Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2026
Partnering for change: A qualitative study on practice readiness.
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Nicely Stephanie E, Wilgenbusch Bev
Аннотация
BACKGROUND: Newly licensed nurses continue to enter practice with varying levels of readiness, prompting ongoing concern among clinical leaders and renewed emphasis on academic-practice alignment following the American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education (2021). However, limited consensus exists regarding how practice readiness is defined and evaluated across clinical settings.
PURPOSE: The primary aim of this study was to identify perceived knowledge-practice gaps among new graduate nurses as described by clinical leaders and educators in practice settings. A secondary aim was to identify strategies within academic-practice partnerships that may support competency development and transition to practice.
METHOD: A qualitative descriptive design was used. Focus groups were conducted with 27 nurse leaders and clinical educators across 14 clinical sites affiliated with a Midwest academic nursing program. Data were collected using semi-structured interviews and analyzed thematically. Rigor was supported through member checking, audit trail documentation, and intercoder agreement.
RESULTS: Four interrelated themes emerged: Professional Communication Across the Clinical Environment, Underdeveloped Clinical Judgment Skills, Essential Clinical Readiness, and Professional Identity and Engagement. While participants identified areas for development across these domains, findings also suggest that many perceived gaps reflect discrepancies among expected characteristics of novice practitioners and the complexity of contemporary practice environments.
CONCLUSION: Practice readiness is a multidimensional, developmental process shaped by both educational preparation and clinical context. Findings advance current understanding by suggesting that perceived deficiencies in new graduates may reflect misalignment between expectations for novice nurses and the realities of practice settings rather than educational deficits alone. Academic-practice partnerships are therefore essential not only for curricular alignment with the AACN Essentials (2021), but also for establishing shared expectations, strengthening competency development, and supporting transition to practice.
PURPOSE: The primary aim of this study was to identify perceived knowledge-practice gaps among new graduate nurses as described by clinical leaders and educators in practice settings. A secondary aim was to identify strategies within academic-practice partnerships that may support competency development and transition to practice.
METHOD: A qualitative descriptive design was used. Focus groups were conducted with 27 nurse leaders and clinical educators across 14 clinical sites affiliated with a Midwest academic nursing program. Data were collected using semi-structured interviews and analyzed thematically. Rigor was supported through member checking, audit trail documentation, and intercoder agreement.
RESULTS: Four interrelated themes emerged: Professional Communication Across the Clinical Environment, Underdeveloped Clinical Judgment Skills, Essential Clinical Readiness, and Professional Identity and Engagement. While participants identified areas for development across these domains, findings also suggest that many perceived gaps reflect discrepancies among expected characteristics of novice practitioners and the complexity of contemporary practice environments.
CONCLUSION: Practice readiness is a multidimensional, developmental process shaped by both educational preparation and clinical context. Findings advance current understanding by suggesting that perceived deficiencies in new graduates may reflect misalignment between expectations for novice nurses and the realities of practice settings rather than educational deficits alone. Academic-practice partnerships are therefore essential not only for curricular alignment with the AACN Essentials (2021), but also for establishing shared expectations, strengthening competency development, and supporting transition to practice.