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Constantino, Maridel

New-graduate Nurse Practitioners (NPs) have identified many challenges during the transition period from a student to a full-scope NP. Some of these challenges included the inability to practice at full-scope, which caused role ambiguity. Consequently, role ambiguity has led to poor job satisfaction and low retention rates. Nurse Practitioner Residency Programs (NPRPs) have been explored as a viable support option for new-graduate NPs during the transition period. The primary objectives of this literature review were to 1.) examine participant perceptions on the usefulness of NPRPs to facilitate a smooth transition from a student NP to a full-scope NP, 2.) determine the most effective program structure, and 3.) identify the barriers preventing the development of NPRPs. The secondary objective of this project was to create a NPRP prototype framework that could be used within the Canadian health care system. Based on the current literature, the findings showed that NPs perceived NPRPs to be useful during the transition period because it increased clinical knowledge, built confidence, consolidated skills, clarified duty boundaries, and successfully integrated NPs into the health care team. Secondly, the findings revealed the most effective program structure to include combined didactic and clinical experiences, reflective journaling, regular performance assessments, and comprehensive program evaluations. Thirdly, the barriers recognized in the literature included inadequate funding, insufficient research regarding the impact of NPRPs, a failure to standardize programs, and the lack of support from key stakeholders. Using the findings from objectives one and two, a NPRP prototype framework, called the Canadian Nurse Practitioner Residency Program, was created. Finally, using the findings from objective three, key recommendations for future NPRPs were provided.

Text

University of British Columbia. NURS 596

Vancouver : University of British Columbia Library

10.14288/1.0365564

Applied Science, Faculty of; Nursing, School of

Reviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/