Transition to Practice in Saskatchewan

As a manager of an inpatient unit, how can I help new RN employees transition onto the team and increase retention rates?

It is important to recognize that “transition to practice”, while commonly referring to a transition into the practice of nursing by a new graduate, can also refer to:

• an RN entering a new care environment or a new role;
• an internationally educated RN transitioning into a Saskatchewan setting; or
• an RN transitioning to RN(AAP) or NP practice.

It is the responsibility of all RNs in Saskatchewan to understand and comply with the standards of practice, code of conduct and entry-level competencies, and be accountable to apply them to their nursing practice in every nursing role and practice setting (1).

All groups involved in the provision of health care have a shared responsibility to create and maintain practice environments that support RNs in providing safe, ethical and quality health care. The practice environment influences the transition and consolidation of RN practice and the development of further competence (2).  Leaders build foundational relationships and provide opportunities for validation of practice, as well as professional and personal reassurance by:

• demonstrating and communicating the expectations of all employees to participate in creating and maintaining a healthy, respectful and psychologically safe workplace;
• providing educational opportunities to team members on transition to practice building awareness (sensitivity) among all staff members; and,
• seeking opportunities to discuss progress with newly hired employees in an open, supportive context.

All RNs should recognize the importance of identifying the knowledge they have attained, the learning gaps that may be present, and how and where to access available resources (3 & 4).

• This awareness may be identified by new hires completing a self-assessment that evaluates the competencies they currently maintain and those that will require development. Previous skill competency records or education certifications may also be available in employment files. By developing a learning plan that includes this information and specified timeline expectations, evidence of progress can be evaluated between yourself and the RN.
• Evaluation during unit orientation provides necessary feedback to the RN on the theoretical knowledge and clinical skill development required in the care setting.
• Support by supervisors, with strong communication skills, professional integrity, and clinical competence, assists RNs transitioning to practice to identify and mitigate knowledge deficiencies with the use of resources and supervision. Supporting the development of these competencies in both formal and informal supervisory training invests in an RNs’professional development.
• Resources should be available, evidence-based, and used to inform practice and be referenced and reviewed as needed by the new nurse. These resources may include but are not limited to, a clinical support person, employer policies, procedures, clinical standards, employer-approved electronic applications (apps) or access to libraries, credible databases and search engines.

CRNS Resources

Registered Nurse Practice Standards (2026)

Registered Nurse Entry-Level Competencies (2026)

Code of Conduct (2026)

Nursing Practice Resources Website

Graduate Nurse Practice Guideline (2026)

External Resources

Nursing the Future