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How Changes in New Graduate Nurses' Transition Experience Mediate the Link Between Readiness for Practice and Job
Taewha Lee1, Eunkyung Kim2, Yoonjung Ji2
1Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, South Korea.
Journal of Advanced Nursing
|August 11, 2026
Summary
New graduate nurses
Area of Science:
- Nursing workforce research
- Organizational psychology
- Healthcare professional development
Background:
- The transition from education to practice is critical for new graduate nurses.
- Job embeddedness is vital for retaining nurses in the workforce.
- Understanding factors influencing job embeddedness early in a nursing career is essential.
Purpose of the Study:
- To investigate the mediating role of transition experience changes on the relationship between readiness for practice and job embeddedness.
- To examine the influence of early career experiences on new graduate nurses' retention.
- To apply the conservation of resources theory to understand nurse retention.
Main Methods:
- Retrospective longitudinal design with 743 nurses.
- Data collected at 2 months pre-graduation, 1 year, and 2 years post-graduation.
- Statistical analysis using PROCESS Macro Model 4 with 5000 bootstrap samples.
Main Results:
- Readiness for practice positively correlated with transition experience changes and job embeddedness.
- Readiness for practice directly impacted job embeddedness.
- Changes in transition experience partially mediated the relationship between readiness for practice and job embeddedness (24.8% of total effect).
Conclusions:
- Readiness for practice in nursing education directly and indirectly influences job embeddedness via early transition experiences.
- The first two years of practice represent a critical window for interventions.
- Findings support the link between pre-employment competency and workforce retention.
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