Abstract
The purpose of this study was to examine the effect of online faculty mentoring on Registered Nurse (RN) to Family Nurse Practitioner (FNP) role transition balance during graduate education. Making the transition from RN to an FNP can seem daunting and there is limited information in the literature about RN to FNP role transition during graduate education. Nurse faculty may be in a position to aid graduate students to better balance their transition in role from RN to FNP. However, for faculty who seek to do this, there is little information available on methods that have proven successful. Factors that may be assets or deficits for successful transition balance have not been well researched. One approach that may hold promise is faculty mentoring. A pre-test post-test design using a nonequivalent comparison group was used for carrying out this study. Transition Theory (Schlossberg, 1981; 1984) was the theoretical framework that underpinned this study. There were four variables, one independent, faculty mentoring, one dependent, transition balance, and two mediator variables, self-efficacy and metacognitive awareness.
Sigma Membership
Alpha Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
RN to FNP Transition, Nursing Education, Transition Theory
Advisor
Karen Morin
Degree
PhD
Degree Grantor
University of Wisconsin - Milwaukee
Degree Year
2011
Recommended Citation
Poronsky, Cathlin B., "Online faculty mentoring and transition balance in family nurse practitioner students" (2019). Dissertations. 1423.
https://www.sigmarepository.org/dissertations/1423
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2019-03-01
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3510670; ProQuest document ID: 1017878758. The author still retains copyright.