Reflection Supports Newly Graduated Nurses' Professional Development When Transitioning Into Practice

Abstract

Aim: To describe newly graduated nurses' experiences of reflection as a support for professional development during the initial months of their transition while caring for patients in a hospital setting.

Design: A qualitative descriptive design.

Methods: Four focus groups with 20 newly graduated nurses participating in a professional development programme at aregion in Sweden were conducted in 2023. The data were analysed using qualitative content analysis.

Findings: The analysis identified one main category: Reflection supports newly graduated nurses' professional development during their transition. This main category includes three generic categories: (1) Reflection with peers in a regularly structured dialogue group strengthens the professional role; (2) reflection with experienced healthcare instructors in learning activities enhances the mastery of care tasks; and (3) reflection with experienced colleagues in the workplace enhances task performance. Structured reflection in dialogue groups and interactive learning activities within the Professional Development Programme facilitated deeper reflections on caring experiences.

Conclusions: Newly graduated nurses reported that regularly structured reflection, adequate space, and established trust were essential to their professional development. While the professional development programme provided opportunities, variations in the workplace environment led to unequal conditions for reflective practice.

Implications for the profession: Addressing the need for reflection among newly graduated nurses is crucial for organisations to facilitate their transition. Establishing structures for reflection on caring experiences within introduction programmes can support their professional development.

Impact: Reflective practice in complex and challenging hospital settings can support the professional development of newly graduated nurses.

Reporting method: The Consolidated Criteria for Reporting Qualitative Research (COREQ) was adhered to.

Patient or public contributions: No patient or public contributions.

Keywords: caring science; focus group; intervention; introduction programme; newly graduated nurses; professional development; reflection; support; transition.