Educational and Professional Needs of Newly Graduated Nurses During Transition to Practice: An Integrative Review Publisher



Jafarimanesh H ; Ghiyasvandian S ; Lyman B ; Ghanaati H ; Zakerimoghadam M
Source: Teaching and Learning in Nursing Published:2026

Abstract

Objective: This integrative review explores the comprehensive needs of newly graduated nurses (NGNs) during their transition to clinical nurse roles within their first year of practice. Design: An integrative review method was employed, based on the approach proposed by Whittemore and Knafl. Studies published between 2010 and 2024 were included. Data Sources: Data were collected from Medline/PubMed, EMBASE, ProQuest, Scopus, Cochrane, Web of Science, and CINAHL Plus. Review Methods: The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool. Data analysis followed inductive content analysis based on Graneheim and Lundman’s guidelines. Results: The synthesis of the data revealed five key categories with thirteen subcategories: educational needs, psycho-social needs, organizational support, clinical mentoring, and role transition programs. A notable finding was the identification of the need for self-care and the integration of theoretical knowledge with practice. Conclusion: The findings suggest that NGNs' comprehensive needs should be incorporated into role transition programs to ensure their success. Future research should focus on specific emotional needs and self-care requirements in various clinical settings. © 2025 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.