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The transition from academia to practice requires new nurses to integrate knowledge, competence, and professional role expectations within complex systems. This manuscript describes a nurse residency program redesigned using the Professional Role Identity Formation Theory, evidence-based competencies, and systems thinking. Through phased learning and structured preceptor support, the program facilitated real-time application of theory to practice, strengthening clinical judgment and professional formation while advancing competency-based readiness for independent nursing practice.
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Korkis et al. (2026) studied this question.
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