Research Information System
Nursing Open, vol.13, no.5, 2026 (SCI-Expanded, SSCI, Scopus)
Aims: This study explored how newly graduated nurses perceive their professional competencies and caring behaviours and examined the factors that shape these perceptions as they transition into clinical practice. Methods: This study employed a descriptive relational cross-sectional design adhering to STROBE guidelines for cross-sectional research. Data were collected via an online survey, including a Data Sheet, Competency Inventory of Nursing Students (CINS) and Caring Behaviors Inventory-30 (CBI-30). Participants were newly graduated nurses from four state universities in Turkiye during the 2019–2020 academic year. Data were collected between May and November 2021. Univariate analyses were conducted to compare competency and caring perception scores across socio-demographic characteristics. In addition, ordinal logistic regression analysis was performed to identify factors independently associated with caring perception. Results: A total of 249 newly graduated nurses participated (90.8% female; mean age 23). In univariate analyses, no consistent significant differences were observed between total CINS or CBI-30 scores and socio-demographic characteristics (p > 0.05). Competency scores were highest in Caring and lowest in Clinical Biomedical Science and General Clinical Skills. Caring perception was highest in Professional Knowledge and Attitude. A moderate positive correlation was observed between competency and caring scores. In the ordinal logistic regression model, higher professional competency was independently associated with higher caring perception. Conclusions/Implication for Practice: Newly graduated nurses felt confident in addressing patients' psychological and emotional needs, yet they reported limitations in areas requiring clinical judgement, interpretation of clinical data and foundational technical skills. Strengthening clinical readiness through simulation-based training, structured orientation programmes and supportive mentorship may help bridge this gap. Integrating competency-based and caring-focused educational strategies into nursing curricula can further support new graduates as they enter professional roles. Patient or Public Contribution: Participants provided data but were not involved in the study's design, outcome measures or conduct.