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A Multi-Component Intervention to Support Newly Graduated Nurses in Their Transition Into a Professional Role: A
Manja Bjerring Rothenberg1,2, Merete Gregersen2,3, Connie Berthelsen4,5
1Department of Medicine, Horsens Regional Hospital, Horsens, Denmark.
Background:
Transitioning from student to newly graduated nurse is challenging, often leading to anxiety, high turnover, and even attrition from the profession. This exacerbates the nurse shortage and compromises health quality. Transition programmes tailored to support newly graduated nurses are essential. The aim was to assess the feasibility of a 2-year transition programme for newly graduated nurses employed at a medical ward, evaluating programme acceptability, demand, implementation, practicality, integration and limited efficacy.
Method:
A feasibility study using triangulation. Data were collected using qualitative semi-structured interviews and registration data collected via a survey. The interviews with newly graduated nurses and providers were conducted between May and August 2023. Interview data were analysed using directed content analysis. The transition programme, developed in 2018, includes elements such as supervision, rotation in outpatient clinics, visiting the nurses in the municipality, followership, skills training and simulation. Of the 23 nurses who provided registration data, 11 were interviewed, along with 12 providers.
Results:
The newly graduated nurses completed 84% of the programme elements planned, with cancellation primarily due to sick leave or time constraints. Participants generally perceived the transition programme as acceptable and suitable for newly graduated nurses and providers. The 4-week rotation in outpatient clinics for patients with gastroenterological and pulmonary diseases, supervision, and visits to the municipality were considered satisfactory. Dissatisfaction appeared when the newly graduated nurses' expectations about planned conversations and followership were unmet. Preceptor presence was crucial for integrating the programme into the daily routine and heightening the nurses' job satisfaction. The 2-year timeframe accommodates the multi-component nature of the programme across two specialties.
Conclusion:
A 2-year transition programme is feasible in a complex setting such as a medical hospital ward, supporting newly graduated nurses' transition into practice and enhancing their confidence.
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