Academic Equity and Motivation in Nursing Students: Analysis of Institutional Actions and Student Retention
DOI:
https://doi.org/10.32645/13906925.1483Keywords:
academic equity, student motivation, institutional strategies, nursing, higher educationAbstract
Equity in higher education is a central axis to ensure access, retention, and academic success of nursing students, a program characterized by high academic and emotional demands. This study aimed to analyze the factors influencing student motivation and retention using a qualitative ethnographic approach, including semi-structured interviews with faculty and program coordinators, as well as focus groups with students.
The results revealed a gap between institutional actions and students’ real needs. Although scholarships and financial support represented progress, restricted access and lack of transparency generated feelings of exclusion. Institutional motivational strategies were general and uninnovative, not responding to students’ academic reality. The integration of theory and practice was the main motivational driver; however, its disconnection caused frustration and disengagement.
Academic overload, long schedules, and disorganization increased the risk of burnout, affecting personal and family well-being. The role of the teacher was decisive, as empathy, patience, and pedagogical support strengthened motivation, while the absence of didactic strategies weakened it. Finally, comprehensive well-being, emotional support, recreational spaces, and psychological support emerged as priority needs, beyond economic factors, essential to guarantee equity and academic success in nursing education.
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