Abstract
Background: Soft skills (non-technical skills) are increasingly recognized as essential for facilitating newly graduated nurses’ transition into professional nursing roles. Newly graduated nurses often face challenges in this transition, and nurse residency programs have been implemented to support the process. Despite growing recognition of the importance of soft skills, understanding of how these programs influence soft skills remains limited.
Purpose: This study aimed to identify the soft skills addressed in nurse residency programs and examine how these programs influence the soft skills of newly graduated nurses.
Methods: A literature search was conducted in May 2024 using seven electronic databases: APA PsycINFO, CINAHL, Embase, ERIC, MEDLINE, Web of Science, and Scopus. The selection process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Inclusion criteria were peer-reviewed studies since 2000 that examined nurse residency programs for newly graduated nurses in their first year and reported program outcomes. Exclusion criteria were studies that did not report the content or outcomes of the programs, as well as review articles, editorials, conference proceedings, and dissertations. A total of 1,002 studies were identified through the initial database search. After removing 275 duplicates, 46 underwent full-text assessment, and 19 were retained for the final analysis.
Results: The final analysis included studies employing cross-sectional, repeated measures, mixed-methods, quasi-experimental, descriptive, and retrospective designs. Thirty-three categories of soft skills were identified. Nurse residency programs were found to positively impact communication, leadership, teamwork/collaboration, teaching/coaching, decision-making, critical thinking, and professionalism. However, results regarding the effects of nurse residency programs on organization, prioritization, time management, and confidence are inconsistent.
Conclusion: Nurse residency programs facilitated the development of specific soft skills among newly graduated nurses. Further research is needed to explore educational strategies that are more effective in enhancing different skill areas.
Notes
References:
Bajjaly, S. T., & Saunders, L. (2021). Soft skills teaching by top-ranked U.S. nursing faculty. Journal of Nursing Education, 60(8), 437–443. https://doi.org/10.3928/01484834-20210722-04
Han, M. K., Shin, S., & Kim, J. (2021). Individual and Institutional Outcomes of Nurse Residency Program for New Nurses: A Systematic Review. Korean Journal of Adult Nursing, 33(1), 10–28. https://doi.org/10.7475/kjan.2021.33.1.10
Hampton, K. B., Smeltzer, S. C., & Ross, J. G. (2021). The transition from nursing student to practicing nurse: An integrative review of transition to practice programs. Nurse Education in Practice, 52, 103031. https://doi.org/https://doi.org/10.1016/j.nepr.2021.103031
Moropa, T. D., Matshaka, L., & Makhene, A. (2025). Enhancing effective interpersonal interactions through soft skills: Perceptions of nurse educators. BMC Nursing, 24(1), 380. https://doi.org/10.1186/s12912-025-02864-w
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Rao, M. (2018). Soft skills: Toward a sanctimonious discipline. On the Horizon, 26(3), 215–224.
Sigma Membership
Lambda Alpha at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Integrative Review
Research Approach
Mixed/Multi Method Research
Keywords:
Advance in Education, Transition to Practice or Onboarding, New Graduate Nurses, Nurse Education, Graduates, Nursing Practice, Transitional Programs (Education), Internship Programs, Nurse Residency Programs, Soft Skills
Recommended Citation
Lee, Hyejung; Lim, Heemoon; and Hwang, Jungwoo, "Impact of Nurse Residency Programs on Soft Skills in Newly Graduated Nurses: An Integrative Review" (2026). International Nursing Research Congress (INRC). 96.
https://www.sigmarepository.org/inrc/2026/posters_2026/96
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-07
Impact of Nurse Residency Programs on Soft Skills in Newly Graduated Nurses: An Integrative Review
Toronto, Ontario, Canada
Background: Soft skills (non-technical skills) are increasingly recognized as essential for facilitating newly graduated nurses’ transition into professional nursing roles. Newly graduated nurses often face challenges in this transition, and nurse residency programs have been implemented to support the process. Despite growing recognition of the importance of soft skills, understanding of how these programs influence soft skills remains limited.
Purpose: This study aimed to identify the soft skills addressed in nurse residency programs and examine how these programs influence the soft skills of newly graduated nurses.
Methods: A literature search was conducted in May 2024 using seven electronic databases: APA PsycINFO, CINAHL, Embase, ERIC, MEDLINE, Web of Science, and Scopus. The selection process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Inclusion criteria were peer-reviewed studies since 2000 that examined nurse residency programs for newly graduated nurses in their first year and reported program outcomes. Exclusion criteria were studies that did not report the content or outcomes of the programs, as well as review articles, editorials, conference proceedings, and dissertations. A total of 1,002 studies were identified through the initial database search. After removing 275 duplicates, 46 underwent full-text assessment, and 19 were retained for the final analysis.
Results: The final analysis included studies employing cross-sectional, repeated measures, mixed-methods, quasi-experimental, descriptive, and retrospective designs. Thirty-three categories of soft skills were identified. Nurse residency programs were found to positively impact communication, leadership, teamwork/collaboration, teaching/coaching, decision-making, critical thinking, and professionalism. However, results regarding the effects of nurse residency programs on organization, prioritization, time management, and confidence are inconsistent.
Conclusion: Nurse residency programs facilitated the development of specific soft skills among newly graduated nurses. Further research is needed to explore educational strategies that are more effective in enhancing different skill areas.
Description
Soft skills are essential for newly graduated nurses' transition into practice, yet the impact of nurse residency programs (NRPs) remains unclear. This integrative review examined how NRPs influence these skills. A total of 33 soft skill categories were identified. Overall, this review suggests that NRPs are effective in fostering soft skills. However, further research is needed to identify educational strategies that more effectively support the development of specific soft skills.