Navigating transition: a qualitative study on the clinical challenges faced by Chinese nursing master's graduates.

Authors

Yanchi Wang, Wei Huang, Xujuan Xu, Qing Xia, Jian Gu

Published in

BMC nursing. Volume 24. Issue 1. Pages 1119. Aug 27, 2025. Epub Aug 27, 2025.

Abstract

The transition of nursing master's degree graduates to clinical practice involves complex challenges that can affect patient care and professional satisfaction. Empirical research on this transition in China is notably sparse, highlighting a significant research gap.
To explore the challenges faced by Chinese postgraduate nursing master's students in their clinical work post-graduation using a qualitative approach informed by Meleis' Transition Theory.
A qualitative descriptive design was adopted, utilizing phenomenological methods to investigate the clinical challenges faced by Chinese nursing master's graduates. Fifteen graduates of the master's degree in Nursing from four tertiary hospitals in Nantong, China, participated in in-depth semi-structured interviews conducted from June to August 2024. Thematic analysis was used to analyze the data.
Six main themes were identified: (1) Professional Identity and Role Conflict, (2) Education and Practice Disconnection, (3) Dissatisfaction with Salary and Development Prospects, (4) Workload Overload and Sustainability Dilemmas, (5) Continuous education and professional title promotion pressure, and (6) Insufficient Research Resources and Support. These six themes are interconnected and mutually influence each other, collectively impacting the transition experience of nursing master's graduates.
The findings highlight the multifaceted challenges faced by nursing master's graduates in clinical practice. These insights have significant clinical implications for improving the transition experience and professional development of advanced nursing professionals, ultimately enhancing patient care quality. They also underscore the need for policy initiatives that align nursing education with clinical practice and provide robust support systems for new graduates, ensuring a smoother transition from academic to clinical settings.

PMID:
40866881
Bibliographic data and abstract were imported from PubMed on 28 Aug 2025.

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