The Transition to Critical Care: A Qualitative Study of New Nurses' and Mentors' Experiences and Challenges in the Intensive Care Unit

ABSTRACT Background During the orientation process in the intensive care unit (ICU), the experiences and challenges of new nurses and their mentor nurses often differ, leading to potential incompatibilities. Aims This descriptive qualitative research aimed to determine the opinions and experiences of newly recruited nurses and their mentor nurses on the adaptation to the ICU. Study Design Semi‐structured interviews were conducted with 21 nurses (10 mentors and 11 mentees) who worked in an ICU. Data were collected between March and May 2025. Four focus group interviews were conducted with mentors and mentees. Data were analysed using content analysis. Consolidated Criteria for Reporting Qualitative (COREQ) was used for reporting. Findings In the mentor group, three themes emerged: (1) mentor challenges in mentee conflicts, (2) helpful or harmful: a mentor's dilemma and (3) double duty: the rising workload of nurse mentors; in the mentees group, two themes emerged: (1) mentee challenges in mentor conflictsand (2) a good system with operational gaps. Conclusions The study reveals the complex challenges faced by both new nurses and their mentors in the ICU. Although mentorship supports professional growth and patient safety, issues such as poor communication, mismatched expectations and emotional strain can hinder its effectiveness. These findings highlight the need to view mentorship as both an educational and an emotional process that requires mutual support. Relevance to Clinical Practice The study demonstrates that ICU mentorship must be recognized as a high‐intensity clinical responsibility, requiring dedicated time to prevent mentor burnout and ensure patient safety. By addressing the identified communication gaps and ‘double duty’ burdens, healthcare managers can create a more resilient orientation system that improves the retention of newly recruited nurses.