Commentary: Transition challenges for newly qualified nurses during COVID-19: preceptorship and retention

Commentary to: Newly qualified nurses’ experiences of transition to professional practice in the context of COVID-19: a qualitative study (Jenkins et al., 2025).

This qualitative case study by Jenkins et al. (2025) investigated the experiences of newly qualified nurses (NQNs) during and shortly after the COVID-19 pandemic. Sixteen participants from an NHS Trust in the United Kingdom were interviewed, representing both hospital and community roles. The study found that the usual process of transition into practice was disrupted. Instead of experiencing a gradual adjustment, most NQNs entered practice feeling immediately overwhelmed, unprepared, and emotionally drained.

Heavy workloads, high patient acuity, and reduced access to support were central challenges. Preceptorship was described as inconsistent: some participants benefitted from helpful mentors, whereas others reported difficulties accessing programmes or meaningful supervision due to staffing shortages. Workplace culture played a pivotal role; supportive teams and approachable managers made transitions more positive, while undermining or disrespectful behaviours significantly damaged confidence.

Despite these obstacles, participants reported gradual growth in competence and confidence. However, many considered leaving the profession altogether, reflecting ‘resignation ideation’. The authors conclude that COVID-19 exacerbated pre-existing challenges of transition and emphasise the need for structured preceptorship, supportive workplace cultures and recognition of NQNs’ vulnerabilities during this critical phase.

Much of this study resonates with my own experience of qualifying. Like many of the participants, I experienced the ‘reality shock’ of moving from student to registered nurse – the weight of responsibility was immediate and often overwhelming. I also identified with the sense of expending all my energy at work and having little left for home life. The findings about team culture strongly reflect my experience: good staffing levels and supportive managers transformed shifts, whereas understaffing and high pressure made the transition far more difficult.

The study’s identification of ‘resignation ideation’ was particularly familiar. During the early months, I too questioned whether I could sustain a career in nursing, echoing the emotional strain described by participants. This is seemingly a universal challenge with NQNs reporting similar feelings globally, and notwithstanding pandemic pressures (e.g. Ogawa et al., 2024; Peterson et al., 2011).

At the same time, there were findings that did not align with my own journey. Unlike many in the study, I had guaranteed access to preceptorship through a structured, mandatory programme with pre-booked study days. My degree programme also felt less disrupted by COVID: while some learning was online, key practical elements remained face-to-face and library resources were available throughout. These differences highlight how institutional structures and timing of qualification shape transition experiences.

The paper also prompted questions for me. The study did not make clear which patient groups’ participants worked with. This context matters – for example, in paediatrics, higher nurse-to-patient ratios often create a more supportive environment compared with adult acute wards. This raises the possibility that transition experiences differ not only between individuals but also across specialties with distinct workplace cultures.

Beecroft et al. (2008) showed that supportive workplaces can reduce turnover among new paediatric nurses. Whether paediatrics really fares better than adult care is less certain, though it certainly starts well: child nursing courses in South West England report an exceptionally low attrition rate of just 0.2%, compared with 13.4% in adult and 13.2% in mental health nursing (Hambridge et al., 2023). Additionally, in this study by Jenkins et al. (2025), although the sample included community nurses, the analysis felt predominantly hospital-focused. A separate study dedicated to community nursing might reveal very different challenges, such as professional isolation or navigating lone-working contexts.

This study provides valuable lessons for education, practice, and workforce policy. For educators, the findings reinforce the importance of preparing students not only with clinical skills but also with interpersonal tools such as delegation, assertive communication, and boundary-setting, as explored by Aydogdu and Disbudak (2025) and Jestico (2025) recently in this journal. Personally, I believe structured teaching on delegation could have reduced much of my own transition shock and should be embedded in final-year training and placements.

For clinical practice, the findings highlight the pressing need to move beyond policy statements and address workplace culture. Zero-tolerance policies on bullying already exist, yet the persistence of undermining behaviours suggests they are not consistently enforced. Genuine accountability and cultural change are required if NQNs are to feel safe and respected in their workplaces.

At an organisational level, accessible and protected preceptorship is essential. NQNs need structured opportunities to attend, and preceptors require time and preparation to deliver meaningful support. When well implemented, preceptorship contributes to confidence, resilience, and retention (Aparício and Nicholson, 2020). When inconsistent, it risks leaving NQNs undervalued and unsupported. Workforce leaders should also recognise that transition challenges may vary between specialties and adapt support accordingly.

Finally, this study highlights areas for further research. Future work should explore the transition of community nurses in more depth, as well as how specialty-specific cultures shape NQNs’ adaptation. By tailoring interventions to context, organisations can better support new nurses and, in turn, improve staff retention and patient care.

Biography

Dominic Shariff, MSc, is a registered children and mental health nurse who qualified in 2023. He has worked in both children’s nursing on a surgical ward and in paediatric ICU and has stayed involved in research through completing data analysis in nursing research.