Challenges experienced by newly graduated professional nurses during transition to clinical practice in KwaZulu-Natal, South Africa

Abstract

Background: The transition from nursing education to professional practice is a vulnerable period for newly graduated professional nurses. Despite completing accredited programmes, many face challenges transitioning into clinical practice, affecting their competence development, confidence and patient safety. Objectives: This study explored challenges of professional integration experienced by newly graduated professional nurses during their mandatory community service year in a public hospital in KwaZulu-Natal, South Africa. Method: A qualitative exploratory design was employed. Seven newly graduated professional nurses undertaking community service participated in individual interviews. Data were analysed using Tesch’s method. Trustworthiness was ensured through credibility, dependability, confirmability and transferability. Results: Three themes emerged from the data, reflecting barriers to transition into clinical practice. The first theme was shortage of resources as a barrier to theory-practice integration, causing burnout, limited supervision and reduced learning opportunities. The second theme was lack of support from management during transition to practice, including poor orientation and limited support from managers and colleagues. The third theme was difficulty in adapting to the professional nursing role, including low confidence in clinical tasks, unrealistic expectations and communication challenges within the clinical environment. Conclusion: The study confirms that challenges experienced by newly graduated professional nurses during transition to professional practice relate to systemic, organisational and contextual factors rather than individual deficits. Contribution: Improved collaboration between education and practice settings, together with structured mentorship and transition programmes, is essential to support newly graduated nurses, strengthen clinical learning environments and promote safe, competent practice.