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NOT YET RECRUITING
NCT07191210
NA

Co-Designed Comprehensive Transition Programme for First-Line Nurse Managers

Sponsor: Clinica Universidad de Navarra, Universidad de Navarra

View on ClinicalTrials.gov

Summary

This study will pilot a Comprehensive Transition Programme (CTP) to support nurses who move into first-line nurse manager (FLNM) roles at Clínica Universidad de Navarra. The transition to frontline management can be challenging and is linked to uncertainty, workload stress, and role ambiguity. The CTP was co-designed with clinical nurses, FLNMs, nursing directors and chief nursing officers using experience-based co-design methods so that its content fits the organisation's practice model and priorities. The programme combines classroom training, online learning, mentorship, and structured reflective practice. Participants complete brief assessments before and after the programme. The primary focus is to see whether leadership practices improve; we will also examine feasibility and acceptability to inform future refinement. This pilot uses a simple pre-post design with data collected at baseline and immediately after the programme. Findings will be used to optimise the CTP and to guide broader implementation in the health system. (Eligibility, outcomes, dates and intervention components are detailed in their specific sections of this record.)

Official title: A Co-Produced Comprehensive Transition Programme Designed Using Experience-Based Co-Design to Support First-Line Nurse Managers

Key Details

Gender

All

Age Range

Any - Any

Study Type

INTERVENTIONAL

Enrollment

22

Start Date

2025-10-03

Completion Date

2025-12-19

Last Updated

2025-09-24

Healthy Volunteers

Yes

Interventions

BEHAVIORAL

Comprehensive Transition Programme (CTP)

A co-designed, multicomponent educational programme delivered over three months to support nurses transitioning into first-line management roles. The programme integrates classroom training modules, online learning, mentorship by senior nurse managers, and structured reflective practice.