Raqueno Lorraine, Rückholdt Monica, Ndwiga Dorothy W, Gupta Meena, Raeburn Toby
School of Nursing, Midwifery and Paramedicine, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales 2060, Australia.
School of Nursing, Midwifery and Paramedicine, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales 2060, Australia.
Int J Nurs Stud. 2025 Oct;170:105145. doi: 10.1016/j.ijnurstu.2025.105145. Epub 2025 Jun 18.
Retention of newly qualified nurses is a challenge for health services worldwide. Graduate transition programs tend to provide top-down approaches that enlist senior nurses to mentor and train newly qualified nurses. Although peer support between newly qualified nurses has been shown to improve their experiences, existing studies mainly focus on support provided by senior nurses. Strategies focused on assisting newly qualified nurses to provide peer support to one another are limited.
To synthesise studies that have investigated strategies designed to assist newly qualified nurses in providing peer support to one another.
A systematic review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines.
A comprehensive search was conducted using databases including CINAHL Complete, MEDLINE Complete, Web of Science Core Collection and APA PsycInfo to identify relevant journal articles for the review on 4 September 2024. An updated search was conducted on 15 May 2025, which did not yield any new relevant articles.
All database citations were imported into Covidence, where duplicates were removed. Titles, abstracts and full texts were screened independently by two reviewers, who also assessed each study against the eligibility criteria. Any conflicts between the reviewers were resolved through discussion until a consensus was reached. Studies were assessed and assigned a credibility score using the Joanna-Briggs Institute critical appraisal tool. Data were extracted using a pre-developed extraction tool and thematically analysed. Codes were generated and grouped into meaningful themes that reflect the overall study aim.
Nine studies were included. These studies identified three key themes: (1) providing mutual support in virtual spaces to assist newly qualified nurses in coping with stress and mitigating feelings of isolation, (2) togetherness in practice, which promotes their emotional connection and overall well-being, and (3) readiness built in pairs to enhance their confidence and readiness for autonomous practice.
This systematic review highlights the importance of peer support in promoting the well-being, job satisfaction and retention of newly qualified nurses. Integrating structured peer support strategies into graduate transition programs may improve their emotional resilience and retention in the nursing workforce.
This systematic review was registered in PROSPERO, the international database for registering systematic reviews in health and social care on 7 October 2024 (ID CRD42024594504).
留住新获得资格的护士是全球卫生服务面临的一项挑战。毕业生过渡计划往往采用自上而下的方法，让资深护士指导和培训新获得资格的护士。尽管新获得资格的护士之间的同伴支持已被证明能改善他们的体验，但现有研究主要关注资深护士提供的支持。专注于帮助新获得资格的护士相互提供同伴支持的策略有限。
综合已调查的旨在帮助新获得资格的护士相互提供同伴支持的策略的研究。
根据系统评价和Meta分析的首选报告项目（PRISMA）指南报告了一项系统评价。
于2024年9月4日使用包括CINAHL Complete、MEDLINE Complete、科学引文索引核心合集和美国心理学会心理学文摘数据库在内的数据库进行了全面检索，以识别用于该评价的相关期刊文章。于2025年5月15日进行了更新检索，未产生任何新的相关文章。
所有数据库引文均导入Covidence，在其中去除重复项。两名评审员独立筛选标题、摘要和全文，他们还根据纳入标准评估每项研究。评审员之间的任何分歧都通过讨论解决，直至达成共识。使用乔安娜·布里格斯研究所的批判性评价工具对研究进行评估并赋予可信度评分。使用预先开发的提取工具提取数据并进行主题分析。生成代码并将其分组为反映总体研究目标的有意义的主题。
纳入了9项研究。这些研究确定了三个关键主题：（1）在虚拟空间中提供相互支持以帮助新获得资格的护士应对压力并减轻孤独感，（2）实践中的团结，这促进了他们的情感联系和整体幸福感，（3）结对准备以增强他们自主实践的信心和准备程度。
这项系统评价强调了同伴支持在促进新获得资格护士的幸福感以及工作满意度和留任意愿方面的重要性。将结构化的同伴支持策略纳入毕业生过渡计划可能会提高他们的情绪恢复力并增加他们在护理队伍中的留存率。
这项系统评价于2024年10月7日在PROSPERO（卫生和社会护理领域系统评价注册的国际数据库）注册（标识符CRD42024594504）。
