The experience of newly qualified nurses one year after prematurely transitioning to the professional world during the Covid-19 pandemic in Spain.

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Learn more: PMC Disclaimer | PMC Copyright Notice BMC Nurs . 2026 Mar 4;25:343. doi: 10.1186/s12912-026-04513-2 Search in PMC Search in PubMed View in NLM Catalog Add to search The experience of newly qualified nurses one year after prematurely transitioning to the professional world during the Covid-19 pandemic in Spain Míriam Rodríguez-Monforte Míriam Rodríguez-Monforte 1 Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain Find articles by Míriam Rodríguez-Monforte 1, 2 , Rosa Rifà-Ros Rosa Rifà-Ros 1 Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain Find articles by Rosa Rifà-Ros 1, 2, ✉ , Astrid Escrig-Piñol Astrid Escrig-Piñol 3 Escola Superior d’Infermeria del Mar-Universitat Pompeu Fabra, Carrer del Dr. Aiguader, 80, Barcelona, 08003 Spain Find articles by Astrid Escrig-Piñol 3 , Marta Reyes-Vizcarro Marta Reyes-Vizcarro 1 Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain Find articles by Marta Reyes-Vizcarro 1, 2 , Elena Carrillo-Álvarez Elena Carrillo-Álvarez 1 Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain Find articles by Elena Carrillo-Álvarez 1, 2 , Sofia Berlanga-Fernández Sofia Berlanga-Fernández 4 Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra,41, Cornellà de Llobregat, Barcelona, 08940 Spain Find articles by Sofia Berlanga-Fernández 4 , Ángela Amorós-Molina Ángela Amorós-Molina 4 Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra,41, Cornellà de Llobregat, Barcelona, 08940 Spain Find articles by Ángela Amorós-Molina 4 , Anna Martín-Arribas Anna Martín-Arribas 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 5 GHenderS Research Group, Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326- 332, Barcelona, 08025 Spain Find articles by Anna Martín-Arribas 2, 5 Author information Article notes Copyright and License information 1 Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 2 Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, Barcelona, 08025 Spain 3 Escola Superior d’Infermeria del Mar-Universitat Pompeu Fabra, Carrer del Dr. Aiguader, 80, Barcelona, 08003 Spain 4 Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra,41, Cornellà de Llobregat, Barcelona, 08940 Spain 5 GHenderS Research Group, Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326- 332, Barcelona, 08025 Spain ✉ Corresponding author. Received 2025 Oct 8; Accepted 2026 Feb 27; Collection date 2026. © The Author(s) 2026 Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ . PMC Copyright notice PMCID: PMC13067659  PMID: 41782116 Abstract Background The transition from student to professional nurse is widely recognised as a critical and vulnerable period, particularly during the first year after graduation. Evidence suggests that up to 50% of newly qualified nurses leave the profession within this first year due to stress and the high level of responsibility they encounter. During the Covid 19 pandemic, many students prematurely assumed nursing roles amid resource shortages and exacerbating already elevated levels of stress associated with transition to nursing practice. While some students found pride and learning opportunities in their new role, others faced fear, ethical conflicts, and isolation. Methods A descriptive qualitative study design was employed, using focus groups comprised of participants from five Catalan universities, to explore the nature and conditions of the transition to practice and the response patterns of newly qualified nurses who entered professional practice prematurely under relief contracts. Results The study examined nursing students’ premature transition during Covid-19. Participants reported being driven by practical goals and vocational values when choosing this premature transition to practice. Challenges included unclear roles, emotional strain, and heavy workloads. Despite barriers, support from mentors, peers, and family fostered resilience and professional growth. Some reconsidered career paths, emphasizing mentorship’s critical role in successful transitions. Findings are presented across the theoretical domains of nature of transition, transition conditions, and patterns of response, within which themes emerged from the analysis. Conclusions Transitioning to nursing during the pandemic was challenging, highlighting mentorship’s crucial role. Mentorship supports professional identity, eases fears, and provides feedback. New nurses value better working conditions and experienced mentors, fostering leadership. Institutions must prioritize mentorship to ensure nurse development, retention, and job satisfaction amidst global challenges. Keywords: Premature transition, Covid-19 pandemic, Students, Mentorship, Nursing Introduction Transitions are unique moments in people’s lives [ 1 ]. In any given profession, the transition from student to professional involves challenges that need to be overcome for a successful adjustment, especially during the first year following graduation [ 2 ]. Meleis [ 3 ] defines that a transition begins when reality presents an event that brings associated changes in the fundamental patterns of life. In the nursing profession, the transition to the professional world has been described as one of the most vulnerable moments of professional growth. Kramer [ 4 ] and Duchscher [ 5 ], already denominated this moment as ‘transition shock’. For up to 50% of new nurses transition shock results in the decision to leave the profession and find an alternative job that does not entail the stress, responsibility, and expertise [ 6 , 7 ]. The transition from student to nurse is well represented in the literature. Benner describes the importance of guiding professional growth through five stages [ 8 , 9 ]. Stage 1, beginners, includes the first year of clinical education and describes a student with limited knowledge and skills that needs supervision and constant feedback; Stage 2, advanced beginners, are described as new graduates in their first jobs, who are able to recognize the meaningfulness of a situation, but with insufficient in-depth experience. The classification includes a further three stages (3 to 5) describing nursing professionals with more experience and skills (Stages 3 and 4, competent and proficient) until reaching the level of expert (Stage 5), entailing the capacity to see the situation as a whole with a unique intuitive grasp based on their deep knowledge [ 8 ]. Benner highlights that, under normal circumstances, new nurses are asked to fulfill a role that is beyond the expectations of a beginner and is instead the role of competent or proficient. Under normal conditions, the transition of nursing students into the professional world should be a structured and supervised process, supported by in-person placements, close mentorship, and formal clinical training contracts that define roles, responsibilities, and learning objectives [ 10 , 11 ]. Previous studies have highlighted the importance of in-person clinical placements, close mentorship, and clearly defined training roles and responsibilities in fostering professional socialization, competence development, and patient safety [ 4 , 5 ]. These same elements have also been identified in the literature as protective factors against stress, role confusion and early professional abandonment among newly qualified nurses. During the Covid-19 pandemic, the transition of nursing students into the professional world was significantly disrupted, as clinical placements were modified or partially replaced by remote or simulated activities, supervision was reduced, and training contracts required rapid adaptation to changing institutional and clinical conditions [ 12 ]. This meant that many of the conditions considered essential for a safe and supported transition into practice were abbreviated or weakened in order to meet urgent healthcare demands. In March 2020, and similar to other contexts worldwide, the Spanish Ministry of Health issued an Order SND/232/2020 [ 13 ], establishing a set of emergency measures, including the temporary hiring of final-year nursing students. Under the order, final year students were employed through relief contracts to perform support roles within clinical settings under the supervision of registered senior nurses to help address critical nursing shortages [ 14 ]. The ministerial provision foresaw recruiting around 10,200 final year nursing students. The Covid-19 pandemic posed, therefore, an additional new challenge for the students who decided to transition prematurely. During the first wave, when resources were scarce and knowledge about the virus and its impact was limited, final-year students that decided to work under relief contracts were confronted with transition shock and, in many cases, were required to assume competent nursing roles in the midst of an unprecedented health crisis. This period was marked by widespread educational disruptions, significant psychosocial impacts—including stress, anxiety, and exhaustion—ethical dilemmas in clinical settings, and the pressures of workforce deployment. Students transitioning to qualified practice faced heightened responsibilities in extremely busy and constantly changing clinical environments, often with minimal support. The pandemic exacerbated the challenges of moving from student to newly qualified nurse, highlighting feelings of fear, loneliness, isolation, uncertainty, and disengagement. Many students reported considering leaving their programs due to academic pressures, feeling overwhelmed, and doubting their clinical skills [ 15 – 17 ]. Under normal circumstances, nursing education prepares students to approach ethical dilemmas gradually, supported by supervision, reflection, and the progressive development of professional judgement and moral reasoning. However, during the pandemic, many students were abruptly exposed to complex ethical decisions for which they had limited preparation and support. These situations placed students in positions that required them to apply the ethical codes and moral values of nursing in highly stressful contexts. They reported involvement in patient selection for resource allocation and ICU bed assignments, caring for patients who were not admitted to the ICU during their final moments, and encountering challenges in providing end-of-life care, often without the usual educational and supervisory structures that guide ethical decision-making. Many reflected on the experience, recognizing “how dignity was questioned and how they could become patients’ advocates” [ 17 , 18 ]. This abrupt exposure to ethically challenging situations, combined with insufficient support, placed students at high risk of moral distress and potential moral injury, as they were required to act in ways that conflicted with their developing professional values and expectations of care. Despite these challenges, many students demonstrated resilience, and support systems played a critical role in strengthening their commitment to the nursing profession [ 15 , 16 , 19 – 22 ]. Some studies have even described the experiences of students working under relief contracts during the Covid-19 pandemic as positive, emphasizing the bonds formed within clinical teams, the valuable learning opportunities, and the sense of being helpful and proud of their emerging professional roles [ 23 , 24 ]. Experiences and our attitudes toward their meaning change over time. New experiences, especially impactful ones, need time to be addressed and transformed into significant learning that can help the person to grow [ 25 – 27 ]. Consequently, the research sought to understand the experiences of newly qualified nurses one year after their premature transition to practice during the Covid-19 pandemic and the impact of the transition had on their career projection. Methods Aim The aim of this study was to describe the experience of student to nurse transition among newly qualified nurses hired to work under relief contracts during the first wave of the Covid-19 pandemic and after one year of pursuing their career. Design The study uses a descriptive, qualitative design. Focus groups were recruited to explore the nature and conditions of the transition and the newly qualified nurses’ response patterns from the transition to practice [ 3 ]. The focus groups were conducted by the researchers, AM and SB, who are trained in qualitative research focus group techniques and experienced in qualitative data collection with healthcare students and professionals. The Consolidated REporting criteria for Qualitative studies (COREQ-32) [ 28 ] was used to present the methods described. Recruitment Participants were newly qualified nurses. The study was conducted from May to July of 2021. Inclusion criteria were: (a) to be practicing as nurses one year after graduation; (b) to have been enrolled in the final-year of a Nursing degree program in a participating university during the 2019–2020 academic year; (c) to have worked under a relief contract during the first wave of the Covid-19 pandemic in 2020; and (d) to be able to speak and understand Spanish and Catalan. The variables included age, gender, clinical setting of practice, and duration of the relief contract. The research team approached all eligible newly qualified nurses who had been working under a relief contract in their final year of a nursing degree program ( n = 1596) via email with information about the purpose of the study, information about the project and researchers (previous experience in similar studies, publications, current occupation) and invited them to participate. Interested newly qualified nurses had to complete a form with their details via an online platform. No newly qualified nurses dropped out once they had completed the form. The groups were, mixed in terms of age, gender, clinical setting and university of training (Table 1 ). The recruitment of newly qualified nurses continued until the saturation of themes (no new emerging themes) was confirmed, and no new data was obtained (Fusch and Ness, 2015). Table 1. Description of the participants in the focus groups No. participants Gender Age (years) Clinical Setting Duration of the relief contract Male Female Range No. Type No. Months No. 18 9 9 22–24 11 Hospital 15 1 5 25–29 2 Primary Care 2 2 2 30–34 2 Nursing home 1 3 10 35–39 2 4 1 > 40 1 Permanent 1 Open in a new tab Sample A total of 18 newly qualified nurses participated in the study. The majority of participants had been hired in hospital settings (88.8%). Three participants were also allocated to primary healthcare facilities (11.1%) and to nursing homes (5.5%) (Table 1 ). Data collection Three focus groups were held in a period of two months. Focus group sessions lasted 90 to 120 min and included six newly qualified nurses in each group to ensure adequate discussion [ 19 ]. Intentional consideration of group size allows all participants to contribute meaningfully while promoting dynamic interaction and in-depth exploration of experiences, in line with recommended guidelines for qualitative focus group research [ 29 ]. The sessions were conducted through online group video calls. In order to introduce the focus group session, researchers SB and AM outlined the purpose of the study, the likely time requirements and the voluntary nature of participation. Ethical approval was granted prior to the beginning of the study by the ethics committee of the Ramon Llull University (CER URL_2019_2020_018). Oral informed consent was obtained from all participants prior to inclusion. Participants were clearly informed of the study objectives, their rights, and the characteristics of the research, including their right to withdraw at any time without negative consequences. The study was conducted in accordance with the ethical principles stated in the Declaration of Helsinki. The focus groups were guided by a script based on the major concepts of Meleis’ Theory of Transition [ 3 ]. The script was first piloted on a group of nursing lecturers and two PhD students whose undergraduate degree was completed within the last four years to confirm clarity and question open-endedness. Minor changes to the script were made based on pilot group feedback. The focus group script is shown in Table 2 . Discussions were video-recorded and transcribed by a team of two research nurses. Transcripts were checked against video-recordings for accuracy. In addition, participants were assigned a pseudonym in order to maintain anonymity. Table 2. Focus group script guided by Meleis’ Theory of Transition Nature of transition: Why did you decide to work under a relief contract during the pandemic? Which factors did you take into consideration when taking this decision? What were your expectations in relation to working under a relief contract? Transition conditions : What was the process like prior to starting work under the relief contract? How were you received in the clinical setting? What factors have facilitated or hindered your transition to the professional world? How was the support received by the staff at the clinical settings and at the university during the period that you worked under the relief contract? How did working under the relief contract influence your last stage of nursing training? How were your initial expectations related to your actual experiences? Patterns of response : How prepared did you feel to start working before you qualified as a nurse? Which feelings did moving into the professional world arouse in you? What strategies did you use to face the challenges you encountered? Which learning achievements did you acquire while working under a relief contract? How has your transition into the professional world influenced your planned personal and professional projects? How do you think your role under the relief contract has influenced your perception of the nursing profession? Open in a new tab Data analysis Data analysis was carried out concurrently with data collection, allowing for reflection on participants’ perspectives and minor modifications to the questions or the sequencing of questions in subsequent focus groups. Thematic analysis was undertaken following Braun and Clarke’s approach [ 30 ]. Transcripts were first read and re-read to achieve familiarity with the data. Data from the focus groups were then analyzed independently by researchers MR, RR, and AM to generate initial codes. The analysis was supported by ATLAS.ti 8, and no discrepancies in coding were identified. Codes were subsequently developed into preliminary themes, which were reviewed and refined through team discussion using thematic networks [ 31 ]. Themes were then defined and named, and any discrepancies were resolved through discussion. Finally, the findings were interpreted and organized according to the major concepts of Meleis’ Transition Theory, which served as an organizing framework for data interpretation. Findings Study participants identified several factors that facilitated or hindered the transition process. The findings are presented according to the major concepts of Meleis’ Transition Theory (2000), which served as an organizing framework for data interpretation. Within these theoretical domains (nature of transition, transition conditions, and patterns of response), themes emerged inductively from the thematic analysis. The thematic analysis captured the experiences of newly qualified nurses one year after a premature transition to practice and the impact this transition had on their careers twelve months later. The findings are therefore presented across the three theoretical domains, within which the emergent themes are described. Nature of the transition In order to describe the nature of transition, participants were asked to share the reasons for deciding to work under a relief contract during the pandemic, the factors they considered when making this decision, and their expectations regarding working under a relief contract. The majority of the participants acknowledged that their enrollment provided an opportunity to join the professional world. They also described their transition as accelerated, uncertain, sudden and unplanned, occurring in a context marked by workforce shortages, social pressure, and rapidly changing clinical environments. Rather than following a gradual and predictable progression, the transition was experienced as an abrupt shift that required immediate adaptation and assumption of professional responsibilities. According to Meleis et al. (2000), the nature of a transition encompasses its type, context, and defining properties, all of which were strongly shaped in this study by the pandemic emergency and the premature entry into professional practice. Reasons for working under a relief contract Participants identified multiple, often overlapping reasons for deciding to work under a relief contract, reflecting both individual motivations and contextual pressures. A central reason for this decision was the opportunity to access employment and enter the professional nursing workforce earlier than anticipated. For many participants, the relief contract was perceived as a strategic opportunity to secure a position in a desired hospital or clinical setting and to gain early professional experience that could facilitate future employment. [that] I wanted to work in [Hospital] X so I tried to get into the X to help and to get a foot (laughs) in the door. (FG1920_04, female, public hospital) Financial considerations also influenced decision-making. Receiving a nurse’s salary prior to full qualification was described as a motivating factor. On the one hand I was personally motivated, I really wanted to finish my studies and start working. And on the other hand, the money, of course. (FG31920_20, male, nursing home) In addition to economic motivations, participants emphasized the perceived educational value of the experience. Working under a relief contract was framed as an intensive, hands-on learning opportunity that exceeded the scope of traditional clinical placements, contributing to skill acquisition, confidence building, and professional growth, as well as not being left behind compared to their university colleagues. I think it’s that, it was a hell of a ‘placement’ where the knowledge you have been able to learn is, well… I reckon that nobody who does the degree in these four years could do a placement like the one we have done. (FG31920_17, male, public hospital) Beyond personal and professional motivations, participants described a strong sense of social and moral responsibility. The decision to accept the relief contract was frequently linked to professional values, vocational commitment, and a perceived duty to respond to an unprecedented public health crisis. In this sense, the transition was not only an individual career decision, but also a response to societal needs, reinforcing participants’ emerging professional identity and commitment as future nurses. Yes, yes, I said yes because I knew I have studied and I think that nursing is vocational and that it’s my job, I have to help and…. well, I had to go and….I said yes and I started the next day. (FG1920_02, female, private hospital) Expectations The novelty of the pandemic context, combined with uncertainty about their legal scope of practice and professional responsibilities, limited their ability to anticipate what the role would involve. The absence of expectations was itself a defining feature of the transition, contributing to ongoing ambiguity and insecurity. …You knew you were going to lend a hand, but you didn’t know how involved you would get. If it would just be under a relief contract as they said at the start or if you were going to work as a nurse a bit …. (FG1920_04, female, public hospital) Uncertainty surrounding clinical responsibilities—such as medication administration, technical procedures, and levels of autonomy—was particularly salient. Participants described entering the workplace without a clear understanding of role boundaries, which heightened feelings of vulnerability and reinforced the perception of the transition as atypical and poorly defined. We were not sure about how far I could get. Could I administer medicine? Couldn’t I? Could I insert lines? Couldn’t I? Could I administer oxygen? All that… As it wasn’t totally clear. (FG21920_13, male, public hospital) Properties of the transition experience Several key properties defined the nature of the transition experience. First, the pandemic context profoundly shaped participants’ perceptions, with references to resource scarcity, rapidly reorganized clinical settings, and metaphors of crisis or “war.” These conditions intensified the emotional and ethical dimensions of the transition and framed early professional practice as an emergency response rather than a routine career step. I experienced it like a war, it was like going to war each day and, well, that’s what motivated you, right? The responsibility you took with the profession you’ve chosen. (FG31920_20, male, nursing home) Also mentioned is the humanitarian side of citizenship. Acts of civic solidarity can be understood as a facilitating community condition that supported participants’ emotional well-being during the transition. I recall that a group of people formed that gathered garbage bags and stuff, and every day when we opened our gowns we found a message, like good morning or have a good day, you are really brave…things like that and you thought: wow! It consoles you…even though you’re carrying a garbage bag and don’t have material…well…it made the day more pleasant…. (FG1920_04, female, public hospital) Participants described the most significant aspect of their transition experience as its sudden and accelerated nature. The need to respond immediately, often without structured preparation or mentorship, led participants to describe their experience as being “thrown in at the deep end.” This acceleration required rapid learning and adaptation, while simultaneously increasing stress and uncertainty. Well, the next day they threw me in at the deep end with Covid, and well… And my colleagues (mentor nurses) were quite frantic and said “no, no, I don’t have time for you. (FG1920_07, male, private hospital). Despite the challenges described, participants also reported the gradual development of self-efficacy and autonomy. Over time, assuming responsibility and engaging directly in patient care contributed to increased confidence and a growing sense of professional competence. These positive developments coexisted with persistent uncertainty, illustrating how professional growth and vulnerability were experienced simultaneously during the transition. make us feel independent, which right from the start, you don’t feel that on the degree (…) I think the independence gives you weight in such a situation, when entering the working world, because you really feel it’s you who’s doing it right from day one. (FG1920_15, male, public hospital) Finally, participants emphasized the collective nature of the transition. Entering practice alongside peers who were undergoing similar experiences fostered a sense of shared identity and mutual support, which helped mitigate some of the challenges associated with the abrupt and demanding nature of the transition. No one knew each other, no one knew anything about the other and at the end it was a collective thing (FG1920_02, female, private hospital). Transition conditions In relation to the aim of this study, and following Meleis conceptualization of transition conditions [ 3 ], participants identified a range of personal, interpersonal, and institutional factors that shaped their transition process. These conditions functioned either as facilitators or barriers, influencing how participants experienced entry into professional practice, their sense of preparedness, and their capacity to cope with the demands of an accelerated transition during the pandemic. Overall, transition conditions were described as uneven and context-dependent, with supportive environments mitigating the abruptness of the transition, while structural and emotional challenges intensified feelings of uncertainty and vulnerability. Facilitators of the transition process Support emerged as the central facilitating condition in participants’ transition experiences. The primary sources of support identified by participants were their peers, the clinical team—including role models—and the institution where they worked and contributed to participants’ sense of belonging, confidence, and professional legitimacy. Support from clinical teams, including experienced nurses who acted as informal role models, further contributed to participants’ learning and adaptation. When present, such support enabled graduates to ask questions, receive guidance, and gradually assume greater responsibility. The greatest support I had was a colleague who is a nurse and whom I really admire as a professional. I see her as a kind of role model. She is a colleague in the long-term care setting. (FG31920_20, female, nursing home). Being perceived as “part of the team” was described as a key condition that eased the transition into professional roles. In my case, I felt very well welcomed, but basically because we were starting from scratch, right? I mean everything needed to be set up and from day one we all sort of formed a team. What I mean is I felt welcome in a place where I was part of the team. (FG21920_11, female, health hotel and public hospital). The second source of support came from their university lecturers, through the follow-up developed through the role under a relief contract. Continued contact with faculty during the relief contract period provided emotional reassurance and continuity with participants’ student identity, acting as a protective factor during a time of professional ambiguity. We could be in contact with some lecturers if we needed to talk or if we had a family or personal problem. And I, in fact, did talk to one of the lecturers and felt greatly supported. (FG1920_02, female, public hospital). Finally, another source of support was family and friends. Peer support was consistently identified as the most influential facilitator, particularly in contexts where newly graduated nurses entered clinical settings simultaneously and faced similar challenges. But anyway, I was lucky to have had great friends and flatmates who are the ones who gave me the support that I needed at that time and with whom I could speak. (FG31920_17, male, public hospital) Shared experiences fostered teamwork and collective learning, helping participants to normalize difficulties and reduce feelings of isolation. We all had a students’ WhatsApp group and so, well, among ourselves we all got by more or less as we could. (FG31920_01, female, public hospital) At an individual level, previous clinical placements, simulation experiences, and prior work in healthcare were identified as internal facilitating conditions. These experiences increased participants’ perceived readiness for practice and enabled them to mobilize existing skills under pressure. Yes, I give importance to the question of placements. I mean, you do a lot, but if yet more were done, it might be better. Does that make sense? I think it’s the basis and no other degree has it. I mean, doing placements from the start, in the first year, the truth is it helps loads… (FG31920_17, male, public hospital). Effective communication and teamwork skills further strengthened participants’ capacity to navigate complex and rapidly changing clinical environments. but communication or teamwork is what’s fundamental in our profession. (FG31920_01, female, public hospital) Barriers of the transition process Despite the presence of facilitating conditions, participants also described several barriers that constrained their transition and intensified stress. A prominent barrier was the perceived lack of readiness for professional practice, particularly in relation to clinical decision-making and responsibility. This sense of unpreparedness was exacerbated by the accelerated nature of the transition and the limited opportunities for structured supervision. You didn’t know how to do anything. You had to go with someone the first days and then quickly get practice… But in the end after two weeks you were glad that you were doing this job. (FG1920_15, male, public hospital) Fear of transmitting Covid-19 to family members emerged as a significant emotional barrier, shaping participants’ experiences both inside and outside the workplace. This concern contributed to heightened anxiety and moral distress, particularly for those living with vulnerable relatives. The most important factor of course was that I live with my parents. And well, I think the biggest fear was bringing the infection home and putting my parents at risk. (FG1920_08, male, public hospital) Academic demands associated with the completion of the nursing degree constituted an additional barrier. Participants reported that balancing clinical work with dissertation requirements and university expectations generated significant workload and stress, and in some cases undermined the supportive role they expected from their educational institutions. Both myself and colleagues from other universities who were working with me were under lots of pressure from the dissertation. I understand that it wasn’t easy for the university to manage all that, but in my case the university meant another source of stress rather than help, really. (FG21920_11, female, health hotels and public hospital) Structural and legal employment conditions were also perceived as hindering factors. Participants described uncertainty regarding indemnity coverage, role legitimacy, and contractual status, as well as tensions arising from performing tasks comparable to registered nurses while holding different employment conditions. These ambiguities challenged participants’ professional identity and contributed to feelings of inequity within clinical teams. At the beginning everything was fine and then when they started to find out we were earning the same as a nurse and that we were performing the same tasks, there was more of a problem, well, “who are you covered by?” (FG31920_20, male, nursing home). Patterns of response In accordance with Meleis [ 3 ], patterns of response reflect how individuals respond to and are affected by a transition over time. Participants’ accounts revealed a range of emotional, cognitive, and behavioral responses that illustrated both the short- and medium-term impact of the premature transition to practice. Participants’ patterns of response encompassed the perceived impact of the transition on their professional trajectories, the emotions and feelings elicited by the experience, the coping strategies they adopted, and the learning achievements they attributed to this period. Impact of the transition experience Participants described the transition as having a lasting impact on their professional self-awareness and career development. Many reported increased awareness of the need for professional recognition and improved working conditions, linking their experiences during the pandemic to broader reflections on the nursing profession and its social value. And in the end, well, whether it’s because they’re afraid you’ll leave or not, but in the end they’re giving you the recognition we deserve as a profession, and that I think has changed thanks to the pandemic. (FG31920_20, male, nursing home) The transition also contributed to greater clarity regarding future career intentions. For some participants, exposure to specific clinical settings reinforced their interest in particular fields of practice and strengthened their commitment to nursing as a career. I would do the same again. (FG31920_01, female, public hospital) For others, the intensity of the experience prompted doubts about long-term professional sustainability and led to reflections on alternative career pathways. And yes, It was clear to me that I didn’t want that at all… That’s why it took a turn, it all took a turn and I thought: I must go and do something else, because I came to thinking that I had chosen the wrong degree. (FG21920_11, female, health hotel and public hospital) Overall, the impact of the transition was described as transformative but ambivalent, simultaneously reinforcing professional identity while exposing structural vulnerabilities within the healthcare system. but we have to keep fighting and we have to achieve things and improve our conditions and empower ourselves (smiles). (FG1920_04, female, public hospital) Emotions, feelings and coping strategies The participants expressed emotions ranging from positive to negative. They reported that their emotions were ambivalent and contradictory, and that they experienced mood swings. The feelings of sadness, fear and uncertainty, frustration and satisfaction were the most frequently expressed, as well as helplessness, discomfort, anxiety, pride and disappointment. Participants also expressed sorrow, rage, tiredness, and loneliness. These emotional “rollercoasters” reflected the complexity of transitioning into professional practice during a public health emergency. The situation has been very sad, yes; but the transition has been really nice, let’s say. For me. (FG1920_04, female, public hospital) Feelings of emotional exhaustion, loneliness, and moral distress were also present, particularly in relation to patient suffering and death. At the same time, participants expressed pride in their contribution and in their ability to cope with demanding circumstances. I think it’s a bit like a mixture of emotions, right?…I did feel, as D so rightly said, powerless, not able to do more, not able to help more. Sadness because I saw how the patients died….I don’t know, but in the same way I also felt very proud of what I was doing and of being able to help, and being there with the people and… there was a bit of everything…a mixture of emotions, truly… a rollercoaster…. (FG1920_04, female, public hospital) To manage these emotional demands, participants described several coping strategies. These included seeking feedback from colleagues, engaging in self-care activities such as physical exercise and hobbies, and sharing experiences and emotions with peers, friends, and family. These strategies functioned as protective mechanisms that supported emotional regulation and resilience throughout the transition. And then really switched off when I wasn’t working… I mean, I went running, to the gym, I went to do crossfit, I went out with friends… Now because you can go out, right? But the times you could do sport, that you could only go out at certain times, well, we made the most of those moments to switch off. (FG31920_17, male, public hospital) Learning achievements Participants consistently identified the transition experience as a significant source of personal and professional learning. They described developing adaptability, resilience, and confidence in their ability to function under pressure. Learning was framed not only in terms of technical skills but also as the acquisition of professional attitudes, such as teamwork, responsibility, and problem-solving. It’s everything. It’s everything because everything has helped me grow professionally. But I would like to stress the teamwork. (FG31920_01, female, public hospital) The experience reinforced participants’ belief in their capacity to learn and grow despite perceived unpreparedness. This recognition of competence development under challenging conditions contributed to a strengthened professional identity and a sense of achievement that persisted one year after the transition. I think that of the things I’ve paid most attention to, that we should take with us, it is that no matter how unprepared we are, if a person is enthusiastic and driven, we are capable of achieving whatever we want. (FG1920_15, male, public hospital) Discussion This study explored the experiences of newly qualified nurses one year after prematurely transitioning to professional practice under relief contracts during the Covid-19 pandemic. Findings are discussed in relation to the major domains of Meleis’ Transition Theory, which guided the interpretation of participants’ experiences [ 3 ], complemented by frameworks on transition shock (Kramer and Duchscher) [ 4 , 5 ], and Benner’s stages of clinical competence [ 8 ], professional socialization, and resilience. The study offers a detailed understanding of how accelerated professional entry during a public health crisis shaped participants’ development, coping strategies, and career trajectories. Nature of the transition Participants described the transition as sudden, accelerated, and highly uncertain, reflecting the extraordinary circumstances of the pandemic, but also an opportunity to show the potential of quality support and assistance and the capacity of resilience by learning from tough and challenging situations. Participants reported needing to adapt quickly, often without prior practical experience, to high-pressure clinical environments. This supports Meleis’ [ 3 ] assertion that transitions are triggered by events disrupting fundamental life patterns, generating stress while presenting opportunities for growth. Additionally, experiences of fear, uncertainty, and self-doubt align with the concept of transition shock [ 4 , 5 ], highlighting the vulnerability of novice nurses when assuming responsibilities beyond typical expectations. Despite these challenges, participants framed the transition as an opportunity for learning, resilience, and professional identity development, consistent with Benner’s stages [ 8 ]. While expected to perform near the level of competent or proficient nurses, participants relied on peer and mentor support, personal initiative, and adaptive coping strategies. Participants’ reasons for entering relief contracts were both practical and philosophical. Practically, they sought early professional experience, placement in preferred clinical areas (particularly to secure a position in a specific hospital or clinical area where they wished to work following the pandemic), and financial compensation [ 22 ]. Similar to other countries worldwide, in Spain, clinical placements were canceled during the first wave of the pandemic [ 32 ]; consequently, students had no practical learning opportunities except if they decided to start working under a relief contract which also offered the added benefit of financial compensation. Philosophically, participants expressed responsibility, vocation, and a desire to respond to urgent societal needs. These intertwined motivations highlight how personal values and contextual factors interact to influence transition experiences and engagement. A distinctive feature of this study was the role of civic and humanitarian motivations, which strengthened professional commitment and reinforced their sense of vocation—an aspect less emphasized in previous research. Responsibility and vocation are characteristics identified as representative of nurses, which may explain why nurses are among the most trusted professionals [ 33 ]. The pandemic seemed to offer an ideal scenario for the students to reinforce their sense of belonging to the nursing profession [ 14 ]. Transition conditions Transition conditions included both facilitators and barriers, aligning with Meleis’ framework [ 3 ]. Facilitators encompassed peer support, guidance from clinical teams and mentors, academic support, and family networks, fostering confidence, resilience, and a sense of belonging. These findings reinforce prior evidence that structured support and mentorship, whether formal or informal, is critical for successful transitions, especially in accelerated or high-stakes contexts and can help overcome extreme situations like the one described. The literature shows that to the extent that novice nurses receive support, they will be able to enjoy a good transition experience [ 34 ]. The figure of the mentor acts as a facilitator for learning and professional growth. Some authors have labeled expert nurses as being the main source of information for novice nurses. Additionally, just as having mentors favors the transition experience showing better retention rates and higher job satisfaction by new nurses (Hale et al.,2024), the lack of mentors can arouse feelings of “suffocation” and anxiety [ 34 ]. Barriers were substantial. Participants reported role ambiguity, heavy workloads, legal and financial uncertainties, and fear of infecting family members, compounded by ongoing academic obligations. The pandemic intensified these challenges, increasing stress, moral distress, and risk of burnout. In this sense, former students expressed the feeling of ‘jumping in at the deep end’ with a sense of experiencing a sudden and unplanned transition, within a context of considerable uncertainty. A good transition experience is a determining factor for any professional, but especially for nurses. Data shows that many novice nurses leave the profession in under twelve months, and up to 50% of newly qualified nurses decide to leave the profession during their transition [ 35 ]. A final year clinical pathway to help students start their transition experience has been recognized by students as well as academic and clinical institutions as useful, but it is not always available and novice nurses usually feel unprepared and anxious when they start their first job [ 36 ]. Students expressed fear of putting themselves, but especially their families, at risk because of the virus. Some of them even decided to live in the hotels that the Government put at the disposal of health professionals so they did not have to expose their families to the virus. During the pandemic, experienced health professionals also expressed the feeling of fear of infecting their families and not being able to be with their loved ones, even when they needed the most support, which increased the sense of burden during the pandemic and had negative consequences for their mental health [ 34 ]. Former students working under relief contracts also expressed being disconcerted at not having been given an adequate definition of their employment role, from a legal perspective including a lack of indemnity cover, and unequal financial and employment conditions, and the burden of having to deal with heavy workloads [ 37 ]. Other authors also highlight that one of the main concerns with regard to work/training activity was not having a well-defined role of the student, with a lack of information about what they could and what they could not do to the extent of being positioned at the level of “peers”, or even seen by experienced nurses as rivals [ 22 ]. This is also the case for some nursing students in clinical placements, especially for the students that combine their learning with a job position in healthcare (e.g., nursing aides). One reason that could explain why students were given positions in their relief contracts as “nurses” is the population-nurse ratio which, in Spain for example, is one of the lowest in Europe [ 38 ]. Giving positions to students to work as [if they were] experienced nurses, either during or after the pandemic, is perhaps merely a symptom of an unsolved identity- and leadership-based issue. One of the consequences of this is a lack of formal mentorship programs as a mandatory starting point for any novice nurse, as well as the training of mentor nurses and the recognition of their role as such in their career pathway [ 34 ]. The burden expressed by our participants came not only from the poor definition of their role and heavy workloads while employed under relief contracts, but also from their own responsibility as university students because they needed to submit projects to their university to finish their nursing degree. The lack of information not only hit the health sector, but also the academic sector. Universities had to adapt quickly to the pandemic by providing their professors with training on how to use online platforms and new assessment methods, and it was not only the lecturers who had to adapt, but the students as well [ 34 ]. The findings extend existing frameworks by illustrating how dual academic and clinical pressures during crisis-driven transitions amplify vulnerability in ways not fully captured in prior studies. Patterns of response Participants exhibited complex, ambivalent emotional and behavioral responses, ranging from fear, guilt, and sadness to pride, satisfaction, personal growth and commitment very similar to the results described in previous research [ 22 , 23 , 36 ]. This “emotional rollercoaster” reflects transition shock but was intensified by the pandemic. Coping strategies—seeking feedback, sharing experiences with peers, and engaging in self-care—supported adaptation, resilience, and professional development. Nurses’ initiation into their professional role has been likened to an emotional rollercoaster as well [ 39 ], which in the light of the context of the transition by our participants, may have been exacerbated. Literature also shows that feedback and sharing emotions are essential within a mentor-mentee relationship [ 34 ]. Researchers have analyzed the factors that can determine the decision of a novice nurse to remain in her/his position or leave, or even consider abandoning the profession. The main factor for novice nurses seems to be the support of mentor nurses and the clinical team, which appears to be one strong reason for our participants and other students hired under relief contracts to remain, being feedback and sharing emotions essential within a mentor-mentee relationship [ 34 ]. Participants also reported significant learning achievements, including improved adaptability, teamwork, clinical competence, and reinforced professional commitment. Nursing students frequently express their lack of readiness to start work, especially in the final year of their degree and with regard to hands-on activities where they feel they need more time to integrate skills and knowledge [ 34 ]. The last semester of the final year represents an opportunity to reflect on their transition and the difficulties they expect to encounter, as well as a safe space where they can work on their professional identity and define their future professional pathway, which the pandemic did not allow to happen [ 39 ]. Conversely, participants were required to navigate the transition rapidly in high-pressure clinical settings, which amplified both stress and learning demands. Despite these challenges, many reported that the experience accelerated their professional growth, fostering a heightened sense of self-efficacy, confidence in clinical decision-making, and an early understanding of their strengths and limitations as practicing nurses. This exposure highlighted gaps in traditional transition support, but also demonstrated the potential for resilience and adaptive learning in unprecedented circumstances. Yet, some considered reorienting their careers, particularly by choosing roles outside hospital settings. Notably, civic and humanitarian motivations, combined with mentorship and peer support, emerged as critical drivers of resilience and professional identity formation, offering a novel perspective on factors influencing transition outcomes. This work is not without limitations. None of the researchers had any prior relationship with the interviewed students before the commencement of the study, with the exception of researchers RR and MR, who had previously served as lecturers to some of the students participating in the study. Additionally, due to the nature of qualitative research, the findings cannot be generalized to other populations. The aim of descriptive qualitative research is to achieve an in-depth understanding of a phenomenon rather than producing generalizable results. The sample consisted of newly qualified nurses who were interested in participating, which may reflect some degree of self-selection bias. Conclusions and implications for practice Transitioning to the professional world is a vulnerable and complicated time in the lives of nursing professionals, particularly when considering the pandemic as a condition influencing the transition experience. The participants navigated unprecedented clinical, ethical, and academic challenges simultaneously. By situating these experiences within Meleis’ framework [ 3 ], the study both supports and extends the theory: while the dimensions of transition—nature, conditions, and patterns of response—remain relevant, findings highlight how moral and civic motivations can act as powerful facilitators of growth and professional identity, particularly in crisis contexts. The study further refines frameworks on transition shock, Benner’s stages [ 8 ], demonstrating that accelerated transitions can simultaneously generate vulnerability and opportunity. Participants’ ability to adapt, learn, and maintain commitment underscores the importance of supportive environments, mentorship, and alignment with personal and professional values. These insights provide both theoretical refinement and practical guidance for educators, clinical leaders, and policymakers aiming to optimize nurse transitions, particularly under crisis conditions. The findings underscore the need for structured mentorship programs, clear role definitions, and preparatory simulation-based training, especially for novice nurses entering practice. Recognizing both the emotional and ethical dimensions of transition is essential to enhance moral wellbeing, retention, job satisfaction, and competence. Policies ensuring legal clarity, equitable employment conditions, and institutional support can mitigate stress and foster professional growth. Considering the ongoing and emerging challenges in healthcare—including public health crises such as Covid-19, staffing shortages, rapidly evolving technologies, and increasing demographic, administrative and environmental pressures—it is essential that institutions and nursing leaders prioritize structured support for newly qualified nurses. Creating safe and supportive environments, including mentorship, accessible resources, and opportunities for professional development, is fundamental not only for easing the transition into practice, but also for promoting job satisfaction, resilience, and long-term retention within the nursing workforce. Acknowledgements The authors would like to thank the reviewers for their insightful comments and constructive suggestions, which significantly contributed to improving the quality of this manuscript. Author contributions MRM supervised, conceptualised, acquired, analysed, interpreted and prepared the original manuscript draft; RRR, AMA, conceptualised, analysed, interpreted the data and reviewed the original manuscript draft; AEP analysed the data, and edited the manuscript; MRV, SBF, AAM wrote and reviewed the manuscript. All authors read and approved the final manuscript. Funding This research was supported by the Spanish not-for-profit organization Fundació Infermeria i Societat (Nursing and Society Foundation). Data availability The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Declarations Ethics approval and consent to participate This study was conducted in accordance with the ethical principles stated in the Declaration of Helsinki. The ethics committee of the Ramon Llull University approved the study prior to data collection (CER URL_2019_2020_018). All participants provided their oral informed consent prior to their inclusion and were clearly informed of the objectives of the study, their rights, and the characteristics of the research, also considering their right to drop out without any negative consequences. The research has considered data protection (Spanish Organic Law 3/2018, of December 5, on Personal Data Protection (LOPD)). Each participant was assigned a code to respect their anonymity. All data was carefully managed and stored by the project PI. All methods were carried out in accordance with relevant guidelines and regulations. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Footnotes Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. References 1. Lindmark U, Bülow PH, Mårtensson J, Rönning H, A.D.U.L.T, Research Group. 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