Bridging the nurse practitioner education-to-practice gap: Postgraduate residency as a workforce transition strategy.

BACKGROUND: The United States faces a critical shortage of primary care providers, with nurse practitioners (NPs) increasingly positioned to fill this gap. Yet despite rapid growth in NP licensure and workforce projections, a troubling disconnect persists between academic preparation and clinical readiness. New graduate NPs frequently begin practice with developing proficiency and an ongoing need for skill acquisition, necessitating structured support as they transition into their new roles. When mentorship and structured residency support are lacking, this early period of role adaptation often coincides with burnout, turnover, and professional dissatisfaction.

PURPOSE: This article examines the systemic and educational factors contributing to the novice NP readiness gap/proficiency/unpreparedness, including inconsistent clinical exposure, variable RN experience prior to becoming an NP, and fragmented state and national scope-of-practice regulations.

METHODS: Drawing on national policy recommendations and recent research, and using a large health system in the northeastern United States's HRSA-funded residency as a descriptive case example, we highlight how postgraduate NP residency programs may help support the transition from education to practice.

DISCUSSION: We explored how structured mentorship, competency-based coaching, and reflective practice can foster professional identity, improved confidence and competence, and build a safety net of nursing and intraprofessional colleagues.

CONCLUSION: To meet the demands of a shifting healthcare landscape, academic institutions, policymakers, and healthcare organizations must collaborate to expand and fund these programs-ensuring that NPs are not only produced, but prepared to stay.