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Monday, 18 November 2013
Learning Objective 1: Discuss the role transition from a caregiver to a provider experienced by registered nurses enrolled in a graduate nurse practitioner program.
Learning Objective 2: Discuss perceptions of research, theory and evidence-based practice among graduate students enrolled in a nurse practitioner program and implications for practice.
This mixed method longitudinal qualitative study explored student perceptions of the nurse practitioner (NP) role and the role transformation that occurs from admission into a graduate program until graduation. A four item open-ended survey was administered to 22 students at 3 time points – at the beginning of the first semester, at the end of the first semester, and in the 4th semester prior to graduation. The four questions were designed to obtain student perceptions and understanding of (1) the advanced practice nurse practitioner role, (2) the difference between their current practice roles as registered nurses and the NP role, (3) the relevance of research, theory, and evidence-based practice (EBP) to the NP role, and finally (4) the ways in which their professional roles in health care changed. A focus group was conducted with 12 of the participants after the administration of the last survey and before graduation. Data analysis revealed a shift in students’ thinking about the NP role. Students entered the program with a narrow understanding of the scope of practice (assess, diagnose, & treat). By the time they reached the final semester, students had developed a much broader concept that included use of research for EBP, care management, collaboration, and leadership. They saw their roles shifting from a task oriented caregiver role to that of an autonomous provider role grounded in critical thinking and decision making with the goal of improving practice and the quality of patient care. In addition to the need for additional research about role transformation into advanced nursing practice roles, these data also suggest the need for faculty to enhance the application of theory and research to support the development of skills in using EBP, and to also provide leadership opportunities for students.