Abstract

Novice registered nurses face many challenges as they transition into clinical practice. Switching from a student role characterized by supervision and support to one in which they are fully responsible for patient care can be daunting for newly graduated registered nurses. Practicing nurses transitioning into a different specialization of nursing may also perceive themselves as inadequately equipped to manage clinical situations, resulting in self-doubt and anxiety. Both novice registered nurse groups encounter difficulties in prioritizing care, managing time, and adapting to the dynamics of a new role and work environment. Mentorship programs are essential in facilitating the transition of novice registered nurses by providing guidance and support from their more experienced peers. This Systematic Review sought to synthesize existing findings about novice registered nurses’ experiences with mentorship programs to support transition-to-practice in the clinical setting. Literature search was conducted in six databases guided by the PICO Model which yielded 1,137 initial results. PRISMA was used to document the multiple screening and quality assessment processes resulting in a final set of 12 studies. The narrative synthesis of study findings and outcomes led to four conclusions.

Mentorship programs are beneficial to novice registered nurses’ transition-to-practice, whether they are new graduates or have previous clinical experiences. Mentorship can be accomplished in a variety of ways, tailored to the needs of both the mentor and the mentee. To maximize the effectiveness of these programs, preparing experienced professional mentors should be prioritized to ensure they are equipped to provide the guidance and support new nurses need. Additionally, nursing leadership must embrace the connection between mentorship programs and nurse retention, recognizing that a well-supported transition can lead to higher job satisfaction and lower turnover rates.

Further research in this domain offers the evidence required to validate the practical application of mentorship principles in contemporary healthcare settings. Expanding the knowledge base on mentorship would better equip future nurses to meet professional demands and ensure the requisite support for their long-term retention and success. A sustained focus on mentorship will foster a more resilient nursing workforce equipped to tackle future difficulties.

Library of Congress Subject Headings

Nurses—Training of—Psychological aspects; Mentoring in nursing; Employee retention—Nurses; Job satisfaction—Nurses

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Thesis

Degree Name

Doctorate

Faculty Advisor

Kay Davis

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