Advanced practice nursing students’ experiences of role transition during the first phase of their education – A qualitative study

Background: The advanced practice nurse role is relatively new in the municipal healthcare settings in Norway. Aim: Explore advanced practice nurse students’ expectations and experiences with initial role transition during the first three terms. Method: Focus group interviews (n=7) with 20 students at the beginning and midway through their education. Inductive reflexive thematic analysis was conducted. Findings: Four themes emerged: (a) expecting to become a “super nurse,” (b) searching for an understanding of the new professional role, (c) demonstrating competency supports advanced practice nurse role development, and (d) balancing registered nurse reality with new competence. Students began transitioning roles while studying, applying new knowledge in practice, but faced frustration caught "betwixt and between" roles, recognizing patient needs but lacking time or resources to address them. Conclusion: Part-time advanced practice nursing students experience role transition early in their education, but constraints in their positions prevent full utilization of these skills.