Supporting Role Knowledge and Role Transition in Neonatal APRN Students

Area of Science:

• Nursing
• Healthcare Workforce Development
• Advanced Practice Nursing

Background:

• Advanced practice registered nurses (APRNs) are vital for addressing healthcare provider shortages, especially in underserved areas.
• The APRN workforce is expanding rapidly, necessitating effective strategies for new provider integration.
• The transition from student to practicing APRN can be challenging, leading to stress and potential workforce exit.

Purpose of the Study:

• To evaluate a quality improvement project aimed at improving the transition experience for neonatal APRN students.
• To enhance student understanding of APRN roles and prepare them for transition challenges.

Main Methods:

• A quality improvement project was implemented for neonatal nurse practitioner and clinical nurse specialist students.
• The project focused on supporting student comprehension of APRN roles and anticipating transition difficulties.

Main Results:

• The project successfully supported student understanding of APRN roles.
• It also helped students anticipate challenges associated with transitioning into practice.
• This approach shows promise for improving the transition experience.

Conclusions:

• Effective strategies are needed to support the transition of APRN students into practice.
• Quality improvement initiatives can enhance role clarity and preparedness for new APRNs.
• Successful role transition is key to retaining APRNs in the workforce, particularly in neonatal care.