Anticipatory Preparedness for Transition to Professional Practice Among Final-Year Nursing Students: A Multicenter Cross-Sectional Study in Pakistan

Abstract

Background: Transition from nursing education to professional practice requires academic preparation, clinical competence, and organizational support, yet evidence regarding anticipatory preparedness among Pakistani nursing students remains limited. Objective: To assess perceived anticipatory preparedness among final-year BSN students and compare Role Preparation, Role Competence, and Organization and Support across institutions and between government- and private-sector settings. Methods: This analytical multicentre cross-sectional study included 403 final-year BSN students from six nursing institutions in Lahore, Pakistan, representing 79.5% of 507 eligible students. Preparedness was assessed using the Perceptions and Expectations of Role Transition Questionnaire. Kruskal–Wallis tests compared institutions, Mann–Whitney U tests compared sectors, and multiple linear regression examined age and sex. Results: Overall, 65.3% reported being adequately prepared for registered-nurse responsibilities, whereas 54.8% expected an unproblematic transition. Role Preparation did not differ across institutions (H=7.914, p=0.161, ε²=0.02), while Role Competence (H=35.263, p<0.001, ε²=0.09) and Organization and Support (H=64.992, p<0.001, ε²=0.16) differed significantly. Government-sector students had higher ranks for Role Competence (U=14,709.5, p<0.001, r=0.21) and Organization and Support (U=11,746.0, p<0.001, r=0.34). Conclusion: Preparedness varied across dimensions and institutional settings, with perceived competence and organizational support differing particularly by sector