The Moderating Effect of Grit on Nursing Education Satisfaction and Readiness for Practice Among Nursing Graduates During COVID-19: A Cross-Sectional Study

Abstract

This study addresses the challenges faced by nursing students in Korea during their transition from education to practice, particularly the impact of psychological factors, including grit. The COVID-19 pandemic has further complicated this transition, affecting both education satisfaction and readiness for practice. Grit, defined as perseverance and passion for long-term goals, may moderate the relationship between these factors. This study examined the role of grit in enhancing nursing students’ readiness for practice in the context of the pandemic. A cross-sectional, descriptive design with secondary data analysis was employed. Participants included 147 nursing graduates from colleges across South Korea (89.8% women; mean age = 23.76, SD = 1.50), randomly selected using the bootstrapping method. Existing data were collected via an online survey using the Nursing Student Satisfaction Scale, the Short Grit Scale, and the Korean version of the Readiness for Practice Survey. Among the subdomains of readiness, “learning experience” was scored the highest, while “professional responsibility” was scored the lowest. Although overall satisfaction with nursing education was high, scores were relatively lower in areas related to professional social interaction. Satisfaction with nursing education and grit were both positively associated with readiness for practice. Furthermore, grit significantly moderated this relationship. These findings suggest that nursing programs should incorporate structured crisis-response curricula—including virtual simulations, adaptive learning, and contingency plans—to enhance resilience in future emergencies. Faculty should be trained in crisis pedagogy, and clinical partnerships must be maintained. Additionally, targeted strategies to cultivate grit and professional identity, such as resilience training, goal setting, mentorship, and reflective practice, should be integrated throughout the curriculum. By addressing both affective traits and structural components, nursing education can better prepare students for confident and competent clinical practice amid uncertainty.