Purpose: This study is a collaborative effort between the local University and the Medical Center. It will explore whether APN students, who are also employees of the medical center, would benefit in their transition to practice, when specifically placed with seasoned APN preceptors who are provided with clinical and professional role transition objectives.
The aim of this study is to determine if there is a greater difference in self-reported transition toward practice and professional identity development for the experimental group as compared to the control group. The information gathered is expected to provide a curriculum baseline for targeted clinical objectives, as well as preceptor training, to meet these objectives in alignment with the expectations for graduation and subsequent post-graduation transition into practice.
Methods: This pilot exploration uses Miller’s Pyramid to provide the quantitative framework for the professional identity transition measurement tool (from knowing to shows how). Pat Benner’s novice to expert theory provides the qualitative theoretical framework for transition to practice. This study will compare responses from all participants through a series of three self-report surveys used to capture changes between, among, and within a convenience sample of control and experimental groups using a quasi-experimental, mixed methods study design to understand the different groups of APN students in their final semester of required clinical immersion. Anova, T-test, and central tendency statistics will be used for analysis of the quantitative data. Themes to describe the lived experience of each participant will be used to synthesize the self-reported examples that relate to the Likert scale response for each question.
The research question is: How will a focused and intentional clinical experience impact APN student self-reported professional identity and transition toward practice as compared to a clinical traditional experience?
Results: pending
Conclusion: pending completion