Nurse educator · 2026
From Competence to Autonomy: A Developmental Model of Transition to Practice.
СтатьяНазвание и аннотация: Перевод в очереди
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MacWilliams Brent, Englund Heather M
Аннотация
BACKGROUND: Newly graduated nurses often meet competency standards yet struggle to function independently in clinical practice, suggesting that competence alone does not explain readiness for autonomous practice.
PURPOSE: To propose a developmental model explaining the transition from competence to autonomy and its implications for nursing education and workforce transition.
METHODS: Contemporary literature was integrated with grounded theory findings and prior conceptual work to develop a staged model of clinical transition.
RESULTS: The model describes 5 developmental phases supported by 3 interacting mechanisms: mediated clinical experience, professional identity formation, and developmental calibration. Ownership of practice represents the pivotal transition from externally guided performance to internally regulated clinical judgment and responsibility.
CONCLUSION: Transition to autonomy is developmental rather than time-dependent. The model provides a framework for designing clinical education, transition-to-practice programs, and workforce strategies that intentionally support autonomous professional practice.
PURPOSE: To propose a developmental model explaining the transition from competence to autonomy and its implications for nursing education and workforce transition.
METHODS: Contemporary literature was integrated with grounded theory findings and prior conceptual work to develop a staged model of clinical transition.
RESULTS: The model describes 5 developmental phases supported by 3 interacting mechanisms: mediated clinical experience, professional identity formation, and developmental calibration. Ownership of practice represents the pivotal transition from externally guided performance to internally regulated clinical judgment and responsibility.
CONCLUSION: Transition to autonomy is developmental rather than time-dependent. The model provides a framework for designing clinical education, transition-to-practice programs, and workforce strategies that intentionally support autonomous professional practice.