Transition Experiences Research Articles

ABSTRACT Higher education institutions (HEIs) are mostly led by professors drawn from within the ranks of the academic profession who are not specifically trained for leadership. Moving into top leadership positions requires a change of perspective, moving away from an inward-viewing individual focus into an outward-oriented institutional approach [Ruben, B., R. De Lisi, and R. Gigliotti. 2017. A Guide for Leaders in Higher Education. Core Concepts, Competencies and Tools. VA: Stylus Publishing], which is important for academic and administrative effectiveness [Gigliotti, R., and B. D. Ruben. 2017. “Preparing Higher Education Leaders: A Conceptual, Strategic, and Operational Approach.” Journal of Leadership Education 16 (1): 96–114. https://doi.org/10.12806/V16/I1/T1, 96]. While some degree of turbulence may occur, leadership transitions should ideally run smoothly and without greater periods of instability or insecurity, thereby maintaining continuity with the institution’s mission and serving to ground the institution [Van Mannen, J., and E. H. Schein. 1977. Toward a Theory of Organizational Socialization. Greenwich: JAI Press; Zenk, L. R., and K. Seashore Louis. 2018. “Mission as Metaphor: Reconceptualizing How Leaders Utilize Institutional Mission.” Teachers College Record 120 (9): 1–34]. To date little research has explored the experiences of HE leadership transitions, e.g. within the first 18 months of office. This study focusses on recently-elected women HEI leaders in Germany and the US, two countries chosen for their similar federal governance structures. Adapting a model of transition put forward by Manderscheid & Ardichvili, ([Manderscheid, S., and A. Ardichvili. 2008. “A Conceptual Model for Leadership Transition.” Performance Improvement Quarterly 20 (3-4): 113–129. https://doi.org/10.1002/piq.20006]), in association with post-heroic leadership theory, our findings from 10 qualitative interviews indicate the value in creating formal support structures and programming opportunities including coaching, mentoring, and cohort building for new women leaders. The comparative consideration of leadership trajectory structures in both countries indicate that there are particular considerations related to age that hold real-life implications for those with families and young children.

To co-develop storyboards and scripts for multimedia resources to support the information needs of informal carers (carers) of older adults from Greek, Italian and Chinese (Cantonese- and Mandarin-speaking) Australian backgrounds during hospital-to-home transitions. A modified experience-based co-design methodology was used to co-develop four storyboards and scripts with Greek, Italian and Chinese Australian carers and advocates from multicultural community-aged care organisations. To promote relevance, a Carer Advisory Group guided the research. The Carer Advisory Group, comprising 10 people, included carers and advocates from participating multicultural community-aged care organisations, a social worker from a large public health service, and policy representatives. Twenty-nine participants took part from June 2023 to April 2024. Data collection involved two rounds of co-development including 2 workshops, 9 small group interviews and 11 individual interviews. Round 1 focused on understanding participants' experiences of older adult care transitions, information needs and advice for other carers. This information was used to develop categories and example quotes to draft four storyboards reflecting participants' descriptions of the carer and patient journey during care transitions. Round 2 involved draft storyboards being presented to the same participants who advised on their acceptability. Certified interpreters and translators were used throughout data collection. The co-developed categories, four storyboards and scripts are presented. Participants and the Carer Advisory Group agreed that the findings would be used to develop multimedia resources to support the information needs of carers and older adults from Greek, Italian and Chinese Australian backgrounds in care transitions. The storyboards and scripts for multimedia resources are expected to improve access to information and services for carers and older adults from culturally and linguistically diverse backgrounds. The storyboards and scripts are examples to guide policymakers and leaders in improving transitional care in Australia and internationally. The reporting of the study has adhered to the COREQ guidelines. Informal carers were involved in the Carer Advisory Group which provided guidance and consultation to each phase of the project. Their contributions included reviewing the ethics application prior to submission for ethical review, and reviewing storyboards and scripts to optimise the relevance for informal carers and older adults.

Novel Retrospective Perspectives of Healthcare Transitions From Emerging Adults With Chronic Conditions: A Quantitative Overview.

Although the literature has documented numerous challenges Syrian refugees face during their resettlement in Canada, the unique transition experiences of Syrian refugee parents remain underexplored. This study examines demographic, community and social, migration, and health-related factors that influence the level of difficulty experienced by Syrian refugee parents in Canada during their transition. This cross-sectional, interview-based study was conducted from March 2021 to March 2022, involving 540 Syrian refugee parents in Ontario with at least one child under the age of 18. Transition difficulty was measured based on the question "How difficult has the transition into Canada been for you?" Responses ranged from 1 representing "Not difficult at all" and 5 representing "Very difficult". 6.5% of participants rated their transition as "Not difficult at all", 15.9% as "Not difficult, "20.6% as "Neutral", 43% as "Difficult", and 13.7% as "Very difficult". Results of the multiple linear regression analyses indicated that greater transition difficulty was significantly associated with experiences of discrimination at children's school events (Adjβ = 0.138, p = 0.038), dissatisfaction with friendships (Adjβ = 0.134, p = 0.006), being over age 45 (Adjβ = 0.301, p = 0.047), lower proficiency in English or French (Adjβ = - 0.145, p = 0.008), longer duration spent in Canada (Adjβ = 0.123, p < 0.001), Blended Visa Office-Referred program (Adjβ = 0.530, p = 0.026) and poorer mental health (Adjβ = 0.173, p < 0.001). The findings from this study highlight the need for policies and frameworks aimed at improving resettlement efforts for refugee parents, thereby promoting the overall well-being of Syrian refugee families in Canada.

The transition to high school often induces feelings of discomfort among students, potentially leading to stress and challenges, especially given their diverse socioeconomic backgrounds. If left unaddressed, these difficulties may contribute to disengagement, classroom challenges, and, in some cases, academic setbacks or dropping out. This study examines the transition experiences of grade seven students (n=144; 81 females and 63 males) enrolled in a laboratory school in Leyte. It focuses on their perceived appreciation of their former schools, the importance of acquired competencies, and the difficulties encountered during the transition. Findings indicate that respondents generally highly appreciate their former schools and recognize the value of the competencies they developed while reporting moderate difficulty levels in the transition. Students from public schools, in particular, showed a strong appreciation for their previous school environment and competencies. Additionally, students with higher grades expressed a greater appreciation for their former school and reported lower levels of difficulty in adjusting. The results suggest that enhancing school engagement and fostering a sense of belonging could ease the transition process, helping students better adapt to their new environment.

Lady and the champ: The shared career experiences and retirement transition of a champion jockey and his partner.

Lived experiences of domestic heating transitions in Finland: Insights from oral histories

Glioma patients often face a poor prognosis and frequently experience neurological impairments. This places caregivers under significant caregiving burden. This review aims to explore the role transition experiences in family caregivers of glioma patients and clarify their support needs. We conducted a meta-synthesis that included studies on role transition experiences in family caregivers of glioma patients. PubMed, Embase, CINAHL, Scopus, Web of Science, Cochrane Library, PsycINFO, China Knowledge Resource Integrated Database, Wanfang Database, Weipu Database, and Chinese Biomedical were searched from the inception of the database to 25 February 2025. The JBI Qualitative Research Assessment Tool was used to assess the quality of the studies, and data synthesis was performed using the Thomas and Harden method of thematic and content analysis. A total of 14 qualitative studies were included. Four themes and 10 sub-themes were identified: (1) challenges at the diagnostic stage (sudden psychological shock and inadequate preparation for the caregiver role), (2) constant stress during the care process (dynamic management of disease, physical and mental burnout, and decision-making dilemma), (3) requirements for the supporting system (information requirement, emotional support requirement, and palliative care requirement), and (4) role growth (role adaptation and keep hope alive). We explained the challenges caregivers face in initial stage of patients' glioma diagnosis, the ongoing stress and needs during the caregiving process, and how they eventually grow into their new role. Healthcare professionals should consider the role transition characteristics of caregivers and provide targeted skills training and psychological support to help them adapt successfully to their new role.

There is increased morbidity and mortality during the transition to adult care in sickle cell disease. Standardized implementation of validated transition tools may improve readiness for transition (RFT). We tested the impact of telehealth on this process by comparing in-person or via telehealth administration of the provider-administered tool, TRxANSITION Index (TI), to the patient-reported tool, transition intervention program-RFT (TIP-RFT) in patients 15-21 years old. Scores between testing given in person or via telehealth did not differ (p>0.9, N=20). TIP-RFT scores were up to 14% higher than TI. Our results indicate that telehealth transition tools are feasible and are acceptable to providers and participants. Our data also suggest that the more objective TI may be most sensitive in detecting transition needs; this awaits validation.

With the recent expansion of educational choices in higher education, there is an increasing demand for a system that ensures flexible learning pathways. This study aims to examine college students’ experiences of major transition, approaching it not merely as an administrative change but as a dynamic process in which learning experiences, career decisions, and learner identities are formed through personal narratives. To this end, in-depth interviews were conducted with 30 undergraduate students who had experienced a major transition. The colleted data were analyzed using thematic analysis. The findings reveal that students’ decisions to undergo a major transition were driven by a re-evaluation of their majors and career goals, as well as by strategic choices to meet graduation requirements. Despite challenges including complex administrative procedures, limited information, and a weakened sense of belonging, they engaged in informal learning grounded in formal education with reflection through adaptation, convergence, and perspective expansion, positioned themselves as learning agents. This study conceptualizes major transition as a process of “becoming” and provides practical implications for creating learning environments that support students’ growth as learning agents and convergence talents.

BackgroundYoung people with Type 1 diabetes in Saudi Arabia transition from paediatric to adult care at a culturally defined age of 14, which is younger than the average transition age in Western societies. The aim of this study was to elicit the experiences of young people with Type 1 diabetes, their parents, and healthcare providers in Saudi Arabia as they transitioned from paediatric to adult care.MethodsIn healthcare, Design Thinking is a human-centred approach that draws on participants’ experiences and perspectives to design and develop interventions, models, or services that meet the needs of stakeholders. This study reports the first inspiration phase of the Design Thinking process. Four parallel exploration workshops were held with pre- and post-transition young people with Type 1 diabetes (n = 12), their parents (n = 8), and healthcare providers (n = 7).FindingsSix key themes were identified from the workshops’ data analysis. For young people, the key themes were facing the unknown and preparedness; developing autonomy and recognition as an independent person; and interacting with the adult healthcare team. For parents, the themes were navigating the shift in parental role and involvement in care, interacting with healthcare professionals, and changing support needs. For healthcare providers, the key theme was balancing independence and care approaches.ConclusionThe Inspiration phase of the Design Thinking approach provided valuable insights from the healthcare transition experiences of young people with Type 1 diabetes, their parents, and healthcare providers in Saudi Arabia. The generated insights facilitated the identification of areas for interventions in the process’s following phases.

To report on women's experiences of perimenopause and menopause. A mixed-methods design using an online survey and interviews. Data were collected simultaneously between April and July 2022. Women over the age of 18 who self-identified as being in perimenopause or menopause were invited to complete an online survey. Women who completed the survey were also invited to participate in an interview to discuss their experiences in more detail. Quantitative data were analysed using descriptive statistics. Qualitative data were transcribed verbatim and thematically analysed. Four hundred and eleven women completed the survey in its entirety. Twenty-five women who self-identified as being in perimenopause and menopause participated in one-on-one interviews. Both quantitative and qualitative data are presented under three themes: (1) The unexpected sequelae on daily life; (2) Experiencing stigma and shame; and (3) Feeling dismissed and devalued. Gender inequality, silence and stigma negatively impact the health and well-being of women experiencing perimenopause and menopause. Encouraging conversations and challenging existing negative attitudes to perimenopause and menopause can reduce stigma, improve health literacy and enhance women's experiences of this life transition. Further education for nurses and other health care professionals about perimenopause and menopause is required to better diagnose, treat and support women. Nurse-led models of care could provide timely access to menopause care. Workplaces could enhance the productivity and work satisfaction of women experiencing perimenopause and menopause by changing policy to ensure flexibility in the workplace and implementing measures to ensure their comfort. Women are largely unprepared for the impact perimenopause/menopause has on their everyday lives. The stigma and shame associated with perimenopause and menopause limits women's access to support and contributes to negative outcomes for their health and well-being. Health professionals often have inadequate knowledge about perimenopause and menopause and can be dismissive of women experiencing this transition. Reporting of the study was guided by The Good Reporting of a Mixed Methods Study (GRAMMS) checklist. This study did not include patient or public involvement in its design, conduct or reporting.

Attention to the emotional aspects of international students’ career development and transition experiences has been overshadowed by education as a pathway for improving future employment. This secondary analysis study aimed to understand the emotional experiences and reactions of international students as they transitioned from university to employment. This study considered the multi-system influences that elicit emotional experiences and ways of coping. Interviews with 35 international students, in their first-year post-graduation, surfaced a range of emotional experiences that they associated with their coping strategies to gain employability and job search skills. The analysis highlighted three main themes related to international students’ emotional experiences and reactions: (a) ‘navigating warning signs and detours without a map;’ (b) ‘adapting to travelling solo and missing travel companions;’ and (c) ‘letting go of the destination and cultivating trust and hopefulness in the journey’. Implications for career support and future research are discussed.

Effective transition of youth out of care has been a concern for social workers, policymakers, residential facilities, and other related stakeholders. This paper reports on the livelihood strategies and transition experiences of adolescent girls in and out of two institutions in Harare, Zimbabwe. Using the sustainable livelihood approach, this qualitative research explored and compared the livelihood strategies of 16 girls still in care with 16 who had exited. Framework analysis was used to interpret the data. The findings show that girls in institutions mainly rely on institutional support for their livelihoods, while those who leave employ a wider range of strategies including support from relatives, foster parents, institutions, and spouses. Social networks emerged as a key strategy for both financial and social security. However, differences in the resources available through these networks significantly impacted the girls’ livelihood outcomes, either positively or negatively. Overall, many adolescent girls remained unable to sustain themselves or cope with the challenges of transitioning to adulthood and life beyond institutional care. The study recommends that transition programmes that address early marriage as a means of security, expanding family and fostering care options, reducing institutional dependency, tackling economic exclusion and unemployment be developed.

Abstract Many aspects of one’s life are uncertain due to missing information about situations, probabilistic events, and decision outcomes. In this article, we argue and show that diverse perspectives from lifespan development as well as work and organizational psychology can be integrated into a fuller picture of individuals’ experiences of work-related transitions over the life course through the lens of uncertainty. Drawing from a panel discussion among several of the authors and the literature in aging, career, work, and retirement research, we develop an integrative conceptual framework that differentiates between exogenous and endogenous sources of uncertainty and highlights macro-, meso-, and micro-level sources of individuals’ experience of uncertainty as they navigate work-related transitions. Moreover, we discuss sources of uncertainty in perceptions, evaluations, and decisions during work-related transitions. Based on our framework, we propose a roadmap with recommendations for future research, which include (1) the conceptualization and operationalization of uncertainty based on perspectives common in aging, career, work, and retirement research, (2) the understanding of why and when aspects of uncertainty in work-related transitions can be challenges yet also provide new opportunities, and (3) organizational and policy measures that can help individuals successfully manage these uncertainties over the life course.

Abstract Background The early years are critical for lifelong wellbeing, with transition to formal school a key period for development. For Indigenous children, this transition provides opportunities to build on cultural strengths and belonging. However, many children face systemic barriers that impact their transition experiences, highlighting a need for culturally safe programs that support Indigenous families during this significant time. Objective This systematic review synthesises evidence on programs supporting Indigenous children and families during the transition to formal school. It examines key practices, program outcomes, and factors influencing effectiveness, with a focus on culturally responsive, integrated approaches. Methods Comprehensive searches of electronic databases and grey literature (May–July 2024) identified studies meeting predefined inclusion criteria. Each study was evaluated not only for its academic quality but also for its consistency with Indigenous values and community priorities. Results Twelve papers reporting on nine programs were included. Programs incorporated play-based learning, family engagement strategies, and integrated health, education, and social services. Key themes included the importance of Indigenous leadership and governance, cultural responsiveness, holistic family support, and flexible delivery. Family engagement and two-generation approaches positively impacted school readiness, cognitive and social-emotional development, and family wellbeing. Conclusions Culturally responsive, community-led transition programs addressing broader social determinants of wellbeing effectively support Indigenous children and families. Further work is needed to ensure Indigenous governance in research and evaluation practices, and to ensure that program evaluations consider school and community-level impacts. Future programs and evaluations should centre Indigenous knowledge systems and prioritise Indigenous leadership throughout all stages of design, implementation, and evaluation.

The aim of this study was to psychometrically test the Casey-Fink Graduate Nurse Experience Survey (CFGNES) 2023. Graduate nurse transition into professional practice is challenging and can lead to turnover. Measurement of role transition experiences, relevant to concerns of today's graduate nurses, is needed. A panel of experts assessed content validity. Psychometric properties were tested with responses of 426 graduate nurses. Evaluation included exploratory factor analysis to determine construct validity and internal consistency reliability. The final analysis identified 7 factors consisting of 41 items accounting for 42% of the variance. An additional subscale evaluates the preceptorship aspect of role transition. The final instrument includes a 25-item skills assessment. The CFGNES 2023 is a valid and reliable instrument to measure graduate nurse role transition experiences.

Gaps and Challenges in the Transition of Care in Neuromuscular Disorders With a Focus on Duchenne Muscular Dystrophy.

Abstract The transition from preschool to primary school is an important stage in children’s development, involving significant changes as children adapt to a new learning environment. This scoping literature review aims to investigate children’s experiences during this particular transition, driven by three research questions: Which methods were employed to study the children’s transition experience? What research focus of children’s transition experiences have been addressed? What results have emerged concerning children’s transition experiences? Adhering to PRISMA guidelines, through a rigorous process involving two evaluators, articles were selected through specific bibliographic research databases applying a time frame of inclusion from 2008 to 2025, using different words in English in different combinations. The inclusion criteria refer to the participant group, involving children attending preschool and/or primary school; the study's objective focus on children's transition experiences. The exclusion criteria refers to participants not attending preschool and/or primary school; disadvantaged backgrounds; the study objective differing from the topic of interest. Twenty-three articles met the review criteria and were analyzed across three areas: methods employed, research focus, and core features. The results revealed a complex picture of children’s transition experiences that offers educational implications and insights for future research. Promoting inclusive and supportive learning environments emerged as essential factors towards helping children navigate their growth and development journey, emphasizing the importance of a gradual transition process.

The transition process for newly graduated registered nurses (NGN) entering hospital work is critical in managing challenges like insecurity and stress, while also supporting role navigation, learning, job satisfaction and retention. This study aimed to explore NGNs' perceptions and experiences during their first four months transitioning to hospital work. A cross-sectional survey with Likert-scale questions and two open-ended free text questions was conducted with NGNs enrolled in a regional transition program at five Swedish hospitals, gathering data from 216 nurses between September 2021 and September 2022. Descriptive statistics and qualitative content analysis were used to assess the data. The findings revealed that 61% of NGNs felt well prepared by their undergraduate nursing education, and 85% enjoyed their profession as nurses. Most reported they were integrated into their teams, satisfied with their support, and understood their responsibilities. However, only 28% reported feeling fully recovered for work, and 44% expressed fear of making mistakes. Qualitative responses highlighted feelings of unpreparedness for the workload, pace and ward-specific routines, although opportunities for learning, building relationships and validating their skills were viewed positively. The transition experience was influenced by individual, social, and organisational factors. Ongoing improvement in transition processes requires shared responsibility between nurses, educational institutions and hospitals.