Perception of Undergraduate Nursing Students Towards Nursing Profession at Karachi, Pakistan

Abstract

Background: Nursing students’ perceptions of their profession influence the development of professional identity, career commitment, and expectations regarding future practice. In Pakistan, nursing continues to be affected by social stigma, gender stereotypes, limited public recognition, and misconceptions regarding nurses’ professional roles, while qualitative evidence exploring how senior nursing students interpret these experiences remains limited. Objective: To explore the perceptions, career motivations, professional experiences, and perceived challenges of fourth-year undergraduate nursing students regarding the nursing profession in Karachi, Pakistan. Methods: A qualitative phenomenological study was conducted from 10 August to 10 November 2023 at Jinnah College of Nursing, Sohail University, and Ilmiya Institute of Nursing, Karachi. Twelve fourth-year Generic BSN students, six from each institution, were selected through purposive sampling. Data were collected through in-depth interviews using open-ended questions. Interviews were transcribed, translated where necessary, coded, categorized, and subjected to thematic analysis to identify recurrent themes and subthemes. Ethical approval, institutional permission, written informed consent, and confidentiality procedures were observed. Results: Seven major themes emerged: perceptions of nursing, pursuit of a nursing career, factors required to improve nursing in Pakistan, interprofessional teamwork, preference for nursing, cultural and media influences, and challenges within the profession. Participants generally described a transition from limited or negative pre-admission perceptions toward more positive views following nursing education and clinical exposure. Nursing was valued for its humanitarian role, employment opportunities, job security, and prospects for professional advancement. However, participants also reported social stigma, gender stereotypes, limited professional recognition, poor media representation, interprofessional hierarchy, and concerns regarding unqualified individuals undertaking nursing roles. The manuscript reported that 75% of participants were willing to recommend nursing to others. Conclusion: Senior nursing students generally developed positive professional perceptions through education and clinical experience, although significant sociocultural and professional barriers remained. Educational, organizational, regulatory, and public-awareness strategies may help strengthen professional identity and recognition of nursing