Role transition during RN-to-FNP education

Area of Science:

• Nursing Education
• Advanced Practice Nursing
• Role Transition Theory

Background:

• RN-to-FNP role transition is a critical developmental process.
• A prior qualitative study established a framework for this transition.
• Further validation and exploration of transition issues are needed.

Purpose of the Study:

• To validate the educational phase of the RN-to-FNP role transition framework.
• To explore additional role transition issues encountered by FNPs.
• To identify factors influencing the transition process.

Main Methods:

• Descriptive correlational design.
• Questionnaire survey administered to FNPs in two rural western states.
• Analysis of agreement with framework components and relationships with personal circumstances.

Main Results:

• FNPs reported stronger agreement with positive forces than obstacles in the transition framework.
• Personal support systems were significant for FNPs who traveled for education.
• Personal sacrifices were significant for FNPs with children at home.

Conclusions:

• The educational phase of the RN-to-FNP role transition framework is supported by empirical data.
• Personal life circumstances significantly interact with role transition facilitators and barriers.
• Future research should investigate this transition across diverse NP specialties nationally.