Wu Junjun, Wang Ying, Ye Jinru, Wen Huangliang, Song Xiurong
Department of Radiotherapy, Cancer Center, The First Affiliated Hospital of Fujian Medical University, Fuzhou 350005, Fujian, China.
The School of Nursing, Fujian Medical University, Fuzhou 350122, Fujian, China.
Nurse Educ Pract. 2025 Mar;84:104339. doi: 10.1016/j.nepr.2025.104339. Epub 2025 Mar 17.
This study examined barriers to career development planning from the perspective of nurses with master's degrees in China.
The quality of nursing personnel is closely related to clinical nursing quality and patient satisfaction. Assisting highly educated nurses in career planning is crucial for reducing dropout rates. However, no domestic and international research has been done on the barriers to career development faced by highly educated nurses. Investigating these barriers can provide a foundation for developing targeted clinical nursing education and practice strategies.
Descriptive qualitative design.
Data were collected through semi-structured interviews and analyzed using qualitative content analysis. Following the COREQ guidelines.
Seventeen nurses (two men and 15 women; age range: 26-29), reaching data saturation. Data analysis revealed eight subcategories in three categories: (1) transition shock, including the gap between nursing education and clinical practice, discrepancy between career growth expectations and clinical training system, and perceived professional crisis; (2) contextual elements, including external higher expectations, influence of leadership style, and limitations of the nursing standardized training system; and (3) lack of necessary support, including limitations of vocational development training programs in hospitals and schools and support requirements for the work environment.
The findings offer insights useful for nursing education experts and institutions and clinical nursing departments (especially their managers). Specifically, by clarifying the barriers faced by highly educated nurses in career development planning, the findings can inform the development of training systems and practices for enhancing highly educated nurses' career satisfaction and professional identity.
