Malmstrom Zinkel Annika, Rogers Chelsea, Hutchinson Anastasia
Deakin University Geelong, Faculty of Health, School of Nursing & Midwifery, Victoria, Australia.
Epworth HealthCare Geelong, Clinical Education Department, Victoria, Australia.
Nurse Educ Today. 2025 Jul;150:106672. doi: 10.1016/j.nedt.2025.106672. Epub 2025 Mar 10.
Graduate registered nurses transitioning into clinical practice are known to feel uncertain about their ability to provide high-quality patient care and meet professional expectations. These concerns may have been magnified following the COVID-19 pandemic.
To explore clinical nurse educators' and new graduate nurses' perspectives on the transition into clinical practice following the COVID-19 pandemic.
An exploratory descriptive qualitative study design was used to allow for flexible interaction with the study participants to collect rich data and themes to develop.
The study was conducted at a large not-for-profit healthcare facility in Victoria, Australia.
There were two (2) groups of study participants: six (6) clinical nurse educators and ten (10) graduate year registered nurses.
Individual, semi-structured interviews were conducted via teleconferencing.
Three (3) key themes explored the experiences of new graduate nurses and the support provided by clinical nurse educators during their transition to clinical practice. The professional challenges of clinical nurse educators following the COVID-19 pandemic were also explored. Five (5) subthemes addressed: increased motivation of graduate nurses entering clinical practice, importance of opportunities for kinaesthetic learning, and relationship building in the clinical environment to strengthen integration into the health service. Pre-registration nursing roles contributed to greater confidence and a smoother transition to clinical practice. Clinical nurse educators identified gaps in communication and clinical skills, but also resilience and determination as key attributes of graduate nurses. Structured study days early in the graduate year resulted in rapid improvements in the graduates' kinaesthetic skills and confidence to practice.
Completing undergraduate education during the COVID-19 pandemic impacted pre registration nursing students' clinical and communication skill development. Opportunities to work in structured and supported clinical roles prior to registration Powered by Editorial Manager® and ProduXion Manager® from Aries Systems Corporation eased the transition into clinical practice. During their graduate year factors mitigating transition stress included: targeted educational support and integration into clinical teams.
众所周知，刚毕业的注册护士在向临床实践过渡时，会对自己提供高质量患者护理以及满足专业期望的能力感到不确定。在新冠疫情之后，这些担忧可能被进一步放大。
探讨临床护士教育工作者和新毕业护士对新冠疫情后向临床实践过渡的看法。
采用探索性描述性定性研究设计，以便与研究参与者进行灵活互动，收集丰富的数据和有待形成的主题。
该研究在澳大利亚维多利亚州的一家大型非营利性医疗机构开展。
有两组研究参与者：6名临床护士教育工作者和10名毕业年度注册护士。
通过电话会议进行个人半结构化访谈。
三个关键主题探讨了新毕业护士的经历以及临床护士教育工作者在他们向临床实践过渡期间提供的支持。还探讨了新冠疫情后临床护士教育工作者面临的专业挑战。五个子主题涉及：进入临床实践的毕业护士积极性增强、动觉学习机会的重要性，以及在临床环境中建立关系以加强融入医疗服务。注册前护理岗位有助于增强信心并更顺利地过渡到临床实践。临床护士教育工作者指出了沟通和临床技能方面的差距，但也认为适应力和决心是毕业护士的关键特质。毕业年度早期安排的结构化学习日使毕业生的动觉技能和实践信心迅速提高。
在新冠疫情期间完成本科教育影响了注册前护理专业学生的临床和沟通技能发展。注册前在结构化且有支持的临床岗位工作的机会缓解了向临床实践的过渡。在毕业年度，减轻过渡压力的因素包括：有针对性的教育支持和融入临床团队。
