ArticleNursing open2026
Stigma Associated With Academic Failure in Nursing Education: A Triangulated Qualitative Study of Nursing Students and Nurse Educators.
Article in Nursing open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo integrate the perspectives of repeating nursing students, nurse educators, and non-repeating nursing students to understand how stigma associated with academic failure manifests within nursing education institutions.
designQualitative triangulation study.
methodsData were collected across four campuses of a South African nursing education institution using individual semi-structured interviews with repeating nursing students (n = 8) and focus group discussions with nurse educators (n = 47; nine groups) and non-repeating nursing students (n = 51; nine groups). Participants were purposively sampled based on their direct experience of the phenomenon. Data were analysed using thematic analysis within each participant group, followed by triangulation to identify convergence, divergence, and complementarity across datasets.
resultsStigma associated with academic failure operated across interpersonal, structural, and internalised levels. Five integrated themes were identified: (1) stigmatising behaviours and labelling; (2) institutional policies and administrative practices; (3) peer exclusion and professional conduct; (4) psychological and financial consequences; and (5) coping responses and resilience. Participants described public identification as 'repeaters', inequitable treatment, financial hardship after stipend withdrawal, diminished confidence, anxiety, and social isolation.
conclusionStigma associated with academic failure is systemically embedded within nursing education and reinforced through educator practices, peer interactions, and institutional systems. Multilevel interventions are required to foster equitable, psychologically safe, and inclusive learning environments. IMPACT: Findings provide evidence to guide educator development, anti-stigma interventions, student support initiatives, and policy reform within nursing education institutions. PATIENT/PUBLIC CONTRIBUTION: No patient or public involvement occurred in the design, conduct, reporting, or dissemination of this study beyond participation of nursing students and nurse educators as research participants.
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