Author(s) Information

Jennifer JimenezFollow

Streaming Media

Name of Corresponding Author

Jennifer JImenez

Credentials of Corresponding Author


Name of Faculty Advisor

Frances Vlasses PhD, RN, NEA-BC, ANEF, FAAN

Nature and scope of the project

The transition time between staff nursing and advanced practice nursing is an opportune time to mentor nurses. Nursing education strives to prepare nurses to meet competencies that will prepare them for practice. National Board Certification for Psychiatric Mental Health Nurse Practitioner (PMHNP) provides a baseline foundation for graduates to enter advanced practice. However, there is a significant gap between being a registered nurse and a nurse practitioner.

Synthesis and analysis of supporting literature

There are limited post-graduation programs available for PMHNPs and advanced practice nurses at large. Much of the current literature discussing novice to expert is focused on student- registered nurse transition. Discussion relating to PMHNPs is largely based on the progression of PMHNP education including the following areas of development:

  • Defining and expanding the workforce
  • Competency based
  • Mentorship
  • Post Graduate training

While there are individual case studies and reports about post graduate training,

the only systematic review that was found cited 5 articles relating to transition to practice for Advance Practice Nursing (APRNs). This is a testament to the lack of evidence that has been disseminated regarding this topic

Project implementation

The need and feasibility for for this project entailed a SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis of the organization and development of a project plan.

A self-rated survey was developed and will be given to participants (2 PMHNP students, 2 PMHNP new grads) pre intervention.

Using an interprofessional environment, an assigned preceptor/mentor, and specific PMHNP practice didactic modules over a course of 12 weeks, participants will be participating in this evidence based project.

The same 3 part survey will be conducted post-intervention for comparison.

Evaluation criteria

Participants (2 PMHNP students, 2 PMHNP new grads) will first take a 3-part survey that is a self-rated.

1. 5 point Likert scale focusing concepts related to Interprofessional Competencies

  • Values and Ethics
  • Roles and Responsibilities
  • Interprofessional Communication
  • Teams and Teamwork
2. 3 point Likert scale focusing on concepts related to self-confidence
  • Emotional intelligence
  • Past performance or Experience
  • Resilience
  • Attitude towards learning
  • Adaptation
  • Cognitive abilities
  • Trust in oneself
  • Intuition
  • Perceived readiness
  • Knowledge
3. 3 point Likert scale focusing on concepts in defining roles:
  • Practitioner
  • Professional
Participants will take the same survey upon completion of the intervention and ratings will be compared. An evaluation of the program will also be given to participants including rating:
  • Module topics
  • Educators (MDs, PMHNPs, LCSW, etc)
  • Interprofessional learning environment


At termination of this project, we will see that participants will report an increased level of self-reported confidence and advancement in their role as practitioners and professionals.


The evidence shows the importance of supporting and educating PMHNPs in their first year of practice. Utilizing a program that is built on interprofessional mentorship, collaboration and self-reflection can provide a firm foundation for novice PMHNPs to transition into experts in their practice. This project will be used as evidence to propose a post-graduate PMHNP fellowship at my organization.



Supporting the Psychiatric Mental Health Nurse Practitioner Transition from Education to Practice: An Evidence Based Protocol