Seda Tugba Baykara Mat

Title: The effect of problem solving approach training on professional readiness perception in newly graduated nurses

Abstract

The transition from nursing education to professional practice represents a demanding period for newly graduated nurses, often marked by uncertainty, role confusion, and limited self-confidence in clinical decision-making. Insufficient preparedness during this early career stage may negatively affect professional performance, job satisfaction, and workforce retention. Developing structured educational strategies that strengthen problem-solving and decision-making skills is therefore critical to support professional readiness. This randomized controlled trial aimed to evaluate the effectiveness of a problem-solving approach training program on the perception of professional readiness among newly graduated nurses in Türkiye. The study was conducted at a university hospital and included nurses with less than one year of clinical experience. Participants were randomly assigned to either an intervention group or a control group. The intervention group received a structured problem-solving approach training program consisting of interactive lectures, case-based discussions, and reflective learning exercises, while the control group continued with routine orientation practices. Data were collected using a Personal Information Form and the Nurse Professional Readiness Scale before and after the intervention. Statistical analyses included paired t-tests, independent t-tests, and ANOVA to examine within- and between-group differences. The results demonstrated that nurses who participated in the problem-solving training showed a significant increase in overall professional readiness perception compared to both their baseline scores and the control group. Improvements were particularly evident in communication skills, problem-solving ability, and professional self-confidence. These findings highlight the value of structured, evidence-based educational interventions in facilitating a smoother transition from student to professional nurse. Incorporating problem-solving approach training into orientation and transition programs may enhance clinical competence, strengthen professional identity, and support long-term retention of newly graduated nurses.

The audience take away from presentation:

• Evidence demonstrating the effectiveness of problem-solving approach training in improving professional readiness among newly graduated nurses.


• Practical strategies that can be used to strengthen communication, problem-solving, and clinical decision-making skills during the transition to professional practice.


• A structured training framework that can be adapted to orientation and transition programs for newly graduated nurses.


• Insights into how educational interventions can enhance professional confidence and role adaptation in early-career nurses.


• Implications for nurse educators, managers, and policymakers in integrating problem-solving–focused content into clinical education and workforce development programs.