BECOMING A NURSE: A PHENOMENOLOGICAL EXPLORATION OF NURSING STUDENTS' TRANSITION TO PRACTICE

Abstract

Background: The transition from nursing education to clinical practice marks a critical period of personal and professional transformation. This stage, often characterized by uncertainty, emotional strain, and identity reconstruction, determines the competence, confidence, and retention of new nurses in the workforce. Understanding this lived experience is essential to improving support systems and educational strategies for novice practitioners.

Objective: To explore the lived experiences and meanings that nursing students attribute to their transition from education to professional nursing practice within a tertiary care hospital in Islamabad.

Methods: A qualitative phenomenological design was employed to capture the depth and complexity of participants’ experiences. Twelve newly graduated nurses were selected through purposive sampling. Semi-structured, in-depth interviews were conducted over eight months, and data were analyzed thematically using Braun and Clarke’s six-phase framework. Trustworthiness was ensured through member checking, reflexive journaling, and audit trail documentation. Ethical approval and informed consent were obtained before data collection.

Results: Four major themes and eight subthemes emerged: (1) The Shattering and Rebuilding of the Professional Self (The Catalytic Moment of Becoming; Redefining the Good Nurse), (2) Navigating the Emotional Vortex (The Scaffold of Support; The Internal Toolkit), (3) The Alchemy of Learning (The Primacy of Doing; Reflection as the Integrative Engine), and (4) The Ritual of Inclusion (Inclusion as a Consequence of Competence; Teamwork as an Anchor). These themes reflected an evolving process of identity formation, emotional regulation, experiential learning, and professional belonging.

Conclusion: Transitioning from student to nurse is an emotionally charged, reflective, and transformative journey. Structured mentorship, reflective practice, and supportive clinical environments are crucial in fostering confidence, competence, and professional integration among new nurses.