Nurse Practitioners’ Experiences with Role Transition HW
Nurse Practitioners’ Experiences with Role Transition HW
The nurse practitioner (NP) responsibility change is poorly supported and difficult prior to and following graduation. Despite the fact that preceptorship is important in giving a hand in a nurse practitioner’s responsibility change, students’ information and NP’s trainee experience with their responsibility change and how the use of preceptorships advocate it are scarce. The main purpose of this study was to find out more knowledge and explain the meaning of NP’s responsibility change experiences as they undertake preceptorship prior to and following graduation. The cognitive apprenticeship model and the Schlossberg transition theory were applied to guide the research of the concept of preceptorship and responsibility change. Three skypes, one face-to-face and twelve phone interviews, were carried out with NPs currently in practice in the NP responsibility in states that needed collaborative practice agreement. Write interviews were coded through Van Manen’s research strategies. The findings showed that the NP’s difficult change to practice was connected to their preceptorship support in both NP’s working and schooling setting. The data collected showed poorly supported preceptorship when in NP projects. The Unavailability of preceptorship following the graduation was accompanied by employers expecting inexperienced NPs to operate as experts with regular minimum guidance. The research’s limitation was that the accuracy of the data collected depended on the participants’ recall power. The study was also limited to NPs who had been employed in an NP role for not less than three months and not longer than five years. Having knowledge of how NPs change to practice and how their responsibility change is supported using preceptorship can be applied to inform NP teachers and organizations that employ NPs of the transitions required to strengthen NPs’ responsibility change. The research findings may influence a positive social change by instructing stakeholders to enhance the NP responsibility change since it may assist in improving NPs’ retention, autonomy, and job satisfaction.
Kaihlanen, A. M., Elovainio, M., Haavisto, E., Salminen, L., & Sinervo, T. (2020). The associations between the final clinical practicum elements and the transition experience of early career nurses: A cross-sectional study—nurse Education in Practice, 42, 102680. Nurse Practitioners’ Experiences with Role Transition HW
Retrieved from: https://www.sciencedirect.com/science/article/pii/S1471595319305323
The final clinical practicum prior to graduation makes the nursing student ready for the change from a student to a nurse, although the important features of the final clinical practicum that improves successful change are not known. The main purpose of this research was to find the association of five features of the final clinical practicum using four indicators of the change experienced by novice nurses. The research also examined if psychosocial work behaviors adjusted these associations. The research participants were 712 Finnish nurses who had received their graduation within the prior two years before data collection. Data was collected through a questionnaire survey, and the five features included the systematicness of the practicum, the quality of supervision, being part of the professional team, teachers’ involvement, and preparing for the requirements of a nurse work. The research findings showed that all the features excluding the quality of supervision had a relation in showing the changes of experience. Job requirements changed a number of these associations, and the findings of this study bring out the possibility of well-implemented final clinical practicums to encourage smoother change for novice nurses. The research had several limitations, such as the low response rate introducing complications in determining whether the study’s findings were representative.
Additionally, the cross-sectional evaluation hindered significant interpretation of any recognized association. The research outcome showed that final clinical practicum experiences impact nurses in the first year of work. Particularly the systematic planning and application of the final clinical practicum and chances of being an active member of community workers should be taken into account to encourage smoother change from student to nurse. The possible advantages of a good clinical practicum experience may be noted in nurses who do have high job requirements in their first working conditions. This research introduced a new understanding of the connection between the pre-graduate preparation and the change experience of the early nursing career.
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