Clinical Adaptation Experiences of Late-Entry New Graduate Nurses

Purpose: This study explored the clinical adaptation experiences of late-entry newly licensed nurses who enrolled in nursing school at age 25 or older. Methods: Using Colaizzi's (1978) phenomenological method, individual interviews were conducted with eight late-entry newly licensed nurses working at hospitals in a metropolitan city and a neighboring province. Data were collected in November 2025 and analyzed until data saturation was reached. Results: Twelve themes were grouped into six theme clusters: transition and commitment to nursing; early adaptation and professional engagement; intergenerational tension and relational challenges; growth and shifts in self-perception; balancing work with family and personal life; and reappraising the nursing life and looking ahead. Participants entered nursing amid job insecurity and the increased visibility of healthcare during the COVID-19 pandemic. In early practice, they experienced anticipation, anxiety, age-related distance, and generational tension, while gradually restoring self-efficacy through repeated practice and self-directed learning. Family support helped them endure clinical demands, although those with childcare responsibilities also expressed guilt. Conclusion: Clinical adaptation among late-entry nurses involved a broader adult life transition rather than a simple lack of skills. Age-inclusive organizational culture, mentoring, psychological support, and flexible scheduling should be considered.