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Background <p>The transition from student to registered nurse is a demanding period marked by high expectations, emotional strain, and a need for rapid competence development. Structured onboarding programs are increasingly used to support newly graduated nurses, yet little is known about how mentors and leaders perceive their significance. This study explores these perspectives to deepen understanding of organizational and relational aspects of onboarding.</p> Methods <p>A qualitative hermeneutic‑phenomenological design informed by Paul Ricoeur’s theory of interpretation was applied. Eight semi‑structured interviews with mentors and leaders from medical, surgical, and oncology departments were conducted. Data were analyzed through Ricoeur’s three interpretive phases: naïve reading, structural analysis, and critical interpretation.</p> Findings <p>Four themes described how mentors and leaders understand and enact their roles in supporting newly graduated nurses. Balancing professional commitment in nursing onboarding highlighted the importance of early experiences for confidence and long‑term retention. Navigating individuality and structure in onboarding showed how standardized expectations are combined with tailored support. Being present yet invisible illustrated how mentors create psychological safety while promoting independence and reflective learning. Oscillating between standardized competence and evolving professional identity emphasized that the structured program strengthens clinical competence, supports identity formation, and contributes to a more stable workforce. There is an indication that such structured programs support care quality, competence development, professional identity, and retention.</p> Conclusion <p>Mentors and leaders perceive structured onboarding as a relational and developmental process that extends far beyond administrative orientation. The findings suggest that structured programs enhance psychological safety, promote competence development, and foster a coherent professional identity. These elements contribute not only to newly graduated nurses’ successful transition but also to workforce stability and care quality. Investing in comprehensive onboarding initiatives is therefore essential for sustainable nursing practice.</p>

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From orientation to integration: organizational leadership and mentorship for newly graduated nurses – a qualitative hermeneutic-phenomenological study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Jette Henriksen,
  • Ingrid Villadsen Kristensen

摘要

Background

The transition from student to registered nurse is a demanding period marked by high expectations, emotional strain, and a need for rapid competence development. Structured onboarding programs are increasingly used to support newly graduated nurses, yet little is known about how mentors and leaders perceive their significance. This study explores these perspectives to deepen understanding of organizational and relational aspects of onboarding.

Methods

A qualitative hermeneutic‑phenomenological design informed by Paul Ricoeur’s theory of interpretation was applied. Eight semi‑structured interviews with mentors and leaders from medical, surgical, and oncology departments were conducted. Data were analyzed through Ricoeur’s three interpretive phases: naïve reading, structural analysis, and critical interpretation.

Findings

Four themes described how mentors and leaders understand and enact their roles in supporting newly graduated nurses. Balancing professional commitment in nursing onboarding highlighted the importance of early experiences for confidence and long‑term retention. Navigating individuality and structure in onboarding showed how standardized expectations are combined with tailored support. Being present yet invisible illustrated how mentors create psychological safety while promoting independence and reflective learning. Oscillating between standardized competence and evolving professional identity emphasized that the structured program strengthens clinical competence, supports identity formation, and contributes to a more stable workforce. There is an indication that such structured programs support care quality, competence development, professional identity, and retention.

Conclusion

Mentors and leaders perceive structured onboarding as a relational and developmental process that extends far beyond administrative orientation. The findings suggest that structured programs enhance psychological safety, promote competence development, and foster a coherent professional identity. These elements contribute not only to newly graduated nurses’ successful transition but also to workforce stability and care quality. Investing in comprehensive onboarding initiatives is therefore essential for sustainable nursing practice.