Preparedness for practice : baccalaureate nursing graduates’ perceptions of reflective clinical practice in rural Nova Scotia : a qualitative case study

Abstract

This qualitative case study explores the experiences of recent baccalaureate nursing graduates in rural Nova Scotia to understand how reflective practice supports the development of clinical judgment and facilitates the integration of theory into practice. Grounded in adult learning theories—including experiential, transformative, and situated learning frameworks—the study investigates pedagogical approaches that support clinical learning and identifies barriers that hinder meaningful reflection. Through semi-structured interviews with four recent graduates, three key themes emerged: psychological safety, self-confidence, and informal workplace learning. Participants emphasized the importance of supportive mentorship, hands-on experience, and opportunities for informal reflection in developing clinical competence. While reflective practice was widely promoted throughout their education, findings revealed that students often struggled to engage in critical reflection, limiting their ability to translate reflective insights into clinical judgment. Importantly, the findings suggest that the theory–practice gap is less about difficulty applying theoretical knowledge and more about navigating the contextual, relational, and informal learning systems embedded within clinical environments. The study highlights the need for nursing curricula to incorporate structured, student-centered reflective strategies while fostering psychologically safe learning environments that promote critical inquiry and emotional resilience. Limitations include the small, context-specific sample and reliance on self-reported data, which limit generalizability. Nonetheless, this research contributes valuable insights into nursing pedagogy and offers practical recommendations for enhancing clinical education and preparing nursing graduates to navigate the complexities of professional practice.