Author Identifier
Date of Award
2026
Keywords
nursing, education, Aboriginal and Torress Strait Islander graduate registered nurses, educators, transition, workforce
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Nursing and Midwifery
First Supervisor
Lisa Whitehead 
0000-0002-6395-0279
Second Supervisor
Amanda Graf 0000-0001-9741-2738
Third Supervisor
Kylie McCullough 0000-0002-7393-3472
Abstract
Background: Health outcomes for Aboriginal and Torres Strait Islander peoples remain poor, with higher rates of chronic disease, higher burden of disease and poorer life expectancy compared with non-Indigenous Australians. While there are a number of nationally targeted initiatives addressing health inequities, Aboriginal and Torres Strait Islander nurses are seriously under-represented in the Australian nursing workforce and work in a culturally insensitive and racist environment. Understanding and supporting the experiences of Aboriginal and Torres Strait Islander registered nurses transitioning from university education into professional practice remains an under-researched area.
Aim: This research aimed to explore and critically analyse the experiences of Aboriginal and/or Torres Strait Islander graduate registered nurses transitioning from tertiary nursing education into clinical practice, and to examine graduate nurse educators’ perspectives.
Design: A qualitative study design was utilised, employing a collaborative yarning methodology, an Indigenous research methodology that focuses on relational accountability, cultural safety and authentic participant narratives.
Method: Collaborative yarning sessions were conducted with Aboriginal and/or Torres Strait Islander graduate registered nurses (n = 16) and graduate nurse educators (n = 16). Data were collected using structured yarning sessions held face-to-face and via virtual platforms (Microsoft Teams). The thematic analysis was performed collaboratively, with systematic identification, organisation and interpretation of themes. The research ethical procedures adhered to national protocols for Indigenous research and were considered paramount to participants’ wellbeing and cultural safety.
Results: The study identified several key themes that determined the experiences of iv Aboriginal and/or Torres Strait graduate registered nurses transitioning into practice, including the importance of culturally inclusive mentorship, organisational clarity, structured educational support, and active emotional and pastoral support. Using a greenhouse metaphor, the transition period spanned three phases: the Magnolia Phase (Months 1–3), the Pear Phase (Months 4–7), and the Rose Phase (Months 8–12). Participants reported feelings of loneliness, cultural insensitivity, fluctuating mentorship and job-related anxiety during the early part of their transition to practice as significant challenges. Conversely, culturally responsive care, explicit organisational policies, well-organised mentoring relationships, and systematised emotional support enhanced graduates’ clinical confidence, emotional resilience, professional identity development and intent to stay.
Conclusion: The period between completing university and clinical practice proved significant for Aboriginal and/or Torres Strait Islander graduate nurses. Positive outcomes on the transitional phase were achieved when structured mentoring, culturally sensitive organisations, unambiguous organisational guidelines, and continuous emotional and intellectual support were provided. Reducing the continuous gaps in organisations and incorporating anti-racism and cultural safety policies are necessary to increase the Aboriginal and/or Torres Strait Islander workforce and reduce health inequities.
Relevance to Clinical Practice: This research provides evidence-based recommendations for clinical practice, nursing education, organisational policy and higher education. Clinical educators have a responsibility to support the smooth transition of Aboriginal and/or Torres Strait Islander graduate nurses’ accountability for creating and supporting environments that foster inclusion and equitable workload allocation. It would be beneficial for organisations to implement mandatory cultural sensitivity training for all staff, provide strong, individual-focused mentorship for graduate nurses, and create a culturally safe space for Aboriginal and/or Torres Strait staff members. Findings emphasise the importance of healthcare organisations embedding robust, culturally responsive graduate nurse transition programs that provide culturally safe mentorship, develop emotional resilience, proactively address work volume and promote an organisational anti-racism strategy. These actions will directly enhance Aboriginal and/or Torres Strait Islander nurses’ confidence, retention and clinical effectiveness, contributing to culturally safe healthcare practice and enhancing Indigenous peoples’ health outcomes.
Access Note
Access to this thesis is embargoed until 10th October 2029
Recommended Citation
Caracciolo, A. (2026). Aboriginal and/or Torres Strait Islander university nursing graduates’ transition into the workforce: A collaborative yarning study. Edith Cowan University. https://doi.org/10.25958/27nk-gy03