Is the transition from RN to APRN that begins during the start of school. How students struggle with balancing academics, life, and other demands. This article shows how nursing faculty can aid and mentor students successfully in their transition into practice.
Is the transition from RN to APRN that begins during the start of school. How students struggle with balancing academics, life, and other demands. This article shows how nursing faculty can aid and mentor students successfully in their transition into practice.
Is the transition from RN to APRN that begins during the start of school. How students struggle with balancing academics, life, and other demands. This article shows how nursing faculty can aid and mentor students successfully in their transition into practice.
This article looks at the evidence to describe what goes on when RNs transition to become FNPs. Transition begins during school- students should be aware of the challenges present in transition and be prepared for them.
J Prof Nurs. 2013 Nov-Dec;29(6):350-8. doi: 10.1016/j.profnurs.2012.10.011.
This article discusses the role of preceptorship in preparing APRNs for their future professional roles. The article describes preceptorship as a liminal spaces that the student moves through in the process of becoming a professional.
This is an article that discusses possible frameworks for phases of transition from student RN to becoming an FNP. With the limited research that has been done in the area it is difficult to know exactly how to support students in their transition to be a provider, but this is a foundation which can be built upon.
Describes how new advanced practice providers feel as they make the transition from being a student. There's a period called the "impostor phenomenon" where they feel they are not really an advanced practitioner, but simply appear to be one.
The following is the abstract as stated by the author:
"Purpose: To describe factors that ensure a smooth transition from nurse practitioner (NP) student to independent NP during the first year of practice. Data sources: Two contrasting case examples, the authors' experiences, and selected professional literature. Conclusions: Key points to consider upon searching or taking a first NP job include patient, colleague, and clinic factors. Patient factors include mix of patient presentations, complexity of patient presentations, insurance status, and population. Colleague factors include mentorship, charting, mix of providers, and availability of providers. Perhaps most importantly, clinic factors include productivity expectations, practice mission, charting systems, on-call requirements, supervision of other staff, and teaching status. Together, these factors can largely determine whether an NP's days are satisfying or frustrating in a new job. Implications for practice: The transition from NP student to independent NP can be daunting. Although nursing schools and practice sites have responsibilities to ensure the transition is smooth, the new NP is ultimately responsible for the transition. [ABSTRACT FROM AUTHOR]"
This article present a gap in research regarding advocacy at the APRN level, despite the large amount of evidence surrounding advocacy at the RN level. The article calls for more research regarding if and how advocacy may differ at the APRN level and how exactly institutions are preparing APRN students for the advocacy role.