The interplay of developmental factors that impact congruence and the ability to thrive among new graduate nurses: A qualitative study of the interplay as students transition to professional practice

Research suggests the stressors leading to burnout may begin in the undergraduate experience, making the high attrition rates of new graduate nurses highly relevant to undergraduate nurse educators. Through a qualitative research study performed in B.C, Canada, eight novice nurses underwent three in-depth interviews to explore the interplay of factors that enabled and disabled them from thriving upon entry into practice. Prominent undergraduate nursing curriculum factors that were significant in the ability to navigate stimuli before they become chronic stressors included: (1) the ability of students to practice self-care, (2) whether or not faculty supported students to choose practicum and work areas that aligned with their personalities and preferences, and (3) curriculum components that felt relevant and translated well into the workplace. Developmentally, congruence and self-compassion were significant factors that acted as buffers against workplace stress. These insights inform nurse educators by deepening the understanding of the interplay of developmental assets and the experience of stressors that are endemic in their education and workplace experiences. •The inability of students to realistically practice self-care.•Whether or not faculty support students to choose a work area that aligns with their personalities and preferences, and.•Curriculum components that translate well into the workplace.•Developmentally, self-compassion was a key factor that acted as a buffer against workplace stress.