Exploring transition readiness and career intentions among final-year nursing students: a cross-sectional survey

Background: Little is known about how final-year educational experiences shape nursing students’ perceived readiness and long-term career intentions. Aim: To investigate educational satisfaction, transition confidence, and career intentions among final-year Bachelor of Nursing students. Methods: A cross-sectional survey was conducted with final-year nursing students across five campuses of an Australian university. Satisfaction with educational experiences was measured using 5-point Likert scales (1 = extremely dissatisfied to 5 = extremely satisfied). Transition readiness was assessed using a 0–10 sliding scale, with higher scores indicating greater confidence. Career intentions and perceptions of career-preparation resources were also measured. Descriptive and inferential statistics were used to analyse the data. Findings: Of 198 respondents, most reported high satisfaction with clinical placements (mean = 4.28), skill development (mean = 4.17), and theoretical instruction (mean = 4.01). Confidence in transition readiness averaged 6.9/10. While 89% expressed interest in structured graduate programs, only 54% intended to remain in nursing beyond 10 years. Positive correlations were found between satisfaction with clinical placements and transition readiness (r = .45, p < .01) and between skill development and career confidence (r = .39, p < .01). Discussion: Although students are satisfied with their education, many express only moderate confidence in their readiness to practise. Career intentions suggest possible early workforce attrition. Conclusion: Despite strong satisfaction with undergraduate experiences, students’ limited confidence in transitioning to practice and long-term career intentions highlight the need for curriculum-integrated strategies to support transition and retention.