The aim of this study was to describe anticipations of graduating
nursing students of the unpredictable transition to a registered nurse.
The graduation can be stressful and challenging and nursing students
feel insecure about their competence and ability to start the working
life. A descriptive design was used with a modulated narrative method.
16 nursing students wrote narrative essays about their anticipations of
the transition. The essays were analyzed using inductive content
analysis. The anticipations of the transition can be divided into three
main categories: fear and stress of competence, opportunity to learn new
skills and orientation to the future. The results can be utilized both
in the curriculum development of nursing degree programs and in mentor
training programs. The study findings support the development of
transition facilitating methods to the final clinical practicum.