Early clinical transition and professional adaptation among newly graduated nurses in post-pandemic clinical settings

To explore how newly graduated nurses experience early clinical transition and professional adaptation in post-pandemic clinical settings.

Transitioning from student to registered nurse is a critical period often accompanied by work-related stress, role adjustment challenges, and difficulties in applying theoretical knowledge to practice. Changes in post-pandemic clinical environments have further increased job demands, highlighting the need for structured support and practical strategies to facilitate early workplace learning.

This descriptive qualitative study recruited thirty newly graduated nurses to participate in semi-structured individual interviews. Data were analyzed using content analysis to identify key patterns in participants' experiences and support needs during early clinical transition.

Four themes were identified: developing situated clinical competence through real-world clinical exposure, knowledge application and clinical reasoning, navigating emotional turbulence and fostering resilience, and negotiating emerging professional identity in clinical contexts. Participants reported initial challenges during early clinical transition, with adaptation facilitated by experiential learning, mentorship, and supportive clinical environments.

Structured orientation, ongoing guidance, and supportive clinical environments help newly graduated nurses cope with work stress, build resilience, and integrate into professional roles. These strategies also contribute to better nurse retention and improved patient care in both post-pandemic and routine healthcare settings.