ArticleScandinavian journal of caring sciences2026
Belonging to a Community-Newly Graduated Nurses' Lived Experiences of Participating in an Introduction Program: A Phenomenological Hermeneutical Study.
Article in Scandinavian journal of caring sciences, 2026. 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
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimThis study aimed to explore newly graduated nurses' lived experiences of transition while participating in a Clinical Nursing Introduction Program and to describe factors that influence personal and professional development. METHODOLOGICAL
designA phenomenological hermeneutic design was used for researching lived experiences. RESEARCH
methodsThe data comprised nurses' individual and group interviews (n = 14) and written narratives (n = 21) after completing the Clinical Nursing Introduction Program approximately 1 year after graduation. The data was analysed using phenomenological hermeneutical approach.
resultsThe lived experiences of transitioning while participating in the Clinical Nursing Introduction Program mean personal and professional growth, which, after 1 year, manifests as increased security and self-confidence. The findings are presented in five themes: Belonging to a community, Stepping out of the comfort zone, The clinical wards' environment and atmosphere, Developing an allowing attitude, and Gaining confidence in profession and self.
conclusionsThis study illuminates the pivotal role of the Clinical Nursing Introduction Program, comprising a community with peers, designated education days away from the ward, and group reflection sessions that facilitate the transition of newly graduated nurses into professional practice. These factors not only mitigate transition shock but also promote the development of competence and confidence, which are essential for personal and professional growth. The results also emphasised the need for ongoing group-based reflective supervision, which is essential for promoting lifelong learning within the nursing profession. These findings from a hospital setting can be implemented for newly graduated nurses in other healthcare settings, such as Primary Care and Community care. By facilitating such supportive environments, healthcare organisations can ensure smoother transitions and empower newly graduated nurses (NGNs) to thrive in their roles, ultimately enhancing the quality of patient care.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.