Date of Award/Publication


Document Type


Degree Name

M.S. in Advanced Practice Nursing

First Supervisor

Christine Nelson-Tuttle


Background: Nursing students in their final semester before graduation often have feelings of anxiety as they face unique challenges that come with the transition from a protective educational environment to the roles and responsibilities of a new graduate staff nurse. Factors such as increasing responsibility and clinical workload and the continuing development of clinical and time management skills may contribute to feelings of anxiety and insecurity. New graduate nurses are recognized as a valuable resource due to the chronic and increasing shortage of registered nurses as seasoned nurses approach retirement, baby boomers age, and the need for health care grows. The literature has reported that a large percentage of new graduates change jobs during their first year of work indicating their frustration with the realities of practice. new graduates with feelings of being well prepared and having confidence in their nursing skills allows for a smoother transition into the workforce. Although there is a vast amount of literature that addresses new graduates' experiences and perceptions after beginning their first job, there is little assessment of the soon-to-be graduating students' expectations and feelings of preparedness as they get ready to start their new career. Purpose: The purpose of this study is to provide student-centered perspectives of preparedness as they approach their transition to being a new graduate registered nurse. Research question: Are the soon-to-be graduating St. John Fisher College baccalaureate prepared nurses feeling prepared to begin their career as they near graduation? Methods: Senior nursing students (n=78) in their final semester of their baccalaureate degree program at St. John Fisher College in Rochester, New York were given an explanation of the study and invited to participate by completing a descriptive survey. The questionnaire, "Perceptions of Educational Preparation for Practice as a Registered Nurse," consists of 21 questions which were scored in a Likert style format. Consent was obtained prior to student participation. Descriptive statistics were used to descriptive demographic data and perception responses. Implications: The research data is meant to provide insights into how the soon-to-be graduating nurses perceive their competency and their confidence in their ability to successfully transition into the workplace. A student centered perspective may lead to development of strategies to ease the stressful transition from being a student to becoming an RN, thereby assisting with future planning and policy directions of the undergraduate curricula.

Included in

Nursing Commons