Effect of Clinical Education Models on New Graduate Nurse Transition Outcomes

BACKGROUND: Transitioning from student to professional nurse is stressful, with nearly 18% of newly licensed nurses leaving within the first year. Clinical education models may influence competence, confidence, satisfaction, and retention. This study examined the effect of instructor-led versus preceptor-led clinical education on newly graduated RNs (NGRNs) transition outcomes. METHOD: A retrospective quasiexperimental pilot study compared first-year NGRNs who completed either an instructor-led or preceptor-led experience. Thirty-three baccalaureate nursing graduates completed the Casey-Fink Graduate Nurse Experience Survey at 1 and 6 months postemployment, measuring communication, leadership, patient safety, stress, and satisfaction. RESULTS: During the first month of practice, instructor-led participants reported higher confidence in communication and delegation, while preceptor-led participants reported higher early job satisfaction. Differences diminished between groups by 6 months. Both models improved competence, confidence, and integration into practice. CONCLUSION: Structured clinical education supports successful NGRN transitions and highlights the value of intentional academic-practice partnerships in preparing competent, satisfied nurses and promoting retention.