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Faculty of Graduate Studies

Josephine Lee

  • B.N. (University of Calgary, 2019)
Notice of the Final Oral Examination for the Degree of Master of Nursing

Topic

Exploring Newly Graduated Nurses’ Experiences of Mentorship During Transition to Practice: A Reflexive Thematic Analysis

School of Nursing

Date & location

  • Monday, September 14, 2026
  • 9:00 A.M.
  • Virtual Defence

Examining Committee

Supervisory Committee

  • Dr. Vera Caine, School of Nursing, University of Victoria (Supervisor)
  • Dr. Andrew Estefan, School of Nursing, UVic (Member)

External Examiner

  • Dr. Darlaine Jantzen, School of Nursing, Trinity Western University

Chair of Oral Examination

  • Dr. Shemine Gulamhusein, School of Child and Youth Care, UVic

Abstract

Canada's strained healthcare system is exacerbated by high newly graduated nurses’ turnover amidst substantial nursing vacancies. Mentorship is an increasingly promoted strategy aimed at improving retention, yet limited research explores Canadian newly graduated nurses' transition-to-practice mentorship experiences. Newly graduated nurses enter practice with insufficient support, role ambiguity, and emotional strain, making mentorship a critical component of early professional development. In this research, I examine how mentorship influences newly graduated nurses' transition-to-practice experiences in acute care settings in Western Canada and how mentorship shapes supportive workplace cultures. Guided by a contextualist, relativist stance, I use reflexive thematic analysis for this study. Ten newly graduated nurses were recruited through two participating Western Canadian universities. Each participant completed two virtual semi-guided interviews exploring mentorship, transition to practice challenges, and workplace culture. Interview transcriptions were analyzed using Braun and Clarke's six-phase reflexive thematic analysis approach. Two key themes were identified. Navigating Workplace Culture and Mentorship and NGN Professional and Personal Identity Development. Findings recognize that mentorship is shaped by perceptions of ‘safe people’, cultural influences, and power inherent in workplace structures that impact belonging, confidence, and job satisfaction. Unsupportive environments of bullying and harassment contribute to isolation, uncertainty, and emotional strain, highlighting the importance of mentorship to positively influence identity formation, self-confidence, and role integration. Considering mentorship from a relational ethics perspective can create supportive workplace cultures through 'giving grace'. Bergum’s relational pedagogy can guide the development of relational spaces. Relationally grounded mentorship strengthens workplace culture and supports newly graduated nurses' transition to practice.

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