Newly-graduated nurses’ work-integrated learning: A qualitative study from an educational and occupational perspective

Abstract

AimThe aim of this study was to describe newly graduated nurses’ (NGNs’) experience of work-integrated learning (WIL), from an educational and occupational perspective. BackgroundNGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life. DesignThis is a qualitative, descriptive study with an inductive approach. MethodsSeven focus-group discussions were performed and subjected to qualitative content analysis. ResultsThe results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations. ConclusionThe results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates’ competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support.