ArticleBMC medical education2025
Bridging competency gaps for newly graduated nurses through micro-credentials: an interpretative descriptive qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Laying the groundwork for clinical teaching in Bachelor of Science Nursing programs: findings from a grounded Delphi study.The Pan African medical journal · 2026Article
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Authors and funding
2 authors.
Funding
Abstract
backgroundContinuous professional development is crucial for maintaining the competence of health professionals. However, traditional nursing education often leaves graduates with gaps between acquired competencies and those required in clinical practice. This discrepancy affects patient care quality, as well as nurses' professional growth and job satisfaction. The aim of this study was to explore the perceptions of nursing alumni regarding their professional competencies post-graduation and the potential of micro-credentials to address perceived gaps.
methodsThis interpretative descriptive study examined the perceptions of 24 bachelor's degree nursing graduates through five focus group interviews. Thematic analysis was used to identify competency gaps and assess the potential role of micro-credentials.
resultsThematic analysis revealed four key themes: (1) Initial perceived competencies, (2) Perceived competency gaps, (3) Role of micro-credentials, and (4) Challenges in professional development and identity formation. Results confirmed that newly graduated nurses often feel underprepared for the realities of clinical practice, experiencing a significant transition shock. They identified specific gaps in practical skills, critical thinking, and emotional preparedness, which were not fully addressed during their education.
conclusionsResults show newly graduated nurses often feel underprepared transitioning to clinical practice. Micro-credentials offer targeted educational tools that enhance specific competencies, support career advancement, and promote lifelong learning. Integrating micro-credentials into lifelong learning could improve readiness for clinical practice, support professional growth, and enhance patient care quality.
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