What question did this study set out to answer?

To explore clinical education programs that enhance the confidence, competence, job satisfaction, and retention of new graduate nurses.

March 26, 2026Open Access

Clinical education programs for new graduate nurses: a scoping review

Key Points

To explore clinical education programs that enhance the confidence, competence, job satisfaction, and retention of new graduate nurses.
Conducted a scoping review using JBI methodology.
Included studies focused on clinical education for new graduate nurses within their first year of employment.
Literature search conducted in March 2025 across CINAHL, Medline, and Scopus with no geographical or language restrictions.
Reviewed 31 studies, primarily from hospital settings, involving various clinical education modalities.
Structured clinical education programs improved confidence and competence among new graduate nurses.
Enhanced job satisfaction and increased workforce retention were noted in the programs studied.
Identified challenges included staffing issues and the balance between providing clinical services and educational opportunities.

Abstract

To explore the clinical education programs that support new graduate nurses and their impact on confidence, competence, job satisfaction and workforce retention. Nursing workforce turnover is a key issue for healthcare organisations, impacting efficiency, cost-effectiveness, quality of care and patient safety. New graduate nurses are an at-risk cohort who face distinct challenges transitioning into practice, requiring structured and supportive clinical education programs. The JBI methodology for scoping review approach was used. The review was registered and made publicly available in Open Science Framework: https://osf.io/ke5hd. Included studies involved clinical education programs that support new graduate nurses within their first 12 months of employment after completing a bachelor-level degree and their impact on confidence, competence, job satisfaction and retention. The literature search was conducted in March 2025 using CINAHL, Medline and Scopus, with no restrictions on geography or language, and included grey literature across the selected databases. 31 studies met the inclusion criteria of the review, with the majority (n = 27) conducted in a hospital setting. Various terminologies were adopted for clinical education programs in the included studies, such as transition or residency programs, preceptorship programs and critical reflection programs. The duration of these programs was between six weeks to 18 months, with the majority delivered over 12 months (n = 18). Clinical education modalities included education sessions, support strategies, facility orientation, leadership involvement in structured programs, shift pattern rules, reflection, structured feedback and participation in quality improvement projects. This review highlighted the positive impact of providing clinical and social support to this at-risk cohort, and identified that structured clinical education programs resulted in improved confidence, competence, retention and job satisfaction of new graduate nurses. Additionally, the review of these studies revealed organisational challenges, including staffing issues and competing demands between sustaining clinical services, and releasing new graduate nurses for scheduled educational activities required to meet clinical education objectives. The review identified that structured clinical education programs positively impact the transition of new graduate nurses into professional practice. These findings will inform healthcare educators, policymakers and leaders in planning and prioritising responsive strategies to strengthen new graduate clinical education programs and sustain a future-ready nursing workforce.

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