Reality Check: Nursing Graduates' Transition to Practice and Implications for Curriculum Development
Abstract
Nursing workforce instability has intensified due to worsening work conditions and increasing demands on nurses. Burnout disproportionately affects younger nurses and is strongly linked to early-career attrition (Labrague et al., 2025), with nearly 15% of newly licensed registered nurses leaving within their first year and over 30% within two years (AACN, 2024; NLN, 2022). Addressing burnout is vital not only for nurse retention but also for maintaining mental health and ensuring high-quality patient care (Li et al., 2024; Shah et al., 2021).
The purpose of this study was to examine nursing alumni perceptions of how effectively their undergraduate curriculum at a large Northeastern U.S. university prepared them to manage workplace burnout.
A qualitative descriptive design guided the study, with six focus group sessions conducted among alumni participants (N = 55), all of whom had less than five years of experience as registered nurses. Participants shared their experiences related to the transition to practice, mental health challenges, resilience, and curricular recommendations. Data analysis followed Colaizzi’s (1978) method, with thematic saturation reached after the sixth focus group. Most participants were working in medical-surgical or critical care settings.
Key themes emerged, including feelings of overwhelm and emotional shock during the transition from school to practice, inadequate preparation for managing burnout and mental health issues, and a strong desire for institutional change. While participants felt confident in their clinical skills, they reported insufficient emphasis on mental health, wellness, and resilience in their education. Stress management was often limited to surviving academic challenges rather than thriving in clinical practice. The lack of open discussions about burnout and limited support resources contributed to feelings of isolation and unpreparedness.
These findings highlight an urgent need to integrate wellness, resilience, and emotional preparedness into nursing curricula, moving beyond clinical competence and licensure exam preparation. Integrating mental health and resilience training, developing structured transition-to-practice programs, and enhancing faculty development to support student mental health can better prepare graduates for real-world nursing challenges. Embedding these elements is critical to preventing early-career burnout, improving nurse retention, and fostering a sustainable nursing workforce.
Notes
Reference list included in attached slide deck.
Sigma Membership
Eta Mu
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Stress and Coping, Transition to Practice, Onboarding, Curriculum Development
Recommended Citation
Stubin, Catherine A., "Reality Check: Nursing Graduates' Transition to Practice and Implications for Curriculum Development" (2026). International Nursing Research Congress (INRC). 4.
https://www.sigmarepository.org/inrc/2026/presentations_2026/4
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-20
Reality Check: Nursing Graduates' Transition to Practice and Implications for Curriculum Development
Toronto, Ontario, Canada
Nursing workforce instability has intensified due to worsening work conditions and increasing demands on nurses. Burnout disproportionately affects younger nurses and is strongly linked to early-career attrition (Labrague et al., 2025), with nearly 15% of newly licensed registered nurses leaving within their first year and over 30% within two years (AACN, 2024; NLN, 2022). Addressing burnout is vital not only for nurse retention but also for maintaining mental health and ensuring high-quality patient care (Li et al., 2024; Shah et al., 2021).
The purpose of this study was to examine nursing alumni perceptions of how effectively their undergraduate curriculum at a large Northeastern U.S. university prepared them to manage workplace burnout.
A qualitative descriptive design guided the study, with six focus group sessions conducted among alumni participants (N = 55), all of whom had less than five years of experience as registered nurses. Participants shared their experiences related to the transition to practice, mental health challenges, resilience, and curricular recommendations. Data analysis followed Colaizzi’s (1978) method, with thematic saturation reached after the sixth focus group. Most participants were working in medical-surgical or critical care settings.
Key themes emerged, including feelings of overwhelm and emotional shock during the transition from school to practice, inadequate preparation for managing burnout and mental health issues, and a strong desire for institutional change. While participants felt confident in their clinical skills, they reported insufficient emphasis on mental health, wellness, and resilience in their education. Stress management was often limited to surviving academic challenges rather than thriving in clinical practice. The lack of open discussions about burnout and limited support resources contributed to feelings of isolation and unpreparedness.
These findings highlight an urgent need to integrate wellness, resilience, and emotional preparedness into nursing curricula, moving beyond clinical competence and licensure exam preparation. Integrating mental health and resilience training, developing structured transition-to-practice programs, and enhancing faculty development to support student mental health can better prepare graduates for real-world nursing challenges. Embedding these elements is critical to preventing early-career burnout, improving nurse retention, and fostering a sustainable nursing workforce.
Description
Focus: Academic
Status: Completed Work/Project
This qualitative study explored early-career nursing alumni perceptions of how well their undergraduate education prepared them to manage workplace burnout. Focus groups with 55 participants revealed themes of emotional overwhelm, limited preparation for mental health challenges, and a strong desire for curricular change. Findings highlight the need to embed wellness, resilience, and emotional preparedness into nursing curricula to reduce burnout and promote workforce sustainability.