As an undergraduate University sessional teacher, I recognise that the process of transitioning student nurses into graduate roles is most commonly structured and well-supported. Clinical leaders, educators, preceptors, and support nurses devote significant effort to facilitating this stage.

In contrast, the transition from graduate nurse to fully independent registered nurse is another important step, which typically receives less attention and preparation.

Through extensive experience mentoring and precepting numerous graduate nurses within my clinical nurse specialist role, it has become apparent to me that the most candid and insightful discussions often arise toward the conclusion of their graduate year, rather than at its commencement.

By this stage, these nurses have developed professionally and increased their confidence.

However, as the program nears completion, many express feelings of uncertainty. Frequently, similar questions and concerns are raised during this transitional period such as:

• "Will I get a job on this ward?"
• "What if I wind up in an unfamiliar setting without anyone I know to support me?"
• "What if I'm not ready for independent practice?"
• "What if the next nursing team are not as kind or patient with me?"

These are not just fleeting worries; they are deep concerns that reflect the psychological and professional tensions many graduates experience as they prepare to take this next step.

For those of you working with graduate nurses, I hope that the top tips in this guide will help you build on your comprehension of the emotional and clinical challenges they face as beginner clinicians and how you can actively support them through them.

1. Understanding developmental stages

In this context, I have found that using the lens of Patricia Benner's model of clinical competence can provide a valuable framework. By their program completion, most graduate nurses function at an advanced beginner stage and are beginning to identify clinical cues, autonomously plan out shifts, and demonstrate a reduced reliance upon checklists and planners. This is despite still requiring some ongoing support and assistance.

It is important to remember that these nurses are still learning during this phase of preparing to leave the comfort of their formally structured graduate programs. This is especially integral for those commencing in new settings. Although they may be capable of independent task completion, they are still building confidence, clinical judgment, and resilience.

How can you support this

Start by normalising the learning curve and reminding graduate nurses that they aren't expected to know everything yet. Being a registered nurse at this stage doesn't mean having vast experience or knowledge, which will come with time and support.

Rather than simply saying, "you'll be ok," share your own experiences of early career challenges and growth. This helps build rapport and trust and reassures them that everyone has faced similar transitions.

I have found that they can strive to achieve their best performance when they are encouraged to reflect on their progress so far, highlighting how much they have developed as clinicians. Emphasise that after a year's experience, they possess the skills expected at this stage, nothing more is required.

Remind them that colleagues know they are still learning. After all, whilst we all know that ongoing support is both needed and normal, these graduates may not.

2. Expect apprehension, but do not dismiss it

When a graduate nurse is nearing the end of their program, they may be brimming with assumptions that they are 'nearly there and ready for autonomous practice'. However, readiness is laced with more complexities than simply comprehending the clinical skills of a working environment.

Throughout my conversations with graduate nurses, common themes arise regarding their feelings that they are walking into the unknown. They have fears regarding job security, teamwork dynamics, and unfamiliar settings, all of which signify the loss of their structured support systems.

Remember, these feelings are valid and perfectly natural, and they can weigh heavily upon the shoulders of these graduates.

What can be done to help

Connect with graduate nurses in a supportive, open environment where honest discussions are encouraged. Ask open-ended questions to foster their confidence and critical thinking, allowing them to share concerns and reflect on their progress. By being informally available to talk about the transition, mentors can help shift a graduate nurse's mindset.

Validate their concerns without rushing to offer solutions. The uncertainty graduates feel about life after their program often cannot be quickly fixed, but reassurance and patient listening go a long way. Acknowledging their feelings as normal and common can help emerging clinicians feel less alone and more secure as they move forward.

3. Highlight the excitement of new career possibilities

Understandably, the uncertainty of employment beyond the graduate role can be very stressful.

Although some will be able to secure permanent roles, many more may be facing casual bank or pool work or may not even be sure of where they are going next.

In looking up to clinical role models, some of these graduates may even feel pressure to immerse themselves straight into a specialty in an attempt to land their dream role immediately.

This powerful career stage is certainly a good opportunity for self-reflection, and as mentors, we can promote them to see the vast possibilities before them, rather than just the pressure of having all of the answers.

So what can help?

Encourage graduate nurses to reflect upon their past rotations, or even further back to their clinical placements.

I like to approach this by enquiring about what environments they perceived as bringing out their best, or where they might have felt confident and supported. Provide any information that you might have about transition-into-specialty programs or even any professional development opportunities.

Encourage them to reach out to any departments that they might be interested in. Sometimes, just 'planting the seed' of thought through conversation is enough to reassure and inspire.

4. Reframe the concept of first independent roles

Often, graduate nurses express to me their assumption that their first role beyond their graduate program needs to be the perfect fit for them.

They justify this as though it should align with goals and interests, offer support, and just generally 'tick all the boxes'. If they realise that it might not, feelings of disappointment or disorientation may come to the surface.

What you really want them to know is something that we have all learned over time; those first roles may not be 'the dream role', but the learning that will naturally occur will still be invaluable.

After all, every workplace environment, no matter how challenging, offers opportunities for growth, resilience, and professional capacity building.

What can change their perspectives?

As mentors, you have centre stage to share your own career commencement stories. So be sure to tell them about all of the times that you also did not necessarily land what you thought at the time was your 'dream role' and either changed your perspectives on what that really meant to you or simply gained invaluable experience.

Providing this reassurance can help them see their first independent role as not their final destination but rather a stop along their longer journey as emerging clinicians.

This can promote their higher thinking of how to recognise the transferable skills that they are actually going to be developing with each shift.

These include adaptability, communication, task prioritisation and resilience, regardless of the setting.

5. Reinforce their growth to date, and readiness

In my experience, graduate nurses often underestimate just how far they have come. They may, at times, become fixated on the skills and knowledge that they do not yet possess rather than all of the competencies that they have already forged.

Help them to reframe this narrative

By offering specific and honest feedback about the strengths that you have found them to possess and the clinical progression they have made during their rotation with you, and generally over their whole year, you can encourage their self-reflection.

Reflecting upon the moments where they have shown sound judgement, reasoning, initiative, or even just personal resilience can increase their self-determination and the perspectives they may hold of themselves as valuable nurses. I have found that this boosts their clinical confidence, which, naturally, also increases competence.

These may seem like simple ideas, but reminding nurses that no graduate program endows them with all the knowledge they will ever have is important. It emphasises that a career is a journey, not a final point, and that this phase is just part of their ongoing professional lives.

6. Maintain an informal safety net

Completing a graduate role does not mean that these new nurses do not continue to need support, or that it should not continue to be offered.

Quite the opposite, really; the transition from the comfort of a structured program into independent practice is often described as a sudden shift, like the 'rug' is being pulled out from under them. This can understandably lead to feelings of uncertainty or isolation.

Continuing to provide encouragement and informal mentorship throughout this stage can make a huge difference. It can help reinforce clinical judgment skills, increase confidence, and provide safe debriefing spaces to unpack challenges.

Ongoing mentorship will also foster professional growth, limit burnout occurrences, and generally contribute to a higher retention of nurses within our workforce.

How can this be achieved?

I often ask if a graduate would like me to check back in with them once they have commenced their new role. This could be particularly important if they have not remained in your clinical setting.

You can be proactive in building professional relationships that contribute to a culture of safety in asking for support and assistance. This will encourage them to build and maintain their own professional networks for ongoing support and mentorship, and offering this 'olive branch' now may well mean that these new nurses will do the same for the generation of nurses who follow them.

Key concepts for mentors

As clinical leaders, educators, preceptors and support nurses, we can make a real difference in the experiences of graduate nurses nearing the completion of their programs.

Accepting and understanding that they may feel anxious or uncertain about their next steps and providing reassurance that this is normal and expected may make all the difference.

Utilising Benner's model can remind us all, including the graduate nurses themselves, that they are still learning and growing. They are not yet fully competent, but that's ok, they are at the stage of their careers where they should be.

Validating the concerns of graduate nurses whilst reflecting on their growth can provide them with space to explore their opportunities and potential career trajectories.

Remind them that their first independent roles do not need to be perfect; this is where careers are founded, but not finalised.

As they move through their careers, you can remain a key mentor. However, as time goes on, this professional connection will change and likely decrease in need, and that is also okay.

Remember, 'independent' does not mean 'alone', and our influence does not end just because the graduate program does.

This next stage of a nurse's career is potentially one of the most pivotal in shaping confidence and role satisfaction. With empathy, guidance and ongoing presence, you too can ensure that this next step is taken by graduate nurses who are brimming with the self-belief that they are capable and ready for growth.