Unlocking the drive: exploring the hidden motivations and challenges of nurses pursing postgraduate education

In recent years, postgraduate study for nurses has surged, driven by various stakeholders (Mlambo, Silen & McGrath, 2021). Among these students are those aspiring for promotion, nurse education, public health roles, and Advanced Nurse Practitioner positions (ANP). Despite role diversity, all require expert knowledge and master's-level study (Cooper, McDowell & Raeside, 2019). However, postgraduates encounter unique challenges balancing part-time studies, full-time work, and caregiving (Coneyworth et al., 2019). This review systematically examines existing evidence while critically discussing emerging themes. Key motivations include promotion, self-growth, and critical thinking/mastery, with notable challenges including poor work-life balance, lack of support, and financial strain. Nursing postgraduates aren't alone in this struggle, with many student populations facing similar challenges (Swain & Hammond, 2011). The impact of family life on postgrad study transcends continents and cultures (Burrow et al., 2020; Taylor, 2020; Jeong & Koh, 2021; Cooley, 2008). This prompts inquiry into strategies within postgrad programs to address these issues, focusing on empowering students, improving learning engagement, and fostering equality and diversity among learners.