Nursing students' career intentions towards paediatric nursing: An integrative literature review

This integrative review explores the factors that influence preregistration nursing students' intentions to specialise in paediatric nursing. The review was undertaken to address the absence of consolidated synthesis focusing specifically on paediatric nursing.

An integrative review of qualitative, quantitative and mixed methods studies was guided by the five-step process by Whittemore and Knafl and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement.

Seven electronic databases - Academic Search Complete, CINAHL Plus, Education Research Complete, MEDLINE, ProQuest Central, Scopus, and Web of Science - were searched using keywords: student nurse, career choice, paediatrics. The initial search was conducted in February 2024 and updated in January 2026 including forward and backward citation searching.

Studies were eligible if they were peer-reviewed primary qualitative, quantitative, or mixed methods studies published in English and examined factors influencing preregistration nursing students' intentions to specialise in paediatric nursing. All identified studies were independently screened for relevance by two authors, and the JBI Critical Appraisal tools were used to assess the quality of the included studies. A convergent integrated approach was used to synthesise findings across diverse study designs, and the findings were integrated through thematic narrative analysis.

Three interconnected domains shaped students' intentions to pursue a career in paediatric nursing: identity, perception, and experience. Students who identified as young women, particularly those with caregiving experience or a strong affinity for children, were more likely to express interest in the specialty. Paediatric nursing was frequently romanticised as joyful, meaningful, and emotionally rewarding - an image reinforced by societal narratives and cultural ideals. Clinical placement emerged as a pivotal influence: positive exposure built confidence and sustained interest, whereas negative or absent experiences prompted students to reconsider previously held aspirations.

While educators may not shape students' identities, they can influence how paediatrics is perceived and experienced. Early engagement and deliberate placement strategies offer a critical opportunity to nurture sustained interest and optimise alignment between student aspirations and workforce needs.