ABSTRACT
AIM: To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles. BACKGROUND: Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice. DESIGN: Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics. METHODS: Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached. RESULTS: Three main themes emerged: 1) Strategies for Getting In and Out of Nurse Mode, 2) Cultivating Mindful Nursing Practice, and 3) Nursing Student Socialization and Immersion. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not trapped in nurse mode while learning to navigate nurse role identity. CONCLUSIONS: Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.