FACILITATING SUCCESSFUL ROLE TRANSITIONS FROM REGISTERED NURSE TO NURSE PRACTITIONER
Bibliographic record
Abstract
Worldwide, nurse practitioners (NPs) provide a wide range of direct care services to people at every stage of life 1 .In addition to treating illnesses, they teach individuals and their families about healthy living, preventing and managing illnesses 2 .In the majority of countries, this essential health care provider has several steps along their educational journey to become an Nurse Practitioner (NP).Most commonly, the individual is a registered nurse (RN) who has practiced extensively and developed considerable clinical expertise before applying for advanced practice graduate courses.However, the transition from RN to NP may prove to be difficult, and those who choose to pursue this new role are faced with many challenges.Moreover, there is a significant cognitive shift from an experienced RN to an inexperienced, new NP.This adjustment in professional identity from an 'expert' RN to a 'novice' NP has the potential to decrease self-confidence, impede professional role development and may negatively influence decisions of new NPs to remain in the profession during the first year of clinical practice 3 .To better understand this issue, we undertook an integrative review of the literature to identify factors that contribute to the successful role transition from RN to NP.The main objective was to synthesize what is known about supportive measures for NP entry into practice, and provide recommendations for future research and support.The search was limited to published English language journal articles and was not restricted by date of publication.Inclusion criteria included articles addressing the role transition from RN to NP and the factors that supported or hindered the transition process.Initially, 674 non-duplicate records were identified, with title and abstract review eliminating 613 records, leaving 61 items for full text screening.Full text review identified 30 articles that met the inclusion criteria.Thirteen articles used qualitative methods (survey, focus groups, telephone, and interview methodologies), 7 studies used quantitative methods (surveys, questionnaires, and HISTORICAL
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.010 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".