The experience of transition from student nurse to registered nurse among newly graduated nurses in the paediatric setting: An integrative literature review

Abstract

Aim: This integrative review explores the transition to practice experiences of graduate nurses working in either acute or non-acute paediatric settings across different countries. Background: Graduate nurses frequently experience feelings of inadequacy, uncertainty, increased accountability, and workload pressures during their transition, particularly in paediatric settings. However, research specifically examining their experiences in paediatric healthcare is limited, with most studies focusing on broader nursing contexts. This highlights a gap in understanding the unique challenges graduate nurses face in paediatric nursing. Design: Integrative literature review. Method: The review commenced in January 2023 and was updated in October 2023. Data were collected from Medline, Embase, CINAHL, PsycINFO, and Scopus using search terms such as ?new* graduate* nurse* ? AND ?experience? AND ?transition to practice? OR ?work readiness? AND p?ediatric setting* ". Inclusion criteria focused on primary studies published after 2000 that examined the transition experiences of graduate nurses in paediatric settings. Nine studies meeting these criteria were assessed using the Mixed Methods Appraisal Tool. Results: From 2954 articles, nine met the inclusion criteria. Most studies were qualitative (n = 8), with one using mixed methods. Thematic analysis identified three key themes: transition experience, challenges faced by graduate nurses, and supportive factors during transition. Conclusions: This review highlights the unique challenges graduate nurses face in paediatric nursing and emphasises the need for targeted support post-qualification. The findings provide valuable insights for healthcare administrators to develop tailored strategies and interventions to improve graduate nurses? transitions, retention, and paediatric nursing practice in dynamic healthcare environments. � 2025 The Authors"