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Exploring the factors that affect new graduates’ transition from students to health professionals: a systematic integrative review protocol
  1. Eric Nkansah Opoku1,2,
  2. Lana Van Niekerk2,
  3. Lee-Ann Jacobs-Nzuzi Khuabi2
  1. 1 Department of Occupational Therapy, College of Health Sciences; University of Ghana, Accra, Greater Accra Region, Ghana
  2. 2 Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, Western Cape, South Africa
  1. Correspondence to Eric Nkansah Opoku; Enopoku{at}


Introduction To become a competent health professional, the nature of new graduates’ transition plays a fundamental role. The systematic integrative review will aim to identify the existing literature pertaining to the barriers during transition, the facilitators and the evidence-based coping strategies that assist new graduate health professionals to successfully transition from students to health professionals.

Methods and analysis The integrative review will be conducted using Whittemore and Knafl’s integrative review methodology. Boolean search terms have been developed in consultation with an experienced librarian, using Medical Subject Heading terms on Medline. The following electronic databases have been chosen to ensure that all relevant literature are captured for this review: PubMed, EBSCOhost (including Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), Scopus and Web of Science. A follow-up on the reference list of selected articles will be done to ensure that all relevant literature is included. The Covidence platform will be used to facilitate the process.

Ethics and dissemination Ethical approval is not required for this integrative review since the existing literature will be synthesised. The integrative review will be published in a peer-reviewed journal once all the steps have been completed. The findings will also be presented at international and national conferences to ensure maximum dissemination.

  • new graduate
  • student
  • transition
  • clinical practice
  • professional competence

This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See:

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  • Contributors All three authors of this article contributed to the conceptualisation, drafting, development and editing of this integrative review protocol. ENO drafted the initial protocol manuscript as part of his master’s degree, LVN and L-AJ-NK guided the development of the protocol and made substantial conceptual and editing contributions and have approved this manuscript. All researchers contributed to all drafts of the manuscript and will be involved in screening and extracting the data once the integrative review commences. The researchers are all committed to being accountable for all aspects of this protocol.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.

  • Patient consent for publication Not required.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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