Dumphy Deborah, DeSandre Carolynn, Thompson Julie
School of Nursing, Clayton State University, Morrow, Georgia.
Nursing Department, College of Health Sciences and Professions, University of North Georgia, Dahlonega, Georgia.
Nurs Forum. 2019 Jul;54(3):352-357. doi: 10.1111/nuf.12336. Epub 2019 Mar 10.
Utilizing skills identified in previous research on successful role transition, this study evaluated the relationship between a strategically designed practicum course and the readiness for role transition to family nurse practitioner (FNP) in graduate nursing students.
A mixed methods approach evaluated pre- and post-participation survey data for the FNP role preparedness in graduate nursing students in a strategically designed practicum course. The survey addressed 22 skills associated with readiness for role transition and had three open-ended questions to collect narrative student perceptions.
Mann-Whitney U tests revealed readiness for the FNP role increased from pre to post-participation in the course for 19 out of 22 skills with significant increases (P < 0.05) for one skill and marginally significant increases (P < 0.10) for three skills. Qualitative findings yielded an overall sense of readiness in students for novice FNP roles.
A well-designed practicum course that reviews prior knowledge gained through the program and reinforces critical thinking, assessment, and decision-making skills facilitates role transition from registered nurse to novice FNP.
本研究运用先前关于成功角色转变的研究中确定的技能，评估了一门精心设计的实习课程与护理学研究生向家庭护士执业医师（FNP）角色转变准备情况之间的关系。
采用混合方法评估了在一门精心设计的实习课程中，护理学研究生参与前后关于FNP角色准备情况的调查数据。该调查涉及与角色转变准备相关的22项技能，并设有三个开放式问题以收集学生的叙述性看法。
曼-惠特尼U检验显示，在参与课程前后，22项技能中有19项技能的FNP角色准备情况有所提高，其中一项技能有显著提高（P < 0.05），三项技能有边缘显著提高（P < 0.10）。定性研究结果表明，学生对新手FNP角色总体上有准备就绪的感觉。
一门精心设计的实习课程，该课程回顾通过该项目获得的先前知识，并强化批判性思维、评估和决策技能，有助于从注册护士向新手FNP的角色转变。
