Role transition during RN-to-FNP education.
This study examines the role transition that occurs during RN-to-family nurse practitioner (FNP) education, described in an earlier qualitative study that identified a role transition framework of influential positive forces and obstacles. The purposes of the study were to validate the educational phase of the original framework and explore other role transition issues. The study used a descriptive correlational design by asking all FNPs in two rural western states to participate by answering a questionnaire. Findings evidenced a stronger level of agreement with the positive forces than with the obstacles. In addition, two significant relationships were found between the positive forces and obstacles and personal life circumstances. These included personal support systems, which were significant for those who had to travel to class, and personal sacrifices, which were significant for those who had children at home. Further research will focus on testing across nurse practitioner specialties nationally.
Steiner
Susan H
SH
School of Nursing, Idaho State University, 921 S. 8th Avenue, Stop 8101, Pocatello, ID 83209-8101, USA. steisus2@isu.edu
McLaughlin
Diana G
DG
Hyde
Roberta S
RS
Brown
Rosemary H
RH
Burman
Mary E
ME
D000328:Adult; D022143:Family Nursing; D005260:Female; D006801:Humans; D007061:Idaho; D008297:Male; D008875:Middle Aged; D009722:Nurse Practitioners / Q000193:education*; D024802:Nurse's Role; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology*; D014959:Wyoming