2013 CNL® Summit
January 17-19, 2013
Abstract Submission Form
Abstract title: Transitioning the CNL Student into the CNL Role
Author Name & Credentials: Mary Bishop DNP, RN, NEA BC, FACHE
Institution: University of West Georgia
City/State: Carollton, GA
Primary Contact Email: Mbishop@westga.edu
Instructions: Please complete each of the following sections, when applicable. Each section
should contain between 50 and 250 words, using Times New Roman, 12 point font.
Background Information:
In 2007, the School of Nursing at the University of West Georgia (UWG) responded to a call
from the American Association of Colleges of Nursing (AACN) for cooperative agreements
among colleges/universities and clinical agencies to prepare CNLs. In 2011, the SON entered
into a formal partnership with the WellStar Health System consisting of five not-for-profit,
community based hospitals in Georgia. The Health System is committed to supporting advanced
education for their nurses and has agreed to sponsor cohorts of nurses over the next 3 years. The
first cohort consisting of 18 nurses who entered the UWG program Fall of 2011 and the second
cohort of 22 students entered the program Fall 2012. The goal of this partnership is a critical
mass of CNLs integrated throughout the 5 hospital system to make a major impact on patient
safety and quality outcomes. The addition of this innovative role creates the need for change in
structure and process on various nursing units throughout the system. The focus of this study will
be the transition of students into the CNL role after completing 2 practica consisting of 150
hours.
Role transition can be exciting and challenging; however transitioning to the role of the CNL is
not without issues and concerns.Many factors need to be considered when examining the
preparation for transition to a new role such as feelings of preparedness, confidence in one's
competency and decison making as a CNL as well as the need for support and socialization into
the role. Strategies for successful transition of undergraduate nursing students to the RN role are
well documented (Duchscher, 2009: Hofler, 2008: Doody, Tuohy&Deasy, 2012). Nursing
faculty strive to identify innovative and effective evidence based educational strategies to assist
students in role transition ( Kim, Ellefsen,Han & Alves, 2008). Studies examining CNL
transition are limited to graduate CNLs and their impact on positive patient outcomes (Sherman,
2010). There is a gap in the literature with little empirical evidence about students’ perceptions
of their transitional experiences of becoming a CNL in their final year of the educational
program.
ADVANCING HIGHER EDUC ATION IN NURSING
One Dupont Circle NW, Suite 530 ∙ Washington, DC 20036 ∙ 202-463-6930 tel ∙ 202-785-8320 fax ∙
www.aacn.nche.edu
Aim:
The purpose of this qualitative/quantitative study is to explore final year CNL students’
perceptions about transitions and acceptance of the CNL role in the clinical setting. The research
questions are: What is the CNL student's transitional experience of " becoming" a CNL? Does
the curriculum and course design support the role transitional process with regard to the initial
steps of becoming a CNL?
Methods/Programs/Practices:
The qualitative focus of the study will require an interview of each participant using open ended
questions about factors impacting students’ CNL transition. A tool will measure the students’
preceptions of their student experiences in the role transitional process. The sample will consist
of 18 senior year CNL students who graduate in April ,2013 from the University of West
Georgia. IRB approval from the University of West Georgia and the Nursing Research
Committee of the Clinical Partner is in process.
Outcome Data:
The study is in process at this time, but results will be available for a summit presentation.
Conclusion:
Conclusions will be presented based on the findings of the qualitative analyses and quantitative
analysis
AACN Call for Abstracts, 2013 CNL Summit
2