Newly Graduated Swedish Nurses' Inadequacy in Developing Professional Competence
Margareta Widarsson, Margareta Asp, Anna Letterstål, Marie‐Louise Södersved Källestedt
Abstract
BACKGROUND: The learning process for student and recently graduated nurses during their transition to professional nursing is stressful and challenging. The aim of this study was to describe recent graduates' experiences of developing professional competence in their basic nursing program and during their first year. METHOD: A qualitative descriptive design with an inductive approach based on interviews with 11 nurses, with a qualitative content analysis. RESULTS: Recently graduated nurses experience shortages and struggle to develop their professional competence. They find that reflection is a fundamental tool in the process of professional competence development. The competence gap is not between theoretical and practical knowledge, but rather between the university and health care organizations. CONCLUSION: Focusing on the intertwining of theoretical and practical knowledge can bridge the gap between these two organizations and create a foundation for lifelong learning of professional competence. Creating opportunities for reflection is central to the learning process. [J Contin Educ Nurs. 2020;51(2):65-74.].