Exploring transition readiness and career intentions among final-year nursing students: A cross-sectional survey

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Background Little is known about how final-year educational experiences shape nursing students' perceived readiness and long-term career intentions. Aim To investigate educational satisfaction, transition confidence, and career intentions among final-year Bachelor of Nursing students. Methods A cross-sectional survey was conducted with final-year nursing students across five campuses of an Australian university. Satisfaction with educational experiences was measured using 5-point Likert scales (1 = extremely dissatisfied to 5=extremely satisfied). Transition readiness was assessed using a 0–10 sliding scale, with higher scores indicating greater confidence. Career intentions and perceptions of career-preparation resources were also measured. Descriptive and inferential statistics were used to analyse the data. Findings Of 198 respondents, most reported high satisfaction with clinical placements (mean = 4.28), skill development (mean = 4.17), and theoretical instruction (mean = 4.01). Confidence in transition readiness averaged 6.9/10. While 89% expressed interest in structured graduate programs, only 54% intended to remain in nursing beyond 10 years. Positive correlations were found between satisfaction with clinical placements and transition readiness (r = .45, p < .01) and between skill development and career confidence (r = .39, p < .01). Discussion Although students are satisfied with their education, many express only moderate confidence in their readiness to practise. Career intentions suggest possible early workforce attrition. Conclusion Despite strong satisfaction with undergraduate experiences, students' limited confidence in transitioning to practice and long-term career intentions highlight the need for curriculum-integrated strategies to support transition and retention.

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