ABSTRACT
INTRODUCTION: Insight into nurse practitioners' (NPs') role transition can help NP students and new graduates in taking on new responsibilities in a changing and demanding healthcare context. The aim of the research was to explore the role transition from nurse to NP using the components of Meleis's Framework of Transitions. METHOD: A qualitative descriptive design was used. Individual interviews (n = 9) and two focus group discussions (n = 12) were held with NPs. Data were analyzed with the directed content analysis method. FINDINGS: The Framework component transitions' nature was characterized by changes in the healthcare system, combined with professional and educational role changes. Transition conditions showed that the respondents felt distressed after they became accountable for a patient's care and well-being. Although the respondents were authorized to do medical procedures, they initially lacked nursing role models and NP protocols. Process indicators showed ongoing transition; the respondents were still developing clinical competencies and confidence in patient care while relying on earlier acquired nursing competencies. Outcome indicators showed that the respondents found themselves successful in the medical extension of two different nursing roles: continuity of medical care for hospitalized patients in acute and intensive care settings, and being responsible for continuity of care for chronic patients in outpatient clinics. CONCLUSIONS: Role transition was characterized by coping with feelings of distress at the cost of time and effort. The respondents' strategies to adapt to new expectations, combined with organizational support, determined the outcomes as well as the start of new transitions. CLINICAL RELEVANCE: NPs' role transition in hospital care implies a dynamic ongoing process that needs to be supported, with the ultimate goal to improve patient outcomes.
Subject(s)
Adaptation, Psychological , Advanced Practice Nursing , Clinical Competence , Hospitals , Nurse Practitioners/organization & administration , Nurse's Role , Adult , Advanced Practice Nursing/methods , Female , Focus Groups , Humans , Male , Middle Aged , Models, Nursing , Netherlands , Nursing Staff/supply & distribution , Outcome and Process Assessment, Health Care , Research Design , WorkforceABSTRACT
EDUCATION IS described as a 'bridge to quality' ( Greiner and Knebel 2003 ) and, for this reason, teachers must be involved in putting safe patient care on students' radar. They can do this by teaching students how to meet their healthcare system's demands relating to high quality care, and how they can improve individual patient care.
