Experience of participation in a WhatsApp support group for empowering newly graduated nurses during transition in the Western Cape, South Africa

Abstract

Background: Transitioning from academic study to professional practice is a critical and often challenging phase for newly graduated nurses. Providing structured support during this period is essential for fostering confidence, competence and professional growth.
Objectives: This study aimed to explore the experiences of new nurse graduates from a university in the Western Cape following their participation in a WhatsApp peer support group designed to facilitate their transition to practice.
Method: A qualitative, exploratory descriptive design was used. A 12-week WhatsApp-based intervention was implemented, with weekly discussions on predetermined topics related to professional development. Twelve participants took part in in-depth interviews after the intervention – four through an open call and eight through individual invitations – until data saturation was reached. Data were collected using an interview guide and were analysed thematically.
Results: Four major themes emerged: (1) information sharing empowered participants and enhanced professional development; (2) a supportive community of practice was formed; (3) the online presence of moderators fostered engagement; and (4) participants experienced personal growth through skill development and relevant discussions.
Conclusion: The study demonstrated that a structured online peer support intervention can effectively promote empowerment, professional confidence and collaboration among newly graduated nurses.
Contribution: This research contributes to the growing body of evidence on the use of digital platforms – specifically WhatsApp – for facilitating professional transitions and continuous learning. It provides practical insights for designing supportive, technology-enhanced learning environments in nursing education and practice.