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. 2025 Apr 30;48(1):e1-e11.
doi: 10.4102/curationis.v48i1.2718.

Factors influencing student's transition from student to workforce in intensive care units

Leonie Olivier  1 , Charlene Downing
Affiliations

Factors influencing student's transition from student to workforce in intensive care units

Leonie Olivier et al. Curationis. .

Abstract

Background: Staff shortages, the coronavirus disease 2019 pandemic, increased patient acuity and fiscal restraints contributed to basic nursing students being assigned to intensive care units (ICU). These students, expected to step up and function within the team, were confronted with expectations and situations beyond their clinical preparation for practice. How can we better prepare these students for practice?

Objectives: To develop recommendations that promote transition programmes that prepare student nurses to become practice-ready novice general nurses to work in the ICU.

Method: The study adopted a sequential explanatory mixed-method. Quantitative data collection was achieved through census sampling and the utilisation of the Casey Fink Practice Readiness Survey. Statistical analyses used IBM SPSS (version 25, IBM Corporation) to identify predictive relationships between practice readiness and identified variables through multi-linear regression. Qualitative data collected through purposive selection and semi-structured focus group discussions were transcribed, coded and analysed through domain analysis.

Results: Four factors affecting nursing students' perceived readiness for practice in the ICU were identified: (1) Support for new general nurses, (2) their need for professional socialisation and belonging, (3) orientation and skill development and (4) rotation and exposure to the ICU.

Conclusion: Multifaceted innovative introduction programmes may assist in preparing the novice general nurse to become practice-ready.Contribution: This article contributes towards a possible solution to bridge the theory-practice gap and positively influence students' transition into the workplace to facilitate retention of novice practitioners beyond their first year of practice in a specialised unit.

Keywords: clinical learning environment; intensive care unit; novice general nurse; nursing student; practice readiness; transition program.

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Conflict of interest statement

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

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