Clinical Reflections of a Nurse Orientation Programme From an Andragogical Perspective: A Descriptive Phenomenological Study.

AIM: To explore how a nurse orientation programme is reflected in nurses' clinical experiences and to discuss the findings in relation to Knowles' andragogy.

DESIGN

A qualitative descriptive phenomenological study.

METHODS

Thirteen nurses from a private hospital in Istanbul were recruited using criterion and maximum variation sampling. Eligible nurses had completed the institutional orientation programme within the previous 3 months and had started clinical duty. Face-to-face semi-structured interviews lasting 25-35 min were analysed using Colaizzi's seven-step method. Saturation was reached around the tenth interview and confirmed through three further interviews. Rigour was supported through independent coding, researcher consensus, reflexive notes, participant validation and analytic documentation. After inductive analysis, the findings were discussed in relation to Knowles' andragogy, with particular attention to adult learning and transition support.

RESULTS

Seven themes emerged: (1) General contributions to orientation, (2) Clinical problem-solving, (3) Theoretical-to-clinical transfer, (4) Simulation-based readiness, (5) Medication administration safety, (6) Professional interaction and psychological safety, and (7) Programme improvement needs. Participants perceived orientation as reducing uncertainty, supporting organisational integration, strengthening medication safety-related confidence, improving perceived readiness for emergencies and facilitating collegial interaction.

CONCLUSION

Participants' accounts suggest that nurse orientation programmes may support perceived organisational integration, clinical problem-solving and safety-related preparedness and confidence during the transition into clinical practice. The andragogical perspective adds value by facilitating discussion of the findings in relation to adult learning principles, including relevance, prior experience, problem-centred learning, motivation and professional autonomy.

IMPLICATIONS FOR NURSING PRACTICE: Orientation may be viewed as an ongoing support structure for nurses' perceived clinical adaptation, safety-related preparedness and professional confidence. The findings may inform nurse educators, clinical leaders and healthcare institutions involved in designing and refining transition-support programmes. Further multi-source and outcome-based research is needed to examine whether these perceived benefits correspond to observable clinical outcomes.

REPORTING METHOD: The COREQ checklist was used.

PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.