The experiences of repeating nursing students regarding the stigma associated with academic failure at a nursing education institution in South Africa

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Introduction Academic failure in nursing education extends beyond delayed progression and may expose repeating nursing students to stigma, exclusion, and psychological distress. Although student attrition has received increasing scholarly attention, limited evidence exists regarding how repeating nursing students experience stigma following academic failure. This study explored the experiences of repeating nursing students regarding the stigma associated with academic failure at a nursing education institution in South Africa. Methods A qualitative study informed by Interpretative Phenomenological Analysis was conducted at a public nursing education institution in South Africa. Eight repeating nursing students were purposively selected from four campuses. Semi-structured in-depth interviews were conducted, with follow-up interviews undertaken where clarification or deeper exploration was required. Data collection and analysis occurred iteratively until sufficient experiential depth was reached and no substantively new meanings emerged. Data were analysed using a five-step Interpretative Phenomenological Analysis process. Trustworthiness was enhanced through credibility, dependability, confirmability, and transferability strategies. Results Five interconnected themes were developed: (1) stigmatising attitudes from nurse educators, (2) institutional practices reinforcing marginalisation, (3) internalised and externalised blame, (4) coping through withdrawal and fractured identity, and (5) psychological consequences of stigma. Participants described public labelling, unequal treatment, policy-related exclusion, self-isolation, diminished self-worth, and emotional distress. Conclusion Stigma associated with academic failure was embedded within interpersonal and institutional practices in nursing education. These experiences may undermine student well-being, belonging, and academic recovery. Anti-stigma strategies, educator development, fair institutional procedures, and integrated student support systems are needed to promote inclusive learning environments.

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