Exploring the Transition Process of Novice Pediatric Nurses: A Qualitative Study With Implications for Simulation-Based Continuing Education Guided by Meleis's Transitions Theory

Background: This study explored the transition experiences of newly graduated nurses in pediatric clinical practice through the lens of Meleis's Transitions Theory and examined how simulation-based education can support this transition. Method: A qualitative study was conducted using focus group interviews with six novice nurses in a tertiary hospital in South Korea. Data were analyzed using directed content analysis based on Meleis's Transitions Theory. Results: Three major themes emerged: Difficulty Managing Caregivers' Emotions and Building Trust, Limited Age-Specific Communication Skills, and Lack of Exposure to Diverse or Complex Pediatric Conditions. Participants reported that current simulation programs emphasize technical procedures and lack preparation for the emotional and relational aspects of care. Conclusion: Emotional preparedness is a critical yet underdeveloped component of continuing education for novice pediatric nurses. Incorporating emotionally immersive and developmentally diverse simulation scenarios may enhance clinical readiness and support professional identity formation.