Second degree graduate entry (GEN) programmes transition graduates into the nursing workforce using the candidate’s first degree to fast track a career change. This presentation explores the attributes of graduate entry nurses as background to developing a graduate entry Master of Health Science degree in nursing. A qualitative integrative review approach was used to synthesise the findings of 24 published research reports on attributes of graduate entry nurses. Data bases searched included CINAHL, Proquest, Science Direct, and open source data bases included Pubmed, DOAJ and CORE, using keywords ‘graduate entry nursing’, ‘academic performance’, ‘readiness for practice’, ‘socialisation’, and ‘perceptions’. The Critical Appraisal Programmes (CASP, 2017) Checklist was used to ascertain the quality, relevance and validity of the articles identified in the database and other search approaches. A thematic synthesis approach (Thomas & Harden, 2008) was used to analyse the qualitative information presented as findings in the articles. This approach used three levels of analysis; coding of text line by line, the identification of descriptive themes, and the creation of analytical themes. Descriptive themes were used to group statements from the text of the articles, and analytical themes were developed as interpretive explanations created in the conceptual synthesis. The analytical themes developed included; confidence, motivation, and competence as learners; emotional intelligence within relationships; focus on research-based practice; and challenges for faculty. GEN students require professional socialisation that takes account of the attributes they bring to nursing. GENs need educational approaches and supervision that offer opportunities for critical reflection and peer support.