Lindblom Magdalena, Höglander Jessica, Letterstål Anna, Södersved Källestedt Marie-Louise, Asp Margareta, Widarsson Margareta
School of Health, Care and Social Welfare, Mälardalen University, Sweden.
Centre for Innovation, Research and Education, Region of Västmanland, Sweden.
J Clin Nurs. 2025 Jul;34(7):2948-2960. doi: 10.1111/jocn.17772. Epub 2025 Apr 10.
To describe newly graduated nurses' experiences of reflection as a support for professional development during the initial months of their transition while caring for patients in a hospital setting.
A qualitative descriptive design.
Four focus groups with 20 newly graduated nurses participating in a professional development programme at aregion in Sweden were conducted in 2023. The data were analysed using qualitative content analysis.
The analysis identified one main category: Reflection supports newly graduated nurses' professional development during their transition. This main category includes three generic categories: (1) Reflection with peers in a regularly structured dialogue group strengthens the professional role; (2) reflection with experienced healthcare instructors in learning activities enhances the mastery of care tasks; and (3) reflection with experienced colleagues in the workplace enhances task performance. Structured reflection in dialogue groups and interactive learning activities within the Professional Development Programme facilitated deeper reflections on caring experiences.
Newly graduated nurses reported that regularly structured reflection, adequate space, and established trust were essential to their professional development. While the professional development programme provided opportunities, variations in the workplace environment led to unequal conditions for reflective practice.
Addressing the need for reflection among newly graduated nurses is crucial for organisations to facilitate their transition. Establishing structures for reflection on caring experiences within introduction programmes can support their professional development.
Reflective practice in complex and challenging hospital settings can support the professional development of newly graduated nurses.
The Consolidated Criteria for Reporting Qualitative Research (COREQ) was adhered to.
No patient or public contributions.
描述新毕业护士在医院环境中照顾患者的过渡初期，将反思作为职业发展支持的经历。
质性描述性设计。
2023年，在瑞典一个地区对参加专业发展计划的20名新毕业护士进行了4次焦点小组访谈。采用质性内容分析法对数据进行分析。
分析确定了一个主要类别：反思支持新毕业护士在过渡期间的职业发展。这个主要类别包括三个一般类别：（1）在定期组织的对话小组中与同行反思可强化职业角色；（2）在学习活动中与经验丰富的医疗指导教师反思可提高护理任务的掌握程度；（3）在工作场所与经验丰富的同事反思可提高任务绩效。专业发展计划中的对话小组结构化反思和互动学习活动促进了对护理经历的更深入反思。
新毕业护士报告称，定期结构化反思、充足的空间和建立的信任对其职业发展至关重要。虽然专业发展计划提供了机会，但工作场所环境的差异导致反思实践的条件不平等。
满足新毕业护士的反思需求对组织促进其过渡至关重要。在入职培训计划中建立护理经历反思的结构可以支持他们的职业发展。
在复杂且具有挑战性的医院环境中进行反思性实践可以支持新毕业护士的职业发展。
遵循定性研究报告的统一标准（COREQ）。
无患者或公众贡献。
