Novice nurses' experience with an 'Attending Rounds' clinical case mentoring model: a phenomenological study

To explore the lived experiences of novice nurses during their transition from participation in the 'Attending Rounds' clinical case mentoring training model to independent clinical practice, and to understand its influence on their development of clinical competence, role identity and team collaboration.

A descriptive phenomenological study using semistructured, face-to-face interviews, guided by Colaizzi's seven-step method of data analysis.

Two large teaching hospitals in eastern China, representing secondary and tertiary levels of care.

12 novice nurses (nine female, three male; aged 22-29 years; bachelor's or master's degree holders) who had completed the 'Attending Rounds' training at least four times and subsequently entered clinical practice. Participants were recruited purposively to ensure variation in demographic and educational backgrounds.

Not applicable PRIMARY OUTCOME MEASURES: The primary outcomes were novice nurses' lived experiences and perceptions of the 'Attending Rounds' model, captured through semistructured interviews and analysed using Colaizzi's phenomenological method.

Experiential domains included: (1) skill improvement-enhanced clinical judgement, patient management and ward management; (2) learner anxiety and growth-initial discomfort and stress evolving into confidence and resilience; (3) role modelling-professional inspiration and learning through observation of senior nurses and (4) team cohesion-improved communication, collaboration and patient-centred care.

Four overarching themes with 12 subthemes were identified: (1) skill improvement (clinical judgement, patient and ward management); (2) stress and growth (initial anxiety and adaptation leading to confidence); (3) role modelling (learning from senior nurses, leadership inspiration) and (4) team cohesion (enhanced collaboration, strengthened patient-centred care). Nurses described initial discomfort and anxiety, but over time developed greater competence, confidence and awareness of professional responsibilities.

The 'Attending Rounds' model facilitated novice nurses' transition into clinical practice by integrating structured case-based learning, role modelling and team collaboration. While stress and anxiety were common at the outset, these experiences were ultimately perceived as catalysts for growth. Findings suggest the model may be further refined to support novice nurses' professional identity formation and clinical competence.

This study was registered with the Chinese Clinical Research Registry (registration number: MR-33-24-058353).