Abstract
Staff shortages, the coronavirus disease 2019 pandemic, increased patient acuity
and fiscal restraints contributed to basic nursing students being assigned to intensive care
units (ICU). These students, expected to step up and function within the team, were confronted
with expectations and situations beyond their clinical preparation for practice. How can we
better prepare these students for practice?
Objectives: To develop recommendations that promote transition programmes that prepare
student nurses to become practice-ready novice general nurses to work in the ICU.
Method: The study adopted a sequential explanatory mixed-method. Quantitative data
collection was achieved through census sampling and the utilisation of the Casey Fink Practice
Readiness Survey. Statistical analyses used IBM SPSS (version 25, IBM Corporation) to identify
predictive relationships between practice readiness and identified variables through multilinear
regression. Qualitative data collected through purposive selection and semi-structured
focus group discussions were transcribed, coded and analysed through domain analysis.
Results: Four factors affecting nursing students’ perceived readiness for practice in the ICU
were identified: (1) Support for new general nurses, (2) their need for professional socialisation
and belonging, (3) orientation and skill development and (4) rotation and exposure to the ICU.
Conclusion: Multifaceted innovative introduction programmes may assist in preparing the
novice general nurse to become practice-ready.
Contribution: This article contributes towards a possible solution to bridge the theory-practice
gap and positively influence students’ transition into the workplace to facilitate retention of
novice practitioners beyond their first year of practice in a specialised unit.