Why do students drop out of nursing degrees? A regional survey with mixed methods design
DOI:
https://doi.org/10.54103/dn/29148Keywords:
Withdrawal from university, Nursing students, Intrinsic motivation, Mixed-methods study, Student well-being, Academic resilience, Educational supportAbstract
Background
In recent years, Italy has experienced a decline in interest in the nursing profession, accompanied by a university dropout rate affecting approximately 20% of students.
Objectives
This study investigates the causes of dropout from Bachelor's Degree Programs in Nursing (CdLI) in the Emilia-Romagna region and collects students’ suggestions to address the issue.
Methods
A convergent parallel mixed-methods design was adopted. The study, conducted across CdLI programs in Emilia-Romagna (April 2024–March 2025), involved first- and second-year students, as well as current and former students with dropout experience. Data were collected through validated online questionnaires and interviews.
Results
A total of 377 students participated in the quantitative phase (mean age: 24.1±6.9 years; 79.3% women). While 45.6% had never considered dropping out, more than half reported having contemplated it at least once. The highest scores on the Motivation Scale for Nursing Students were found in the intrinsic motivation domain (26.3±3.6), which was significantly associated with a lower intention to leave the program. Thematic analysis identified five critical areas: heavy academic workload, organizational rigidity, negative emotional reactions, practical and financial difficulties, and reconsideration of career choice. Integration of quantitative and qualitative data revealed consistency, confirming that intrinsic motivation and adequate support are key protective factors.
Conclusions
Dropout from nursing degree programs poses a challenge to the sustainability of the profession. The findings highlight the need for structural interventions and an inclusive academic culture to foster student well-being and resilience, which are essential for the training of motivated and well-prepared healthcare professionals.
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Copyright (c) 2025 Domenica Gazineo, Federica Contaldo, Fernando Rizzello, Stefano Bastianini, Milena Spadola, Stefano Volpato, Simone Vincenzi, Cristina Loss, Sara Gasparetto, Stefano Luminari, Giovanna Amaducci, Daniele Mecugni, Elena Giovanna Bignami, Cinzia Merlini, Pietro Giurdanella, Lea Godino
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Accepted 2025-09-09
Published 2025-12-10
