Date of Conferral

12-24-2024

Degree

Ph.D.

School

Nursing

Advisor

Leslie Hussey

Abstract

Transitioning from nursing school to professional practice is a critical and challenging period for newly graduated nurses. Transition to professional nursing practice is particularly stressful in the first 3 years as new graduates adapt to the high acuity of patient care, which can result in burnout. The purpose of this qualitative study, guided by the conservation of resource theory, was to understand how new graduate nurses describe their experiences of burnout as novice nurses transition in the first 3 years of nursing practice. Fourteen nurses were interviewed using a semi-structured interviews, and Saldana’s two-cycle analysis was used for data interpretation, which revealed six major themes: (a) educational preparedness and gaps, (b) unrealistic expectations, (c) navigating workplace realities, (d) holistic support for transitioning nurses, (e) personal and professional well-being, and (f) being sustained by a purpose: the nurses’ drive. These findings underscore the need for targeted education and interventions addressing burnout to support new nurses in their educational journey and within healthcare organizations, enhancing mental health, nurse retention, and work-life balance. Future research should explore longitudinal studies on burnout prevention, as well as qualitative and mixed-methods research, to provide a more holistic view of burnout in new graduate nurses. This study contributes to positive social change by highlighting the experiences of new graduate nurses with burnout, offering insights into strategies that can improve their transition into professional practice, ultimately supporting retention and improving healthcare outcomes.

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