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Evaluating Perceived Clinical Skills Preparedness Among New Graduate Family Nurse Practitioners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating Perceived Clinical Skills Preparedness Among New Graduate Family Nurse Practitioners./
Author:	Drotts, Lauren Nicole.
Description:	1 online resource (101 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30309747click for full text (PQDT)
ISBN:	9798379593315

Evaluating Perceived Clinical Skills Preparedness Among New Graduate Family Nurse Practitioners.
Drotts, Lauren Nicole.

Evaluating Perceived Clinical Skills Preparedness Among New Graduate Family Nurse Practitioners. - 1 online resource (101 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (D.N.P.)--North Dakota State University, 2023.

Includes bibliographical references

Although Family Nurse Practitioners (FNPs) are qualified to perform common clinical procedures and interpret diagnostic tests, many FNPs feel unprepared for such upon entry to practice. (Hart & Bowen, 2016; Hart & Macnee, 2007; Martsolf & Sochalski, 2019; Woroch & Bockwoldt, 2020). In addition, current literature suggests that many FNP programs lack established guidelines for specific clinical procedures, which results in discrepancies among the clinical skills offered at individual universities (Lausten, 2013). This descriptive study aimed to evaluate FNPs' perception of preparedness for performing clinical skills upon graduation from their education program. Due to the lack of literature supporting the topic, the project sought to enhance scholarly knowledge. This setting of the study was web-based and utilized a survey for data collection. The target population included participants from a variety of Facebook nurse practitioner groups. The participants were FNPs from across the United States and working in primary care. Criteria for participation were as follows: within their first three years since graduation, working as an FNP in ambulatory care, residing and working as a board-certified FNP in the United States, and English as a primary language. The study's results identified barriers to learning clinical skills in FNP education, and the participants provided many recommendations for improving clinical skill preparedness. Additionally, individuals who completed 901+ direct patient clinical hours in their program had statistically significant perceived preparedness scores in the following clinical skills: ECG interpretation, laceration repair, abscess incision, drainage, wound packing, epistaxis control, limb immobilization, fracture reduction, dislocation reduction, arthrocentesis, foreign body removal, laboratory diagnostics- ordering and interpreting, and cerumen impaction curettage. The study findings were disseminated among local and regional FNP programs so they could utilize the evidence to influence the education curriculum.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379593315Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Family Nurse PractitionersIndex Terms--Genre/Form:

542853
Electronic books.

Evaluating Perceived Clinical Skills Preparedness Among New Graduate Family Nurse Practitioners.
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520 $a Although Family Nurse Practitioners (FNPs) are qualified to perform common clinical procedures and interpret diagnostic tests, many FNPs feel unprepared for such upon entry to practice. (Hart & Bowen, 2016; Hart & Macnee, 2007; Martsolf & Sochalski, 2019; Woroch & Bockwoldt, 2020). In addition, current literature suggests that many FNP programs lack established guidelines for specific clinical procedures, which results in discrepancies among the clinical skills offered at individual universities (Lausten, 2013). This descriptive study aimed to evaluate FNPs' perception of preparedness for performing clinical skills upon graduation from their education program. Due to the lack of literature supporting the topic, the project sought to enhance scholarly knowledge. This setting of the study was web-based and utilized a survey for data collection. The target population included participants from a variety of Facebook nurse practitioner groups. The participants were FNPs from across the United States and working in primary care. Criteria for participation were as follows: within their first three years since graduation, working as an FNP in ambulatory care, residing and working as a board-certified FNP in the United States, and English as a primary language. The study's results identified barriers to learning clinical skills in FNP education, and the participants provided many recommendations for improving clinical skill preparedness. Additionally, individuals who completed 901+ direct patient clinical hours in their program had statistically significant perceived preparedness scores in the following clinical skills: ECG interpretation, laceration repair, abscess incision, drainage, wound packing, epistaxis control, limb immobilization, fracture reduction, dislocation reduction, arthrocentesis, foreign body removal, laboratory diagnostics- ordering and interpreting, and cerumen impaction curettage. The study findings were disseminated among local and regional FNP programs so they could utilize the evidence to influence the education curriculum.
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