The Journey from Screen to Practice: Nursing Graduates’ Lived Experiences

Background: The COVID-19 pandemic forced nursing education worldwide to shift from traditional classrooms and clinical laboratories to online learning. While this ensured continuity, it raised concerns about the readiness of nursing graduates to transition into clinical practice, particularly in resource-limited and post-conflict settings such as Mosul, Iraq. Objective: This study aimed to explore the lived experiences of nursing graduates as they transitioned from online learning to clinical practice in Mosul. Methods: A qualitative phenomenological design was employed. Purposive sampling was used to recruit nursing graduates who had completed most of their education online and were currently practicing in hospitals in Mosul. Data was collected through semi-structured in-depth interviews, transcribed verbatim, and analyzed using Colaizzi’s seven-step method. Trustworthiness was ensured through credibility, dependability, transferability, and confirmability. Results: Five major themes emerged: (1) From virtual confidence to clinical uncertainty —Many participants reported feeling academically prepared yet clinically unready; (2) Struggling to translate theory into practice —limited practical exposure forced reliance on trial-and-error learning; (3) Emotional turbulence —Several participants described experiencing anxiety, fear of errors, and self-doubt before gradually adjusting; (4) Navigating support and mentorship —peer solidarity and guidance from senior staff were critical, though structured orientation was lacking; and (5) Building professional identity amid systemic challenges —graduates adapted to resource-limited environments and developed pride in their nursing role. Conclusion: Transitioning from online learning to clinical practice posed significant challenges for Mosul’s nursing graduates, characterized by skill gaps, emotional distress, and reliance on informal support. Despite these difficulties, graduates demonstrated resilience and developed a strong professional identity. The findings suggest a need for greater emphasis on blended education, structured transition programs, and supportive policies in Iraq to better prepare and support novice nurses. Further research is needed to test the effectiveness of such interventions.