Introduction
This essay examines the factors that prompt new graduate nurses in Canada to consider leaving the profession. It focuses particularly on burnout, workplace stress, and the demands of bedside care responsibilities. As a student preparing to enter nursing, the discussion draws on recent Canadian research to identify both the pressures that contribute to turnover intentions and the organisational measures that may help retain staff. The analysis centres on two key studies: Fallatah, Laschinger and Read (2017), who explored authentic leadership and coping self-efficacy, and Laschinger et al. (2013), who examined workplace incivility and the protective role of resilience. Additional sources provide supporting context on bullying and transition programmes. The essay argues that while structural stressors significantly affect early-career decisions, supportive leadership and targeted retention strategies can mitigate these effects and improve both nurse well-being and patient care quality.
Factors Influencing Job Turnover Intentions
New graduate nurses frequently cite a combination of organisational and interpersonal factors when explaining their desire to leave. Fallatah, Laschinger and Read (2017) found that authentic leadership, organisational identification and occupational coping self-efficacy together predicted turnover intentions among Canadian new graduates. Their study of 205 nurses showed that when leaders displayed self-awareness and balanced processing, nurses reported lower intentions to leave. Conversely, weak organisational identification increased the likelihood of departure. The authors noted that “nurses who felt connected to their organisation were less inclined to consider leaving” (Fallatah et al., 2017, p. 178). These findings suggest that early experiences of recognition and belonging shape long-term career choices.
Heavy bedside workloads further compound these pressures. New graduates often manage high patient ratios while still developing clinical confidence, resulting in sustained emotional and physical strain. Research indicates that understaffing and the resulting overtime expectations contribute directly to decisions to exit bedside roles (Rush et al., 2014). When these demands persist, nurses may seek non-clinical positions or leave the profession altogether.
The Impact of Burnout, Stress and Incivility
Burnout among new graduates arises largely from chronic workplace stress and interpersonal difficulties. Laschinger et al. (2013) demonstrated that workplace incivility—defined as low-intensity disrespectful behaviour—negatively affected mental health and increased burnout symptoms. Their survey of 342 Ontario nurses revealed that incivility from colleagues or supervisors was associated with higher levels of emotional exhaustion. The study emphasised that “resiliency moderated the relationship between incivility and mental health outcomes” (Laschinger et al., 2013, p. 419). Nurses with lower resilience were therefore more vulnerable to the cumulative effects of daily stressors.
Bullying by experienced staff or patients adds another layer of strain. Vogelpohl et al. (2013) reported that more than half of the new graduates they surveyed had experienced at least one bullying episode during their first year. Such experiences erode confidence and reinforce the perception that the workplace is unsupportive, thereby accelerating thoughts of departure. When combined with heavy bedside responsibilities, these interpersonal stressors create a cycle in which exhaustion and isolation prompt nurses to reconsider their career path.
Strategies to Overcome Retention Challenges
Several organisational interventions show promise in reducing turnover. Fallatah et al. (2017) recommended that hospitals invest in authentic leadership training for nurse managers and develop programmes that strengthen occupational coping self-efficacy. They argued that structured education on stress-management techniques helps new graduates maintain manageable stress levels. Similarly, Laschinger et al. (2013) concluded that building personal resilience through mentorship and peer-support groups can buffer the effects of incivility.
Transition programmes that pair new graduates with experienced preceptors have also demonstrated value. Rush et al. (2014) observed that access to formal support during the first year reduced perceptions of bullying and increased retention intentions. Furthermore, Gregg et al. (2023) highlighted that senior nurses who actively model supportive behaviours create environments in which newcomers feel valued. These measures, when implemented together with competitive compensation, address both the emotional and financial dimensions of job dissatisfaction.
Conclusion
The evidence indicates that burnout, workplace stress and heavy bedside responsibilities significantly influence new graduate nurses’ decisions to leave the profession in Canada. Yet the same studies show that authentic leadership, resilience-building initiatives and structured transition programmes can interrupt this pattern. For aspiring nurses, understanding these dynamics underscores the importance of selecting workplaces that prioritise supportive leadership and staff well-being. Implementing such strategies benefits not only individual practitioners but also the broader quality of patient care by reducing chronic understaffing.
References
- Fallatah, F., Laschinger, H. K. S. and Read, E. A. (2017) The effects of authentic leadership, organizational identification, and occupational coping self-efficacy on new graduate nurses’ job turnover intentions in Canada. Nursing Outlook, 65(2), pp. 172–183. https://doi.org/10.1016/j.outlook.2016.11.020.
- Gregg, M., Wakisaka, T. and Hayashi, C. (2023) Senior nurses’ expectations and support of new graduate nurses’ adjustment in hospitals: A qualitative descriptive study. Heliyon, 9(8), p. e18681. https://doi.org/10.1016/j.heliyon.2023.e18681.
- Laschinger, H. K., Wong, C., Regan, S., Young-Ritchie, C. and Bushell, P. (2013) Workplace incivility and new graduate nurses’ mental health: The protective role of resiliency. The Journal of Nursing Administration, 43(7/8), pp. 415–421. https://doi.org/10.1097/NNA.0b013e31829d61c6.
- McClure, J. et al. (2026) Clinical education programs for new graduate nurses: a scoping review. BMC Nursing, 25(1), p. 412. https://doi.org/10.1186/s12912-026-04561-8.
- Rush, K. L., Adamack, M., Gordon, J. and Janke, R. (2014) New graduate nurse transition programs: Relationships with bullying and access to support. Contemporary Nurse, 48(2), pp. 219–228. https://doi.org/10.1080/10376178.2014.11081944.
- Seo, J.-K. and Lee, S. E. (2023) Effects of nurses’ perceptions of patient safety rules and procedures on their patient safety performance: The mediating roles of communication about errors and coworker support. Journal of Nursing Management, 2023, pp. 1–9. https://doi.org/10.1155/2023/2403986.
- Vogelpohl, D. A., Rice, S. K., Edwards, M. E. and Bork, C. E. (2013) New graduate nurses’ perception of the workplace: Have they experienced bullying? Journal of Professional Nursing, 29(6), pp. 414–422. https://doi.org/10.1016/j.profnurs.2012.10.008.
