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Managing the support needs of newly graduated nurses in professional practice environments: A scoping review
Annelie du Toit1, Ronell Leech1, Isabel Coetzee-Prinsloo1
1Department of Nursing Science, University of Pretoria, Pretoria, South Africa.
Aim/Objectives:
To explore how professional practice environments manage the support needs of new graduate nurses during their transition into professional practice.
Background:
The student-to-graduate nurse transition process is challenging, characterised by stress, emotional fatigue, and reduced confidence, which can affect nurse retention rates. Although transition support strategies exist, understanding is limited of how these are managed within professional practice environments globally.
Design:
Scoping review.
Methods:
A scoping review was conducted to synthesise the literature between January 2014 and December 2024. Electronic databases EBSCOhost, PubMed, Scopus, Web of Science and ProQuest central were searched, and three reviewers screened the reports.
Results:
From 1443 sources, twenty articles met the inclusion criteria, representing studies across 13 countries, including America, the United Kingdom and Australia. Three reviewers extracted and thematically analysed data to identify transition support strategies within professional practice environments. Seven themes were identified: digital platform support, standalone support strategies, structured transition programs, strategy-specific programs, program supplements, blended learning, and e-learning. Transition support strategies improved emotional resilience, confidence, and clinical competence. Context-specific implementation, mentorship, and emotional support were vital in new graduate nurse transition support. Inconsistent program quality, lack of standardisation, and resource limitations emerged as barriers.
Conclusions:
There is no one-size-fits-all solution for managing the support needs of new graduate nurses. Cohesive, flexible, and context-specific transition support strategies, rooted within professional practice environments, provide the potential for improved retention, competence, and well-being. Policymakers and healthcare institutions should focus on structured, standardised, and well-resourced transition support strategies to support new graduate nurses sustainably.
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