Date of Award


Document Type


Degree Name

Master of Science in Nursing (MScN)

First Supervisor/Advisor

Dr. Khairulnissa Ajani


School of Nursing and Midwifery, Pakistan


Background: The transition period of new graduate nurses necessitates major adjustments as they transition from an organized learning environment to a more independent and challenging work environment. Most of the transitional challenges and concerns remain unaddressed resulting in a difficult transition. This study can aid in identifying the problems and the anticipated expectations of final-year nursing students to bridge the gap between academic training and professional practice, resulting in a smoother transition for new graduate nurses.
Purpose: The current study aimed to identify the perceptions of final-year baccalaureate nursing students regarding their anticipated expectations related to the transition from being students to nursing interns, and the transitional challenges faced by nursing interns, in a tertiary care hospital in Karachi, Pakistan.
Methodology: The descriptive cross-sectional design was used to assess the study questions. The total sampling strategy was used and 170 participants including 113 final-year nursing students and 57 nurse interns, participated in this study. The study assessed their role transition perceptions related to role preparation, role competence, organization and support, role expectations, and emotional issues, using the Modified Perceptions and Expectations of Role Transition questionnaire, adopted from Deasy et al. (2011), which was shared with the participants via email. The data was collected from March 22, 2023, to June 30, 2023. The questionnaire tool was piloted on 10% of the total sample to check the language accuracy and the relevancy of the questions in terms of context. IBM SPSS version 27 was used to compute the percentages of the responses received.
Results: The findings of the study indicated that 93% of the interns found their student-to-nurse transition problematic and 59.6% faced difficulties in managing their workload. In terms of orientation and support, only 11% received orientation to their new role, 12% were supported to develop their full potential, and 17.5% received ongoing formal support during their internship. Moreover, only 35.1% received support from the multidisciplinary team, 42.1% received support from unit management, and 36.8% received feedback from them, 47.4% were facilitated to introduce new evidence-based initiatives, while 47.4% accepted having open and supportive communication channels in ward/unit, 47.4% felt respected, only 24.6% said that they had flexible working hours, and only 21.1% agreed that they were financially well rewarded for their work.
Conclusion: The study concluded that the final-year nursing students anticipate receiving support, and constructive feedback from the unit management and organization, but very few of the nursing interns received support, feedback, and proper orientation during their transition period. Hence, it is recommended that during internship, extensive student and intern support services, a supportive work environment, improved clinical preceptorship programs, frequent transition workshops focusing on time management, stress, and workload management, and frequent feedback and evaluation processes must be implemented to ensure a smooth transition of nursing students.

Included in

Nursing Commons