Critical Assessment of Literature Supporting of Educational Transitions of Nurse Practitioners into Primary Care Role Lauren Carsten Walden University: Doctorate of Nursing Practice NURS8002: Theoretical and Scientific Foundation of Nursing Practice

Critical Assessment of Literature Supporting Educational Methods for Transitioning Nurse Practitioners into Primary Care Role Role transitions and change are frequent occurrences within the nursing profession. A key barrier to these transitions is the expectation of performing as an experienced professional despite the lack of familiarization with the new role. Nurse practitioners accepting roles as primary care providers are not only expected autonomously treat and manage a patient panel, but also must become familiar with the electronic medical record, form relationships with coworkers, and develop clinical skills relevant to primary care (Matlhaba & Khunou 2022). Nurse practitioners are expected to provide autonomous patient care almost immediately after employment. This expectation for nurse practitioners creates a lack of confidence and also can put patient safety at risk. Nurse practitioners receive demanding educational training that is required for licensure and certification, but still enter primary care roles with confidence deficits to practice independently. “In 2010, the Institute of Medicine (IOM)4 called for the development and implementation of advanced practice registered nurse residency programs, inclusive of NP residency programs” (Painter, Sebach, & Maxwell, 2021, para 1). Although this recommendation was made, the lack of nurse residency programs still exists. Furthermore, the absence of transitional education provided to nurse practitioners upon role changes is also an issue. The inability to fully function in the primary care provider role can lead to job dissatisfaction and result in increased employee turnover.