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    This study introduces a new onboarding framework for advanced practice clinicians, using established educational theories to guide new graduates. The framework supports clinicians at all levels and in various settings.

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    Area of Science:

    • Healthcare Education
    • Advanced Practice Nursing
    • Curriculum Development

    Background:

    • A need exists for structured onboarding for advanced practice clinicians (APCs) post-graduation.
    • Current literature lacks theoretically grounded frameworks for APC onboarding.
    • Increasing demands on APCs necessitate robust training and support.

    Purpose of the Study:

    • To design and propose a theoretically informed onboarding framework for advanced practice clinicians.
    • To address the gap in literature regarding structured APC onboarding.
    • To create a adaptable framework for diverse clinical settings and learner levels.

    Main Methods:

    • Utilized Kern's six-step approach for curriculum development to inform framework design.
    • Integrated transformative learning theory to guide the educational process.
    • Employed grounded theory to identify key components for APCs' career pathways.

    Main Results:

    • A comprehensive onboarding framework was developed, grounded in educational theory.
    • The framework incorporates principles of transformative learning and grounded theory.
    • Key components are identified to support APCs across different experience levels.

    Conclusions:

    • The proposed framework provides a theoretically robust model for APC onboarding.
    • This approach can enhance the transition and retention of advanced practice clinicians.
    • The framework is adaptable for various clinical practice settings and learner needs.