Lived Experiences of Newly Graduated Nurses Transitioned into Professional Nursing Practice as Staff Nurses

This study aimed to explore and understand the lived experiences of newly graduated nurses transitioning from student nurses to professional staff nurses by examining the challenges they faced, the support systems that influenced their adaptation, and the transition's effect on their professional identity and confidence. This study was conducted using the qualitative research design of Heideggerian interpretive phenomenology with ten newly graduated registered nurses with less than two years of clinical experience from public and private healthcare institutions in Laguna, Philippines. Data were collected through semi-structured interviews using purposive sampling. The narratives were analyzed using the phenomenological method of Colaizzi, from which significant statements, formulated meanings, and thematic clusters were extracted. Results: Data analysis identified six common themes: transition shock and overwhelmed responsibility; adjustment to time management and workload; self-doubt and emotional distress; disjunction between academic preparation and clinical reality; mentorship and support systems; and slow development of professional identity. Results showed that newly graduated nurses experience uncertainty, stress, and professional insecurity at the beginning of their practice, but that mentorship, peer support, and experiential learning are important for successful adaptation and confidence-building. Despite the small sample size and the choice of healthcare institutions, the study provides valuable insights into the transition experiences of novice nurses and highlights areas for future research involving larger, more diverse populations. Findings point to the necessity of well-structured orientation programs, good mentorship, and improved clinical preparation in nursing education. The study will contribute to the growing body of knowledge in nursing by raising awareness of the transition process and guiding the development of strategies to enhance professional development, retention, and the quality of patient care among newly graduated nurses.