gathered is expected to: (a) provide a curriculum baseline for focused clinical objectives as well as preceptor training, and (b) to meet these objectives in alignment with the expectations for graduation and subsequent post-graduation transition into practice.

Design: Pilot exploration using quasi-experimental, mixed methods included a quantitative five-point Likert Scale and a self-reported qualitative phenomenological analysis.

Methods: This study evaluated responses from all participants through a series of three self-report periods during a 14-week clinical semester.

Results: Based on the self-reported data, the experimental group made minor additional progress with respect to their growth and professional identity transition compared with the control group.

Conclusion: This study fostered the need for further studies to support residency programs that aid newly graduated nurse practitioners as they transition into the advanced practice role.

Impact: The cost to replace these practitioners can be as high as twice their annual salary. The adjustment to an advanced practice role is difficult as postgraduate training is currently optional in many States. According to Brown, et al. (Nurse Educator, 2015, 40:148), novice Advanced Practice Nurses report being underprepared for this new role, particularly diagnostic interpretation skills. Supporting the advanced practitioner with a structured curriculum is imperative to achieve successful skills development, transition to practice, and professional identity.

Keywords: advanced practice nurse; nursing; professional role identity; role transition.