Dissertation
Exploring the lived experiences of novice nurses transitioning to clinical practice: a narrative qualitative study
Doctor of Education (Ed.D.), Drexel University
Feb 2025
DOI:
https://doi.org/10.17918/00010867
Abstract
Novice nurses often face challenges transitioning from student nurses to independent practitioners. Gaps in their theoretical knowledge and practical skills can hinder this transition, leading to concerns about the competency of novice nurses, resulting in poor patient outcomes and high attrition rates. Therefore, this qualitative narrative study was conducted to explore the lived experiences of novice nurses as they transitioned into independent practice. The study focused on the novice nurses' perception of their clinical competency and was guided by the following question: What are the lived experiences of nurses as they transition from preparation programs to clinical practice? The researcher used purposeful sampling to select six baccalaureate-prepared nurses practicing from one to 12 months on a medical-surgical unit. Data collection via one semistructured interview was the source of data collection. Data analysis revealed themes, co-themes, and constructs indicating that novice nurses undergo a period of adaptation to clinical reality in the first year of clinical practice. It was also found that educational preparation and practice require continuous learning and support mechanisms. The research suggests that novice nurses need high-quality, clinically relevant education and transitional support programs to develop their professional identity and to bridge the gap between educational preparation and workplace reality. Bridging the gap is essential for ensuring positive patient outcomes and lower attrition rates during this transitional period. Keywords: novice nurses, clinical competency, knowledge-to-practice gap, transition to practice, NCLEX
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Details
- Title
- Exploring the lived experiences of novice nurses transitioning to clinical practice
- Creators
- Shari L. Tenner
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 126 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022029238004721