Introduction
The World Health Organization (WHO) has forecasted a global deficit of 5.7 million nursing professionals, underscoring an urgent need for an annual increase in nursing graduates by 8% to mitigate this shortfall [1]. Given the global shortage of nursing personnel, nursing postgraduate programs provide a solution for developing nursing capabilities [2]. This demand for expertise within the nursing profession is further accentuated by the evolving complexities of healthcare, which necessitates advanced education and specialized knowledge [3]. Nursing graduate programs play a pivotal role in shaping the future of nursing practice by cultivating leaders, scholars, and advanced practitioners. These programs equip students with critical thinking, leadership, and specialized expertise, preparing them to navigate the dynamic challenges of modern healthcare [4]. Moreover, these programs prepare nurses to assume various roles such as advanced practice nursing, nurse educators, nurse administrators, and researchers, thereby contributing to the advancement and innovation of nursing practice and scholarship [5].
The global nursing shortage necessitates immediate action in the recruitment and education of the future nursing workforce. In light of this, pursuing graduate education has become a crucial pathway. Currently, graduate-entry nursing programs in Australia, the United Kingdom (UK), and the United States (USA) are well-established, providing a solid foundation for training future nursing professionals [6‐9]. Similarly, China has been steadily increasing the enrollment of nursing postgraduates each year, making significant contributions to the development of future nursing talent. Chinese nursing postgraduates refer to nursing professionals who have obtained a bachelor’s degree in nursing or a related field, passed the graduate entrance examination, completed the corresponding master’s graduate courses, and obtained a master’s degree to further their education and development in the nursing field [10]. These programs are intended for individuals who have already completed an undergraduate degree in nursing and want to further extend their education and specialization in the nursing field.
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For undergraduate nursing students, the decision to pursue graduate studies often results from a variety of motivations. While some students may have clearly defined career aspirations necessitating further education, others may be driven by a desire for personal and professional growth, increased job opportunities, or a passion for advancing nursing knowledge and practice through research [2, 5]. However, despite the perceived importance of advancing their education, the specific reasons underlying their decision to pursue graduate studies may not always be apparent.
A previous review found that there have been few studies in countries like the United States and Australia that focus on the barriers and facilitators influencing the motivation of nursing undergraduates to pursue postgraduate education [11‐14]. In China, the nursing education system faces unique challenges, such as a highly competitive graduate entrance examination process and a rapidly changing healthcare landscape. These challenges are further compounded by the cultural emphasis on academic achievement and the societal expectations placed on nursing professionals [6]. Similarly, there has been no investigation into the motivations of Chinese undergraduate nursing students pursuing postgraduate studies. There exists a notable gap in research specifically addressing the journey nursing undergraduates undertake towards graduate education and the multifaceted influences upon their decision-making process.
Currently, Australia offers two concurrent entry pathways: direct entry from high school and admission through undergraduate or graduate programs without the need for an entrance exam [15]. In Norway, students are more likely to choose home care as their preferred field of work after graduation rather than pursuing graduate studies [16]. At some universities in Europe, half of the students choose to continue with graduate studies after graduation, while the other half opt to begin working in the field [17]. These diverse trends in educational and career choices across different countries highlight the varying factors that influence nursing students’ decisions regarding postgraduate studies. Understanding these factors is crucial for developing strategies that align with students’ motivations and the demands of the healthcare industry.
The aim of this study was to employ qualitative research methods to carefully explore the barriers and facilitators to the motivation of nursing undergraduates for postgraduate entrance examination. This research intends to support the development of existing and future curricula to meet the needs of learners while also satisfying academic and regulatory requirements. This endeavor may provide valuable insights for curriculum advancement, recruitment strategies, course development, and future research opportunities. In doing so, the study not only aims to facilitate more informed decision-making among nursing undergraduates but may also enhance educational outcomes and support the continuous growth and sophistication of nursing practice and scholarship.
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Methods
Study design
A qualitative phenomenology design was used in this study.
Participants
The participants in this study were all third-and fourth-year students in the nursing program at Nantong University, who were entering a year-long (twelve months) clinical internship phase starting from the second semester of the third year and continuing until the end of the fourth year. The study participants had considered taking a graduate school exam or were in a period of contemplation or preparation for graduate study, and their experiences reflected the period before taking the exam. Nantong University’s nursing program, known for its academic excellence and alignment with national standards, attracts a diverse student body from across China. This widespread representation makes our sample reflective of the broader nursing student experiences in the country. They will then face the decision between entering the workforce upon graduation or pursuing postgraduate studies. Therefore, they constitute the primary cohort considering graduate studies. The study utilized purposive sampling, where those who expressed interest were provided with relevant information. Participants who decided to take part signed consent forms. The investigator conducted a single semi-structured interview with each participant, continuing until data saturation was reached, at which point no new information was being provided by the participants. Of the 82 undergraduate nursing students who met the criteria for this study, 46 were unable to participate due to personal reasons, and 12 declined. A total of 24 students consented to take part. We achieved data saturation after conducting interviews with 15 of these students, as no new themes or insights were emerging from further interviews. A detailed flowchart of the participant selection process is presented in Fig. 1. Data adequacy refers to the point in qualitative research when the data collected is sufficient to answer the research questions or meet the study’s objectives. This concept is similar to the idea of data saturation, where no new themes, patterns, or insights emerge from additional data collection [18]. Some students may not have contributed to data adequacy if their responses were less detailed, lacked diversity of perspective, or did not provide new themes or insights.
Fig. 1
Flowchart of the participant selection process
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Data collection
The data collection involved face-to-face semi-structured interviews conducted by a female professor of nursing and a female master’s student in nursing (corresponding author and first author of the study) between October and December 2023, with each interview lasting 30 to 45 min. However, it is important to note that neither researcher is involved in the academic grading of the participants. This separation of roles ensures objectivity and maintains the confidentiality of the research process, which is crucial for gaining the participants’ trust. Although one of the researchers is a teacher to some participants, we emphasize that this individual was not involved in the interviewing process. Interviews were conducted by a master’s student researcher who had no academic grading authority over the participants, ensuring their responses were not influenced by any apprehension of bias or coercion. The teacher-researcher’s role was primarily to facilitate trust and rapport, contributing to the establishment of a recruitment and research environment that prioritizes participant autonomy. This proactive approach ensured that the decision to participate was based on a genuine interest in the study’s objectives, free from coercion. Trust was established with participants prior to the interviews to alleviate any potential anxiety. In accordance with the research objectives and following a thorough literature review, the research team collaboratively developed the interview guide. This collaborative effort included the teacher-researcher, whose input focused on ensuring the interview process was respectful and considerate of the participants’ perspectives and experiences. The research team formulated the interview guide based on the stated research objectives, review of literature, and discussion amongst team members. The pivotal questions featured within the interview guide are enumerated in Table 1.
Table 1
Outline of the semi-structured in-depth interview
Number | Main focus |
|---|---|
1 | What motivates you to pursue postgraduate studies? What inspires you to enter the graduate stage? |
2 | How do you think postgraduate studies will affect your future career development? What do you hope to achieve through postgraduate studies? |
3 | What were the challenges you encountered during the postgraduate entrance examination, and how did you address these challenges? |
4 | How many of your classmates chose to take the postgraduate entrance examination, and what were the motivations behind their decision? |
The interviews took place in the classroom or the teacher’s office, carefully selected settings intended to provide a private and neutral space. These locations were chosen to prioritize participant comfort and autonomy, with interviews taking place in quiet, comfortable, and undisturbed environments, typically after school hours or during breaks. This scheduling and setting were designed to minimize potential power imbalances and dissociate the interview context from formal educational activities, fostering an atmosphere of equality and trust throughout the interview process. No one else was present except the participants and the researchers. We explained the purpose and content of the interview to participants beforehand, and after obtaining their informed consent, we recorded the entire interview process. We used audio and video for data collection, employing various techniques such as responding, restating, clarifying, summarizing, etc., to encourage participants to fully express their viewpoints, while also carefully noting their facial expressions and body language. We took field notes during the interview.
Data analysis
Within 24 h after the interview, the two researchers transcribed the recordings into NVivo12.2, and the data were encoded by two data encoders. The data encoding was performed by two independent encoders who were not part of the interview process. This division of labor was intentional and aimed at promoting objectivity in the analysis by minimizing potential biases. The data were then coded from S1 to S15 (where S1 to S15 represent the codes for the 15 participants who achieved data adequacy), and we employed Colaizzi’s [19, 20] seven-step method to thoroughly analyze the phenomenological data. The detailed steps were as follows: (1) Familiarization with the raw data, ensuring a thorough understanding of the recorded content through repeated readings, (2) Extraction of significant statements, effectively extracting and numbering information regarding the motivations and obstacles of nursing undergraduates in pursuing postgraduate studies, (3) Expressing the meaning, rechecking the significant statements and coding them into meaningful units, (4) Aggregating the formulated meanings into theme clusters, organizing and summarizing the meaningful units, and comparing them with the original text to reduce inconsistencies, (5) Developing a comprehensive description, providing detailed descriptions, and defining each preliminary theme by inserting three to four typical statements, (6) Describing the fundamental structure of the phenomenon, repeatedly comparing the descriptions of each theme cluster, refining the theme structure to avoid repetition, (7) Returning to the participants for validation, presenting the basic framework to all participants to ensure it aligns with their perspectives, as shown in Fig. 2.
Fig. 2
Colaizzi’s phenomenological analysis and description
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Ethical considerations
This study was approved by the Ethics Committee of the Sixth People’s Hospital of Nantong (Ethics approval number: NTLYLL2023016). The researchers adhered to all ethical principles, including written informed consent, confidentiality, privacy, anonymity, and the right of participants to withdraw from the study. All participants gave informed consent to participate in the study voluntarily.
Trustworthiness
The rigor and credibility of qualitative research require meeting several criteria: credibility, transferability, dependability, and confirmability [21]. To enhance credibility, we conducted face-to-face semi-structured interviews, ensuring participants had sufficient time to describe their experiences and subjective feelings. Data accuracy was ensured through double data entry and double-check methods. Throughout the study, researchers engaged in continuous self-reflection and mutual discussion to identify and avoid potential biases. Reliability was improved by using the same questions in all interviews and conducting comprehensive assessments of the results. We returned transcripts to participants for validation, a process that confirmed the authenticity of the data through their affirming responses and minor corrections. Throughout the thematic analysis, participant anonymity was rigorously upheld by anonymizing transcripts and using unique identifiers, ensuring both privacy and research integrity. To ensure the quality of the report, this study utilized the COREQ Checklist [22].
Results
As shown in Table 2, fifteen students participated in this study, comprising 13 females and 2 males. The age range of the participants was from 20 to 22 years old, with the youngest participant being 20 and the oldest 22. The participants were drawn from the third and fourth years of their nursing program, with 6 participants in their third year and 9 in their fourth year.
Table 2
Demographic characteristics of the participants (n = 15)
Participants | Gender | Age | Grade | Home residence | Only child |
|---|---|---|---|---|---|
S1 | Female | 21 | 3 | Rural | Yes |
S2 | Female | 21 | 3 | Urban | No |
S3 | Female | 22 | 4 | Urban | No |
S4 | Female | 21 | 3 | Rural | Yes |
S5 | Female | 21 | 4 | Urban | Yes |
S6 | Female | 22 | 4 | Urban | Yes |
S7 | Male | 21 | 4 | Urban | Yes |
S8 | Female | 20 | 3 | Urban | Yes |
S9 | Female | 22 | 4 | Rural | No |
S10 | Male | 22 | 4 | Rural | Yes |
S11 | Female | 21 | 4 | Urban | Yes |
S12 | Female | 21 | 3 | Urban | Yes |
S13 | Female | 20 | 3 | Urban | Yes |
S14 | Female | 21 | 4 | Urban | Yes |
S15 | Female | 22 | 4 | Rural | No |
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Barriers
Study pressure and internship fatigue
Nursing undergraduates engage in extensive theoretical studies and are also involved in clinical practice, which typically consists of 8-hour shifts scheduled across several days a week. This structured clinical experience, while essential for applying classroom learning in a real-world context, can contribute to student fatigue. This exhaustion may lead them to dismiss the idea of pursuing postgraduate studies.
“I have plans to pursue graduate studies, but the exhaustion from clinical rotations, sometimes even working night shifts, quickly dispels the idea of taking the entrance exam.” (S2).“Every day, I have to juggle a multitude of coursework, internships, and other academic responsibilities. It seems challenging to carve out extra time for preparing for the postgraduate entrance exam.” (S7).“Usually, I’m swamped with tasks. I have to prepare for the nursing licensure exam, there are rotations in different departments with corresponding assessments, and I also need to prepare for my graduation thesis. I simply don’t have the time to prepare for the graduate entrance exam.” (S9).“Coming back to the dorm and feeling like sleeping every day after work, it’s too exhausting to even think about preparing for the postgraduate entrance exam. So, I don’t even have that thought in my mind.” (S12).
Self-doubt and fear of failure
The decision to pursue postgraduate studies may be made in an instant, yet the journey of postgraduate entrance examination is a long and arduous process that demands persistence and patience. If undergraduate nursing students lack perseverance or self-doubt, they may lose motivation and choose to give up midway through the process. The postgraduate entrance examination is a challenging task. Some undergraduate nursing students worry that failing the exam will hinder their entry into postgraduate studies, thus delaying their career and academic pursuits. This psychological state may serve as an obstacle to their motivation for pursuing further studies.
“I see some classmates studying diligently for the entrance exams, but I always feel like I might not make it, like I’m not good enough. This self-doubt makes me feel like no matter how hard I try, it’s pointless. I often question my ability to handle the rigor of graduate studies, especially when I see how demanding my current coursework is.” (S1).“I once had the idea of taking the postgraduate entrance examination, but after careful consideration, I chose to give up. I feel that I am not suitable for pursuing further studies. The thought of failing the entrance exam is daunting. It makes me hesitate to commit to the process.” (S10).“I haven’t decided yet whether pursuing postgraduate studies aligns with my career goals, considering that the career development path in nursing is relatively clear. I’m still hesitant about whether postgraduate studies are necessary for our future, so I’m undecided about whether to pursue them. There’s too much to prepare for the entrance exams, and I feel like I can’t adapt. I’m afraid of failing, afraid of not being able to handle the complex study tasks, so I tend to stay within my comfort zone.” (S14).
Employment pressure
The pressures of economic instability and the fiercely competitive job market are particularly pronounced for undergraduate nursing students. With the rising cost of living and intense competition in the job market, they feel an urgent need to earn money and secure stable employment.
“I want to put all my energy into finding a job. It’s too risky for me to take the entrance exam. I’m afraid I won’t pass. Because if I don’t pass the exam, I will miss a year, and it is difficult to find a job in the current environment.” (S7).“I want to start working earlier, earn money sooner, become independent, and relieve my parents from too much hardship.” (S9).
Lack of information and resources
Due to various factors, including insufficient information and resources, some nursing undergraduate students may face challenges in pursuing a graduate degree immediately after completing their undergraduate studies. This could temporarily limit their opportunities for professional development. However, it is important to recognize that many individuals may choose to pursue graduate education later, influenced by their personal backgrounds and changing environmental conditions.
“Compared to other disciplines, there’s relatively limited information available regarding postgraduate studies in nursing. Unlike some other fields, nursing students might not have access to abundant resources and guidance. Consequently, they often find themselves grappling with uncertainty when deciding whether to pursue postgraduate studies, lacking sufficient information to make informed decisions.” (S8).“In comparison, while students in other academic fields might have access to dedicated mentors or counselors who can guide them through the complexities of postgraduate education, undergraduate nursing students in China often face the challenge of navigating the path to advanced studies with limited financial support systems.” (S15).
Facilitators
Upgrade academic qualifications and professional skills
Nursing undergraduate students choose to pursue a graduate degree with the aim of enhancing their academic credentials and professional skills to meet the increasingly complex healthcare environment and occupational demands.
“I believe that by pursuing a graduate degree, I will have the opportunity to engage with more cutting-edge nursing theories and practices, thereby continuously enhancing my professional competence and skill level.” (S3).“The choice to pursue graduate studies is an investment in my professional development. I aim to enhance my expertise in the field of nursing through academic advancement, continuously elevating my professional competency, and contributing more to the healthcare sector.” (S6).
Career development and transition
Nursing undergraduates pursue career development and transformation, and pursue a broader perspective and more choices. This is often influenced by both individual career plans and industry trends.
“Going for grad studies is like investing in my future. I believe it’ll help me reach my career goals and make a bigger impact in the industry.” (S4).“At present, there is a high probability that nursing undergraduates will enter clinical work after graduation. I want to do management or teaching, and I think I can have more job opportunities and choices after taking the postgraduate entrance exam.” (S11).
Escaping clinical work and delaying employment
Nursing undergraduate students choose to further their education also to avoid clinical environments and postpone entering the workforce, a decision often influenced by career planning and personal preferences.
“I realized that clinical work might not be the field I always wanted to engage in, so I delayed entering the work, chose graduate school, and found a career direction that suited my interests and abilities, instead of rushing into the work.” (S6).“The clinical practice made me realize the hard work and fatigue of nursing clinical work, which made me feel afraid. However, the choice of nursing undergraduates after graduation is very limited, so I will choose to pursue graduate studies.” (S13).
The power of role models and social support
In the eyes of undergraduate nursing students, the exemplary nursing professionals among their peers and seniors serve as inspirations for furthering their education, while societal support provides them with a solid foundation.
“During my undergraduate years, I followed my teacher to conduct research in the research group and guided me to the road of entrance examination for postgraduate studies.” (S3).“I have seen some senior students and predecessors in the nursing profession who have achieved better career development opportunities and higher social status through further education. These successful cases deeply convince me that pursuing a graduate degree is an important pathway to achieving my career goals.” (S5).“My family is very supportive of me and will provide me with all kinds of help. Several students in our dormitory are planning to take the postgraduate entrance exam. We prepare for the exam together and help each other.” (S6).
Barriers and facilitators affecting the motivation of undergraduate nursing students to pursue postgraduate studies are presented in Fig. 3.
Fig. 3
Barriers and facilitators affecting the motivation of nursing undergraduates for postgraduate entrance examination
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Discussion
This study conducted a qualitative investigation on the barriers and facilitators influencing the motivation of nursing undergraduates to pursue postgraduate studies. Our analysis revealed that various obstacles constrain the decision to pursue postgraduate studies among undergraduate nursing students, yet certain factors also motivate their desire for further education. Diverse facilitators, including enhancing academic credentials, professional skills, career development, and role model influence, motivate undergraduate nursing students to pursue postgraduate studies. These factors are intertwined and interact with each other, collectively driving undergraduate nursing students to actively engage in postgraduate studies.
One important motivation for undergraduate nursing students to pursue postgraduate studies is to enhance their academic credentials and professional skills. With the continuous advancement of medical technology and the transformation of healthcare models, the demands on nursing personnel are increasing [23]. By pursuing a postgraduate degree, undergraduate nursing students can delve deeper into specialized nursing knowledge and skills, broaden their perspectives, and enhance their professional level by improving patient care, professional competency, educational standards, work efficiency, and communication effectiveness, thus better adapting to the increasingly complex medical environment and job requirements [11, 24].
Postgraduate studies also serve as an important pathway for career development and transition for undergraduate nursing students. In the nursing field, a postgraduate degree is often seen as an important advantage for career development, providing nursing professionals with broader career development opportunities and richer career choices [14]. By pursuing a postgraduate degree, undergraduate nursing students can transition into different fields such as clinical practice, management, education, and research, achieving better alignment with their personal career goals [12].
Some motivations for undergraduate nursing students to pursue postgraduate studies may also include considerations to escape clinical work and delay entry into the workforce. In clinical practice, nursing personnel face tremendous work pressure and psychological burdens, while pursuing a postgraduate degree can temporarily distance them from frontline clinical work, alleviate work pressure, and provide more opportunities for learning and development. Additionally, pursuing a postgraduate degree can delay entry into the workforce, allowing undergraduate nursing students more time to choose and prepare for their career paths [25].
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The influence of role models and social support is also one of the important factors driving undergraduate nursing students to pursue postgraduate studies. Having role models who are pursuing postgraduate degrees or receiving support and encouragement from family, friends, and society can greatly enhance the confidence and motivation of undergraduate nursing students in pursuing postgraduate studies. The success stories of role models and the support of society provide a solid foundation for undergraduate nursing students, enabling them to have the courage and determination to pursue higher education and better career development.
In contrast, the timing of a student’s decision to undertake a graduate-entry nursing program in countries such as the United States, New Zealand, and Australia is primarily influenced by family support and funding availability [26]. Students in these countries often anticipate intellectual challenges, hard work, and difficulties with finances and work-life balance [27, 28]. However, unlike many Chinese nursing students who may view these challenges as potential obstacles, students in D’Antonio et al.‘s study appeared to relish these challenges, seeing them as opportunities to grow rather than hindrances. These students expected to gain confidence, practical skills, and a ‘real profession’ by the end of the program [26]. This difference highlights a key contrast between the motivations of Chinese nursing undergraduates and their counterparts abroad; The similarity between the two groups is that, despite the cultural and contextual differences, the majority of participants, whether in China or other countries, pursued graduate entrance exams to challenge themselves and achieve a higher level of education [29]. In this regard, there is no significant difference between the two. Whether in China or in Western countries, students are motivated by the desire to enhance their professional skills and achieve better career opportunities through graduate studies. This drive to pursue higher education is a common motivation among nursing students worldwide.
Undergraduate nursing students often face intense academic demands along with practical training requirements. The pressure to perform well academically while managing clinical placements can be overwhelming. This pressure may lead to fatigue and burnout [30], making it challenging for students to find the energy and motivation to pursue further studies.
Many undergraduate nursing students may experience self-doubt regarding their academic abilities and readiness for postgraduate studies [31]. They may question whether they have the necessary skills and knowledge to succeed at the graduate level [32]. This self-doubt can lead to hesitation and indecision about whether to pursue further education.
The prospect of facing challenging coursework and research projects can be daunting for undergraduate nursing students considering postgraduate studies. Fear of failure may prevent students from taking the necessary steps to apply for graduate programs. Concerns about not meeting academic expectations or struggling to balance study commitments with other responsibilities can hinder students from moving forward. These obstacles can significantly impact the decision-making process for undergraduate nursing students considering postgraduate studies. Overcoming these challenges may require a combination of support from academic institutions, mentors, peers, and personal resilience-building strategies [33, 34].
After completing their undergraduate studies, many nursing students face pressure to enter the workforce immediately. This pressure often stems from financial obligations, familial expectations, or societal norms emphasizing the importance of earning a living. Consequently, the pursuit of postgraduate studies may be perceived as a delay in achieving financial independence or stability [13, 35]. The fear of falling behind peers who opt for immediate employment can influence students’ decisions and discourage them from pursuing further education.
Access to comprehensive information and resources about postgraduate study opportunities can be limited for undergraduate nursing students [33]. They may struggle to navigate the complexities of the application process, understand the available funding options, or locate suitable programs aligned with their career goals. Furthermore, inadequate guidance from academic advisors or mentors may exacerbate feelings of uncertainty and hinder students’ ability to make informed decisions about their educational pathways. The lack of awareness about scholarships, grants, or support services tailored to aspiring postgraduate students further compounds these challenges, making it difficult for students to overcome barriers to entry into graduate programs.
Our findings suggest several implications for policymakers and educators. Policymakers should consider expanding financial aid and mentorship programs to support nursing students pursuing graduate studies. Educators can enhance guidance by integrating discussions about graduate education into the curriculum and offering formal mentorship opportunities. Additionally, addressing cultural and institutional barriers through targeted policies and inclusive educational practices can further encourage students to advance their education.
This study has several limitations. Firstly, the study’s participants were exclusively recruited from a single university in China, which may limit the generalizability of our findings to nursing students at other universities in China and globally. To address this limitation and to achieve a more representative understanding, future research should aim to include a diverse sample of nursing students from various universities across different regions and types of institutions in China. Secondly, the current study focuses on the perspectives of undergraduate nursing students on factors influencing their pursuit of graduate studies. Expanding the scope of future research to encompass a comparative analysis of these factors across diverse cultural and educational settings would provide a more comprehensive and nuanced understanding of the multifaceted influences on nursing students’ decisions to pursue advanced education. Thirdly, the potential for perceived coercion exists due to the involvement of a faculty member in interviewing their own students, which may have influenced the authenticity of the responses. Therefore, to gain a comprehensive understanding, future studies should also investigate the perspectives of nursing faculty and students’ parents.
Conclusions
The purpose of this study was to explore the barriers and facilitators affecting the motivation of nursing undergraduates considering postgraduate entrance examinations. Our findings underscore the various challenges that these students encounter as they contemplate the decision to pursue graduate studies. It is essential to address these barriers and leverage the facilitators to create a supportive environment for students at various stages of their academic and professional journey. To support students in their pursuit of postgraduate studies, nursing programs should consider implementing enhanced counseling services, flexible program structures, financial support initiatives, career development workshops, internship and mentorship programs, peer support networks, and research opportunities. Institutions should consider embedding discussions about graduate education and career planning into the core curriculum. This approach would help students understand the long-term benefits of advanced education and how it fits into their broader career goals. It’s important to recognize that opportunities for advanced studies are not confined to post-graduation, they persist at various stages of a nursing career.
Acknowledgements
The authors give thanks for all participants who volunteered to participate in this study.
Declarations
Ethics approval and consent to participate
The study was reviewed and approved by the Ethics Committee of the Sixth People’s Hospital of Nantong (Ethics approval number: NTLYLL2023016). All methods were performed in accordance with the relevant guidelines and regulations (Declaration of Helsinki). All participants gave informed consent to participate in the study voluntarily.
Consent for publication
Not Applicable.
Competing interests
The authors declare no competing interests.
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