Writing for Publication and Nurse Practitioners Readiness for Practice

Abstract

Writing for Publication: Debbie Fraser An integral component of furthering nursing knowledge, scholarly writing is a part of any advanced practice nursing role. Too often however, as busy professionals we find reasons to allow a writing project to fall off the side of the desk. Sitting down in front of a blinking cursor and an empty screen can be a daunting prospect. This session will provide some insight into the world of publishing and will address selecting a topic and a journal as well as the nitty gritty of the writing process.

Nurse Practitioners Readiness for Practice Submitting authors: Dr Kimberley Lamarche, RN NP, DNP; Debbie Fraser, RN NP, MN; Dr Jennifer Knopp-Sihota, RN NP, PhD; Tina MacNamara, RN NP, MN; Dr Roberta Heale, RN NP, DNP

Background: Appropriate training and educational programs need to reflect changing and increasing clinical performance expectations and meet the changing needs of the NP student in a modern-day, online learning environment. This research provides information describing how newly graduated NPs perceive that their graduate education has prepared them for practice. When discussing the significance of understanding these perceptions based on the NP Preparedness tool, Hart (2007) reflected that “practicing NPs are the basis of the NP profession, and their views need to be sought, listened to, and reflected upon as we advance toward expanded preparation.”

Purpose: The purpose of this study was to ascertain the perceived level of preparedness of NP program alumni for practice. Specific levels of perceived preparation in select clinical content areas as well as students perceived barriers to online education were determined.

Data Sources: 50 participants responded to a two separate surveys: Nurse Practitioners Preparedness for Practice Survey and Survey of Student Barriers to eLearning. Data will be presented to describe the level of perceived preparedness as an NP upon graduation, factors during the first year that affected their ability to integrate into the practice setting (i.e. mentoring, clinical support), and barriers to eLearning.

Implications for Practice: A clear need for more data relating to NP preparedness for professional practice is obvious (Keough et al, 2010; Hart et al, 2007, Woolsey, 2006; Dunaway & Running, 2009). This study provides valuable information on how students perceive their preparation for practice as they exit their formal education and transition to working professionals. Further, with a solid understanding of changing NP student needs within the modern-day context of e-learning, faculty, administrators, and nursing peers can appropriately guide the continuing development of NP professional training programs for the betterment of advanced nursing practice in Canada.