Newly-graduated nurses' work-integrated learning: A qualitative study from an educational and occupational...

Area of Science:

• Nursing Education
• Professional Development
• Workforce Transition

Background:

• Newly graduated nurses (NGNs) often lack preparedness for occupational demands.
• Difficulties integrating educational theory with practical application are common.
• Effective work-integrated learning (WIL) is crucial for NGNs' transition.

Purpose of the Study:

• To describe the work-integrated learning (WIL) experiences of newly graduated nurses (NGNs).
• To explore WIL from both educational and occupational viewpoints.
• To understand the complexities of WIL for nursing graduates.

Main Methods:

• Qualitative, descriptive study utilizing an inductive approach.
• Seven focus-group discussions were conducted.
• Data were analyzed using qualitative content analysis.

Main Results:

• WIL involves mastering professional roles: self-directed learning, collaboration, relational nursing, and transitioning to a collegial status.
• Adaptation to organizational requirements, including contextual knowledge and understanding, is key.
• Developing confidence in medical-technical skills and experience-based clinical understanding are vital components of WIL.

Conclusions:

• Work-integrated learning (WIL) is a complex process essential for enhancing new graduates' competence and work readiness.
• Successful WIL necessitates adaptation to roles and personal capabilities.
• Personal commitment to learning, alongside organizational and social support, is critical for effective WIL.