Addressing Nurse Practitioner Role Transition During Doctor of Nursing Practice Education

Abstract

Role transition is a known, multifactorial challenge new graduate advanced practice registered nurses (APRNs) face during their transition into practice causing reduced self-confidence, hindered role development, dissatisfaction, and leaving the profession. There is support in the literature for improving transition post-graduation. However, there is a gap in the literature on improving role transition during doctoral education. Doctor of Nursing Practice (DNP) programs must address role transition through education, preparation, and mentoring of new APRNs during the education program. This DNP project aimed to develop and implement module-based, scaffolded education on role transition during the doctorate-level nursing practice curriculum to positively influence and facilitate APRN transition to practice. Through effective education to manage and enhance role transition during doctoral education, the workforce of new-graduate nurse practitioners (NPs) will be better prepared to step into the provider role with ease, self-confidence, and satisfaction. This DNP project was the first step in addressing role transition during the doctoral education program to improve role transition and educate practice-ready APRNs that stay in the NP profession. The findings suggest that these modules were helpful to current students and will be implemented by the organization with future students before their first clinical rotation. This project was a promising way to influence and improve role transition during the doctoral education program. It suggests a method to assist graduates in being practice-ready APRNs upon graduation.