Exploring factors that influence role transition from registered nurse to nurse practitioner in Quebec: a pre-implementation study using a cross-sectional survey design

Introduction

Nurse practitioner (NP) education must address increasingly complex demands of the healthcare setting, as underprepared students demonstrate poor clinical performance and difficulties in making autonomous decisions. Educational preparedness is an important element impacting transition to practice. Difficulties during role transition impact intent to leave the profession, inability to implement advanced practice skills, anxiety and poor job satisfaction, leading to poor patient care and adverse outcomes. This study aims to explore factors that influence novice NP role transition in Quebec, Canada.

Method and analysis

This protocol for a descriptive cross-sectional survey design with non-probability sampling will be used to recruit NPs working in their first NP position for less than 12 months in Quebec. English and French versions of the Novice Nurse Practitioner Role Transition (NNPRT) scale will be completed by a minimum of 50 NPs and simple linear univariate regression will be used for data analyses. The analysis will be undertaken in consultation with a biostatistician using SPSS V.29. Descriptive statistics will be used to describe and summarise the sample demographics, the total NNPRT score and each of the five factors (organisation alignment, mentorship, sense of purpose, perceived competency, self-confidence and compensation).

Simple linear univariate regression will be used to explore the relationship between perceived competency and self-confidence and the role transition experience of novice NPs in Quebec.

Ethics and dissemination

Submission to the University of Toronto Health Sciences Research Ethics Board was completed and approved prior to the start of the study (Protocol number 48493). This study started 28 July 2025 and remains in the participant recruitment phase. Full data analysis will be completed and submitted for publication at the end of the study.