TITLE:
How to Prepare New Nursing Workforce in the New Era: An Observational Study on the Foundational Skills, Knowledge and Preparedness
AUTHORS:
Catherine Gonzalez, Nalini Singh, Fiona Lendon, Josephine S. F. Chow
KEYWORDS:
New Graduate Nurse, Skill, Knowledge, Preparedness, Transition to Practice, Recruitment and Retention
JOURNAL NAME:
Journal of Service Science and Management,
Vol.18 No.6,
December
15,
2025
ABSTRACT: Background: Despite structured new graduate nurses’ program across healthcare settings, new graduate nurses are still experiencing clinical challenges as they transition to professional practice. These challenges can hinder confidence and clinical proficiency, understanding these challenges can be used to improve program design and minimise transition shock in new graduate nurses. Aim: To assess the competence of newly graduated nurses in Australia and secondarily to evaluate the quality of the new graduate program offered across a local health district in Australia. Design: This prospective study will collect both quantitative and qualitative data. Methods: The study was conducted at a local health district in Australia consisting of four acute hospitals and a primary and community health setting. Data was gathered at varies periods throughout a twelve month new graduate nurse program. The survey questionnaire focused on questions on perceived competence from the perspective of new graduate nurses and nurse leaders using a Likert scale. There were no interventions applied, and participants were allowed to answer the survey voluntarily. Findings: The study identified key insights to the recruitment, retention and attrition across the local health district. In addition, the study identified inconsistences on how senior leaders and new graduate nurses perceive new graduate nurse competence throughout the program. Discussion: The study offers valuable perspectives of a new graduate nurse program within a large health district, highlighting strengths in the large sample size and the longitudinal design. The findings gave us valuable insight into the positive trends in skill development among new graduates as they transition into professional practice and program quality. Future recommendations include the re-designing program aspects and tailoring assessments tools to be able to track individual progression over time and exploring ways how we can maintain long term retention of early entry workforce. Conclusion: The transition to a registered nurse’s role from an undergraduate nursing student is shaped by new graduate programs and the clinical environment. Role expectations are required to be set from the beginning of the program for a successful transition.