Nursing Students’ Transition Experiences from Final Year Nursing Student (FYNS) to Newly Graduated Registered Nurse (NGRN) during the COVID Pandemic
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The impact of the coronavirus disease pandemic on nursing education and clinical practice is underexplored.Surveys of students' readiness to practice during the pandemic showed that most felt unprepared upon graduation.To explore the experiences of final-year nursing students transitioning to newly graduated registered nurses during the COVID-19 pandemic.A thematic analysis of 14 semi-structured interviews was conducted with final-year nursing students and registered nurses who graduated between 2020 and 2024, selected by purposive sampling.Five themes were identified: (1) Theory and Practice Gaps (2) learning environment; (3) instructors, faculty, and staff; (4) transition facilitators; and (5) orientation and mentorship.The COVID-19 pandemic has significantly challenged nursing education, with cancelled labs and clinical hours leading to knowledge deficits, unpreparedness, and increased stress among students.Reducing graduation requirements raised concerns about workforce readiness, experience, and critical thinking abilities.Undergraduate employment aided RN preparation, and coping strategies included peer support and work-life balance.Successful transition required comprehensive orientation and mentorship programs.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it