'A level-breaking adventure game': A grounded theory study of postgraduate nurses' academic growth trajectory.

OBJECTIVE

This study aims to explore the key experiences in the academic growth trajectory of postgraduate nurses.

DESIGN AND METHODS

A qualitative study was designed using Charmaz's constructivist grounded theory. Semi-structured in-depth interviews were conducted, with all sessions being recorded and transcribed verbatim. Data analysis was performed using initial coding, focused coding, and theoretical coding strategies. Additionally, methods such as constant comparison and memo writing were employed. This study adhered to the Standards for Reporting Qualitative Research.

PARTICIPANTS AND SETTING

A total of 14 postgraduate nurses from comprehensive hospitals in eight cities across China participated in this study.

RESULTS

The postgraduate nurses' academic growth resembles the process of completing 'a level-breaking adventure game,' consisting of four stages: incubation, germination, honeymoon, and plateau. Influenced by the personal factors, organizational factors, and social factors, individuals may diverge towards two paths: metamorphosis or burnout.

CONCLUSIONS

The academic growth trajectory of postgraduate nurses is a multi-stage, evolving process. It should begin during the educational phase in nursing school, relying on support from the workplace and society, and driven by the individuality of the postgraduate nurses.