RN to NP Role Transition Leading to Skill Development in Evidence-Based Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/308715
Category:
Abstract
Type:
Presentation
Title:
RN to NP Role Transition Leading to Skill Development in Evidence-Based Practice
Author(s):
Wilson, Astrid H.; King, Marilyn Givens King
Lead Author STTI Affiliation:
Mu Phi
Author Details:
Astrid H. Wilson, RN, DSN, awilso72@kennesaw.edu; Marilyn Givens King King, RN, DNSc
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

This mixed method longitudinal qualitative study explored student perceptions of the nurse practitioner (NP) role and the role transformation that occurs from admission into a graduate program until graduation.  A four item open-ended survey was administered to 22 students at 3 time points – at the beginning of the first semester, at the end of the first semester, and in the 4th semester prior to graduation.  The four questions were designed to obtain student perceptions and understanding of (1) the advanced practice nurse practitioner role, (2) the difference between their current practice roles as registered nurses and the NP role, (3) the relevance of research, theory, and evidence-based practice (EBP) to the NP role, and finally (4) the ways in which their professional roles in health care changed. A focus group was conducted with 12 of the participants after the administration of the last survey and before graduation. Data analysis revealed a shift in students’ thinking about the NP role.  Students entered the program with a narrow understanding of the scope of practice (assess, diagnose, & treat).  By the time they reached the final semester, students had developed a much broader concept that included use of research for EBP, care management, collaboration, and leadership.  They saw their roles shifting from a task oriented caregiver role to that of an autonomous provider role grounded in critical thinking and decision making with the goal of improving practice and the quality of patient care.  In addition to the need for additional research about role transformation into advanced nursing practice roles, these data also suggest the need for faculty to enhance the application of theory and research to support the development of skills in using EBP, and to also provide leadership opportunities for students.
Keywords:
Education; Evidence-based practice; Nurse Practitioner
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleRN to NP Role Transition Leading to Skill Development in Evidence-Based Practiceen_GB
dc.contributor.authorWilson, Astrid H.en_GB
dc.contributor.authorKing, Marilyn Givens Kingen_GB
dc.contributor.departmentMu Phien_GB
dc.author.detailsAstrid H. Wilson, RN, DSN, awilso72@kennesaw.edu; Marilyn Givens King King, RN, DNScen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308715-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>This mixed method longitudinal qualitative study explored student perceptions of the nurse practitioner (NP) role and the role transformation that occurs from admission into a graduate program until graduation.  A four item open-ended survey was administered to 22 students at 3 time points – at the beginning of the first semester, at the end of the first semester, and in the 4<sup>th</sup> semester prior to graduation.  The four questions were designed to obtain student perceptions and understanding of (1) the advanced practice nurse practitioner role, (2) the difference between their current practice roles as registered nurses and the NP role, (3) the relevance of research, theory, and evidence-based practice (EBP) to the NP role, and finally (4) the ways in which their professional roles in health care changed. A focus group was conducted with 12 of the participants after the administration of the last survey and before graduation. Data analysis revealed a shift in students’ thinking about the NP role.  Students entered the program with a narrow understanding of the scope of practice (assess, diagnose, & treat).  By the time they reached the final semester, students had developed a much broader concept that included use of research for EBP, care management, collaboration, and leadership.  They saw their roles shifting from a task oriented caregiver role to that of an autonomous provider role grounded in critical thinking and decision making with the goal of improving practice and the quality of patient care.  In addition to the need for additional research about role transformation into advanced nursing practice roles, these data also suggest the need for faculty to enhance the application of theory and research to support the development of skills in using EBP, and to also provide leadership opportunities for students.en_GB
dc.subjectEducationen_GB
dc.subjectEvidence-based practiceen_GB
dc.subjectNurse Practitioneren_GB
dc.date.available2013-12-19T17:35:07Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:35:07Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.