Nursing professional development practitioners (NPDPs) develop robust orientation processes and competency validation for clinical staff. In contrast, an analysis by Casey et al. (2025) found that less than half of NPD practitioner respondents received a structured orientation in their NPD role. At Sarasota Memorial Health Care System (SMHCS), a consistent NPD onboarding process was needed for a substantial number of novice NPDPs, who varied in their experience level and educational background. Through developing a standardized NPD onboarding and comprehensive development program that aligns with the NPD Scope and Standards of Practice, our NPD team sought to both improve retention and advance NPD practice within our organization.

Reviewing the Literature on NPD Practitioner Development

There is limited information in the literature regarding transition or orientation programs for NPDPs. Fritz (2018) identified barriers and facilitators of nurse transition from clinical roles to NPD and educator roles. Transition barriers included lack of role clarity and expectations, insufficient orientation and mentoring, and inadequate preparation in educator skills. Fritz also highlighted facilitators of successful transition such as adequate orientation, effective mentoring, and guidance on developing educator skills.

DeVolt et al. (2023) described piloting a six-month synchronous virtual NPD fellowship program. Pilot participants found it challenging to prioritize the four to six hours of time required monthly for the fellowship, which included live, synchronous sessions, posts and activities or assignments. The pilot improved understanding of the NPD role and application of concepts, and the authors. suggested more clarity in time requirements, structured and consistent support, and peer collaboration.

Harper et al. (2022) found that facilities with higher numbers of NPD practitioners per hospital bed saw higher retention of newly licensed nurses with lower turnover rates in nursing overall nursing. Higher patient satisfaction scores (per HCAHPS data) and fewer unplanned visits for patients with heart failure, COPD, pneumonia, and CABG were also noted.

Impacting Onboarding by Developing Resources

Our NPD team developed new resources to help onboard and retain NPD practitioners. This process took part in three phases:

Phase 1: Resource Manual and Nursing Professional Development Collaborative (NPDC)

In the fall of 2020, our NPD team assembled a task force and began developing resources for new NPDPs. ANPD’s NPD Practice Model (Harper & Maloney, 2022) and our hospital’s Nursing Practice Model were utilized to guide the development of resource materials. The task force was led by an experienced centralized master’s-prepared NPD specialist, and was comprised of both experienced and newer unit-based NPDPs. We had representation from all practice areas (medical-surgical, pediatrics, postpartum, critical care, emergency department, operating room, etc.). The goal was to develop a robust NPD resource manual incorporating items for each NPD responsibility.

Beyond providing the initial resource manual, it became evident that continued support of the NPD role was needed. We developed the Nursing Professional Development Collaborative (NPDC) as a support committee to provide further education and guidance as well as time to share experiences and work as a group. NPDC, which invited all new NPD practitioners at our organization, met monthly and consisted of an open forum to discuss issues they faced. It also allowed them time to share stories and discuss best practices.

Phase 2: Job Description, Leveled Competencies, 1:1 Meetings, NPDC Growth

Upon further analysis of our NPD annual needs assessments, in the spring of 2023, the program expanded to include an updated job description utilizing the NPD Scope and Standards, leveled NPD competencies, and 1:1 biweekly progress meetings.

To further support the unit level NPDPs in their role, the task force leader met 1:1 with each new NPD and assigned them a preceptor. Over the new NPDP’s first two to three months, these 1:1 meetings focused on the NPDP’s main roles and responsibilities while also providing individual support in their new role.

The NPDC increased in popularity and expanded to include experienced NPDPs. This group meets monthly and has set agenda items based on the NPD annual needs assessment. We continue to keep the informal open forum as part of the agenda as well to discuss issues all NPDPs are facing and allow for sharing of expertise.

Phase 3: NPD University (NPDU) and Expansion of 1:1 Meetings

In the fall of 2024, we added to our NPD onboarding and development plan a 14-month program titled NPD University (NPDU), which provides in-depth education and professional development of the NPDPs. NPD specialists who have worked within the specialty for many years created the in person NPDU program. Using ANPD’s NPD Practice Model and the NPD standards of practice as a framework, modules were developed highlighting the “Big Six” responsibilities of the NPDP. The goal of the program is to have NPDPs report an increase in their competence of each NPD responsibility and standard.

To evaluate the effectiveness of the NPDU program, an NPD assessment tool and survey questions measuring competence and confidence in the NPD role were electronically administered. The surveys were completed before coursework was initiated and after program completion for those who competed at least 75% of the curriculum confidence was also measured again at the halfway point.

In this latest phase, we added even more support for all NPDPs. In addition to monthly meetings with all NPDPs in division meetings, the task force leader also holds 1:1 quarterly meetings with each NPD and their manager to discuss ongoing projects.

Assessing the Value of the Changes

To date, we have measured NPD retention of at least one year in the role. Prior to implementing a formal NPD onboarding program with resources, baseline one-year retention for the NPDPs was 93%. While this retention rate was strong, the onboarding process was needed due to the substantial number of novice NPDPs being added to the team who varied in their experience level and educational background.

At the start of Phase 1, there were 37 total NPDPs. Forty-five additional novice NPDPs were onboarded during this time, including adding NPDPs for an additional campus. The one-year retention rate was 89% at this time.  The influx of additional NPDPs as well as the substantial number of novice NPDPs may have contributed to the below baseline one-year retention rate. This revealed the need for additional support during the onboarding process.

There were 56 NPDPs at the start of Phase 2. Twenty-six new NPDPs were onboarded in this phase with the one-year retention rate increase of 95%.

We are now beginning our measurement of Phase 3 retention by conducting program evaluation of the effectiveness of the NPDU program and measuring NPD competence and confidence.

Since there is little work published on an NPD onboarding process, it is imperative that we disseminate projects such as this to recognize the need for the continued professional development of the NPD practitioner within the organization. We intend to publish in a peer-reviewed journal with our findings at the end of 2025.

References

Casey, K., Mernin, M., Harper, M. G., MacDonald, R., & Fink, R. (2025). Development of the Association for Nursing Development Casey-Fink Nurses in Professional Development Transition Experience Survey. Journal for Nurses in Professional Development 41(1), 8-16. DOI: 10.1097/NND.0000000000001099

DeVolt, M., Reid, R., Luttrell, J. & Robinson, E. (2023). Transition into practice for nursing professional development specialists: A Pilot Program. Journal for Nurses in Professional Development, 39(1), 5-11. https://doi.org/10.1097/NND.0000000000000783

Fritz, E. (2018). Transition from clinical to educator roles in nursing: An integrative Review. Journal for Nurses in Professional Development, 34(2), 67-77. https://doi.org/10.1097/NND.0000000000000436

Harper, M. G., & Maloney, P. (Eds.). (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.

Harper, M.G., Maloney, P., Aucoin, J., & MacDonald, R. (2022). Findings from the 2021 organizational value of nursing professional development practice study, part 2: Relationships between nursing professional development staffing and organizational outcomes. Journal for Nurses in Professional Development, 38(5), 265-272. https://doi.org/10.1097/NND.0000000000000919