The experience of transitioning from a nursing student to a practicing nurse in a low-resource setting: a qualitative descriptive study

Nurses are an integral part of the global health workforce, providing essential services to diverse populations in diverse settings. As the backbone of the global health workforce, it is imperative for nursing education to produce nurses equipped with the requisite skill sets to fulfill their expected practice roles. However, studies indicate that the level of competence demonstrated by nurses upon completion of baccalaureate programs are not always adequate to meet practice demands. This underscores that transitioning from baccalaureate programs to full-time practice can be very daunting. While several studies have explored the transitioning experience of baccalaureate nursing students to full time practice in the developed world, the phenomenon in low-resource settings remain unexplored. Drawing on Coffey’s Transitioning Theory, this study explored the transitioning experiences from baccalaureate nursing student to full-time practice in a low-resource setting. Using a qualitative descriptive study design, 54 participants were purposively recruited via solicitation. Data were collected through focus group discussions using a semi-structured interview guide and analyzed thematically with Atlas.ti software. The transitioning experiences of baccalaureate nursing students to full-time practice were reflected in two main themes: “quality of educational experience” and “contextual adaptation.” The results underscore the need to retool and build the capacity of nurse faculty aimed at improving the quality of nursing education within the study setting to provide a strong foundation for effective transition into professional practice.