Date of Award
2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Philosophy (Ph.D.) Nursing
Department
Nursing
School
School of Nursing and Health Sciences
Abstract
This study explored the role transition experiences of novice Nursing Professional Development (NPD) practitioners, examining how educational preparation, clinical experience, and orientation programs influence successful adaptation. NPD practitioners are essential in facilitating learning, mentoring staff, and advancing nursing excellence; however, transitions from clinical nurse to NPD practitioner are often marked by role ambiguity, limited confidence, and insufficient preparation. Despite the importance of this role, research on novice NPD practitioners’ transition experiences remains limited. This mixed-methods explanatory sequential study, guided by the Nurse Educator Transition (NET) model and From Novice to Expert frameworks, explored factors influencing the role transition of novice Nursing Professional Development (NPD) practitioners and identified strategies that support successful transitions. The quantitative phase involved a national survey of 70 novice NPD practitioners to collect demographic information and measure their self-reported experiences of transitioning into the NPD role. The qualitative phase consisted of semi-structured interviews with seven participants who demonstrated positive transition experiences, as identified by above-average scores on the ANPD Casey-Fink NPD Transition Experience Survey copyright 2024. Quantitative analyses revealed that educational preparation and structured orientation programs were significantly associated with higher NPD role transition scores, while clinical experience showed no significant relationships. Practitioners with graduate degrees, NPD-focused practicums, formal mentorship, and employment in ANCC Magnet-designated organizations reported stronger transitions and greater role confidence. Qualitative findings enriched these results, generating five themes: Structured, Tier-Based Orientation; Support Persons; Shifting Identity; Learning the NPD Language; and Personal Superpowers. Together, these themes illustrate how structured learning, mentorship, and personal strengths foster role confidence, a sense of belonging, and the formation of professional identity. The integration of quantitative and qualitative findings demonstrated that advanced education, structured orientation, and supportive professional relationships are pivotal to a successful transition into the NPD role. This study contributes to the nursing professional development literature by informing future training and orientation programs that support the transitions and professional identity development of novice NPD practitioners.
Related Pillar(s)
Study
Recommended Citation
Moran, Lauren Elizabeth, "A Mixed Methods Study: The Influence of Educational Preparation, Clinical Experience, and Orientation on Nursing Professional Development Role Transition Experience" (2025). Theses & Dissertations. 228.
https://digitalcommons.molloy.edu/etd/228
