Transition from Classroom to Clinical Practice: Lived Experiences of Novice Nurses in a Government Hospital

Abstract

Transition from classroom to clinical practice represents a critical phase for novice nurses, marked by challenges that shape their professional identity and competence. This study aims to explore the lived experiences of novice nurses during this transition to professional practice. Utilizing a transcendental phenomenological approach, the study was conducted in a government hospital in Dipolog City. Twelve novice nurses, selected through purposive sampling, participated in semi-structured interviews to share their transition experiences. Data were analyzed using Moustakas' phenomenological reduction techniques to extract significant themes and insights. The findings revealed six interconnected themes reflecting the lived experiences of novice nurses in their transition to clinical practice. These themes include experiencing fatigue, building resilience, and managing emotional labor; growing through time from training to professional becoming; adjusting to and navigating clinical spaces toward confident practice; building supportive relationships with colleagues and patients; navigating technology, adapting to challenges, and developing competence; and developing competence, practicing accountability, and ensuring safe and reflective patient care. The study concludes that these lived experiences significantly impact novice nurses' professional growth, underscoring the need for holistic support to mitigate transition shock and enhance resilience. Healthcare institutions may implement structured mentorship programs and supportive work environments to facilitate a smoother transition and promote patient safety.