Experiences and learning during a graduate nurse program: an examination using a focus group approach

Area of Science:

• Nursing Education
• Professional Development
• Healthcare Workforce Transition

Background:

• The transition from university to registered nurse is a critical period for new graduates.
• New nurses face steep learning curves during their first year of practice.
• Understanding graduate nurse experiences is vital for effective support programs.

Purpose of the Study:

• To explore the experiences and learning of new nurse graduates during their first year.
• To identify developmental shifts in graduate nurses' professional practice and learning.
• To inform the structure and support within graduate nurse programs.

Main Methods:

• Qualitative study involving seven new nurse graduates.
• Focus group interviews conducted at six and 12 months.
• Consistent guiding questions used for both interviews.

Main Results:

• Early in the graduate year, nurses focused on self-survival, workload management, and task performance.
• By 12 months, graduates demonstrated reduced self-focus, improved confidence, and team integration.
• Learning progressed from basic task completion to higher-order skills like critical thinking.

Conclusions:

• The graduate nurse year facilitates a significant developmental shift in professional practice.
• Supportive programs should acknowledge and address the initial survival needs of new graduates.
• Progression in learning reflects increased confidence, critical thinking, and professional maturity.