Director of New Graduate Engagement

My name is Hugo Tam and I believe in relational leadership by setting an example, being transparent, creating trusting relationships, and being held accountable for those I represent. As a soon-to-be new graduate, my experience with sitting on the Board of Directors at the Registered Nurses' Association of Ontario as the Student Representative and as the Chair of the Nursing Students of Ontario Interest Group representing 8,900+ nursing students, has allowed me to develop leadership acumen that builds capacity in those I collaborate with as well as inspire those around me.

In addition to my professional work, I volunteer with working groups within RNAO to address systemic issues via EDI research and educational material development as well as help lead the Student Support working group to ensure nursing students feel empowered to succeed. I also collaborate with Nursing the Future as an advisory member to address the high attrition rates of new graduates and early career nurses. It has been a topic of interest through nursing school, and my ask is for you all to join me on this journey of perseverance and resilience for better transition to practice programs and work conditions.

As nursing students, new graduate, and early career nurses, I truly believe that we are beyond just theory and practicum. We all hold unique experiences that can positively shape nursing and healthcare locally to internationally. This is demonstrated by my involvement in a multinational pitch for a pilot program aimed at expanding new graduate capacity for innovation, leadership, and systemic change. As the only student-led co-lead for this pilot program, it taught me that even students have a voice. We just must find it, embrace it, and not be afraid to speak out.

The biggest hurdle I see new graduate and early career nurses face is the lack of continuity from learning theory, application to clinical practice, and the opportunity to develop those skills as they transition into independent practice. This results in high levels of anxiety, stress, and a feeling of incompetence jeopardizing patient safety as well as personal emotional, physical, and mental health. This leads to high attrition rates with nearly half of new graduates and early career nurses leaving the profession within the first 24 months.

I would address this issue through the development of a national level framework to research and develop strategic goals with both Nursing the Future, a current collaborator with CNSA as well as CASN. Rather than just accrediting nursing programs to ensure students are well prepared for the NCLEX, it is also important to develop actionable goals such demonstrating basic practical skills and have the capacity to mentor junior nursing students as a senior included into entry-to-practice competencies while supervised by an experienced nurse. This way, new graduates build competencies through knowledge sharing and affirmation.

To ensure transition-to-practice and licensure exam resources are accessible, equitable, and relevant to students across different regional and educational contexts would require partnerships beyond what is offered via CNSA partnerships (ie. UWorld). It would be beneficial to establish partnerships with Canadian resources such as the Canadian Nursing Career Assistance Program (CNCAP) to also encapsulate IEN, PN/LPN, and RPN needs and/or those that require more structured review. Such partnerships can bring group discounts like what CNSA currently offers and improves accessibility.

Equitable improvements to the licensing exam would also continue with CNSA’s stance on engaging with relevant stakeholders such as CNA, and CASN to make the NCLEX-RN relevant within the context of Canada. This includes but is not limited to including Indigenous context within its examination content to make it in-line with Truth and Reconciliation efforts. This also includes emphasizing resources available via CNSA to not only include Indigenous health but also psychiatric nursing, which is trauma-informed, led by cultural safety, and its distinct entry-to-practice competencies outlined.

By incorporating scope specific resources developed bilingually in collaboration with relevant educators guided by lived experience, will ensure transition-to-practice resources are equitable, supportive, and accessible.

As a new graduate, the transition from school to practice may feel disconnected whether it’s a lack of community, advocacy, and leadership that was easier to access as a student. To encourage continued engagement even after graduation and licensure, it is important we reframe CNSA as not only a ‘nursing student’ association but one that marks a starting point for new graduate nurses as advocates and leaders within our healthcare systems.

One such way is to strengthen CNSA’s provincial and national level partnerships by highlighting opportunities available – from political action, advocacy efforts, leadership and professional development, and committee work – new graduates will be able to see sustained value in staying engaged with like-minded new graduates as they all transition together.

Additionally, peer and alumni mentorship programs tailored to topics of interest within nursing can play a critical role in maintaining engagement. This way, it connects new graduates seeking roles and opportunities to have those role models who may have navigated similar transitions and may be able to provide guidance. This can also be in the form of CNSA-led panels and advocacy campaigns at the national level. This way, new graduates can remain informed and active within their communities.

I am a 4th year nursing student with extensive leadership experience and a strong commitment to supporting nursing students as they transition into professional practice. I have served on the University of Manitoba Nursing Students’ Association Council as both Mentorship Program Chair and President, roles that have allowed me to work closely with students, faculty, and external partners to develop meaningful, student-centered initiatives.
As Mentorship Program Chair, I facilitated career-focused events such as a nursing career fair, hosted workshops for incoming nursing students, and re-established a peer tutoring program for pathophysiology that had been discontinued during COVID. Recognizing the foundational importance of pathophysiology and the challenges it presents for many students, I coordinated with faculty members to ensure tutoring content aligned with updated curriculum and learning objectives. I also led a mentor-mentee program that paired junior nursing students with peers one year ahead of them, fostering guidance, relationship building, and leadership development among mentors.
In my role as NSA President, I have overseen multiple student initiatives, advocated for student needs, and worked to ensure accessible resources and opportunities across cohorts. My leadership approach is collaborative, relatable, and grounded in respectful communication; I strive to create spaces where students feel comfortable sharing their experiences. I value transparency, constructive feedback, and self-reflection, and I make a conscious effort to recognize and address my own biases while representing diverse student perspectives.
As someone nearing graduation, I bring a current and practical understanding of the challenges students face related to NCLEX preparation, employment readiness, and professional identity development. I am deeply interested in serving as Director of New Graduate Engagement to help strengthen transition-to-practice supports, expand mentorship and partnership opportunities, and ensure that nursing students across Canada remain informed, supported, and connected to CNSA beyond graduation.

One of the biggest challenges nursing students face when transitioning to practice is adapting to the professional and emotional shift from being a student to becoming a registered nurse. Although nursing education provides strong clinical experience, entering practice brings new pressures, including job interviews, workplace navigation, and advocating for oneself as a new professional. The increased responsibility, accountability, and expectations placed on new graduates can also contribute to anxiety and early burnout.
CNSA can play a key role in supporting this transition by offering initiatives that address both professional readiness and well-being. This includes interview preparation resources, resume and cover letter guidance, and practical programming focused on employment and early career decision-making. Strengthening access to mentorship and peer support can help new graduates navigate stress, normalize challenges, and build confidence during their first year of practice. Additionally, sharing resources on mental health and burnout prevention can support sustainable practice.

To ensure the CNSA provides meaningful support, I would advocate for a strategy that treats the "transition to practice" as a diverse experience rather than a one-size-fits-all experience. My focus would be on facilitating a bilingual resource network that acknowledges specific licensure paths, not just the NCLEX-RN, but also the REx-PN/CPNRE for Practical Nursing students and the RPNCE for Psychiatric Nursing students in Western Canada. Ensuring relevance means recognizing that a student in a rural PN program faces different hurdles than a BScN student in an urban center; I would therefore look to bridge these gaps through virtual mentorship and province-specific guidance by collaborating with regional directors.
I would also collaborate with existing and new partners to provide equitable access to study materials and minimize barriers by helping to reduce the financial strain experienced by new graduate nurses. Strengthening connections with organizations like Nursing the Future and the Canadian Federation of Mental Health Nurses would allow us to offer more specialized professional pathways.

To encourage new graduates to remain engaged with the CNSA and the broader nursing community, I would position the association as a bridge to professional success. My approach would center on creating a "continuum of membership" that effectively closes the gap between the classroom and the workforce. One strategy involves leveraging our partnership with Nursing the Future to provide a space where alumni can mentor final-year students, keeping both groups tethered to the CNSA community through meaningful peer support. Also by featuring "Transition Stories" from diverse roles across our platforms, we can foster a sense of shared identity that persists after convocation.