Graduate nurses' experience of support, training, and education during the COVID-19 pandemic: A qualitative study

Background: Newly graduated registered nurses have described elements of their first year of employment as stressful, draining, and demanding. The COVID-19 pandemic was an additional challenge for them during an already daunting transitional phase. Developing this future workforce requires adequate support, education, and training provision. Aim: The aim of this study was to explore newly graduated registered nurses experiences and perceptions of support, education, and training received during the first rotation of their graduate nursing program during the COVID-19 pandemic. Design: The qualitative descriptive design aligned with the interpretive paradigm was utilised. Methods: A combination of purposive and convenience sampling enabled the recruitment of any newly graduated registered nurse who was employed in a Victorian graduate nursing program during the COVID19 pandemic (2020-2022). Semistructured interviews were conducted from July 2022 until February 2023. Fourteen participants were interviewed. Data were analysed thematically. Results: Three themes were established: Transition to practice, Development of graduate nurses, and Support of graduate nurses. Participants reported that there was an absence of educators, so there were situations of accelerated learning or self-education within continually evolving environments. Professional confidence was reduced as their learning came to a halt, and there was a lack of education and training opportunities, which caused the newly graduated registered nurses to question their clinical abilities. Clinical competence was increased with positive, supportive, and consistent learning opportunities. Conclusions: Newly graduated registered nurse education, training, and support experiences were potentially inadequate, limiting future practice abilities. To ensure inexperienced nurses develop into future nurse leaders, it is essential that they are supported by educators and provided with ample training opportunities. (c) 2025 The Author(s). Published by Elsevier Ltd on behalf of Australian College of Nursing Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).