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Quiet quitting before entry into professional practice: An explanatory sequential mixed-methods study of senior
Seda Tek Sevindik1, Sercan Mansuroğlu2, Dılşa Azizoğlu Keleş1
1Department of Psychiatric Nursing, Istanbul Medeniyet University, Istanbul, Türkiye.
Nurse Education Today
|August 7, 2026
Summary
Quiet quitting is a moderate issue among nursing students, characterized by emotional withdrawal and minimal effort due to academic and clinical pressures. Addressing this requires supportive environments and fair practices to encourage engagement.
Area of Science:
- Nursing Education
- Healthcare Professional Well-being
- Organizational Behavior
Background:
- Quiet quitting is understudied in pre-professional healthcare settings.
- Nursing students face significant academic and clinical pressures.
- Understanding quiet quitting in nursing students is crucial for future workforce stability.
Purpose of the Study:
- To quantify the prevalence of quiet quitting among senior nursing students.
- To explore the lived experiences of students with high quiet quitting scores.
- To understand the academic, clinical, and professional contexts of quiet quitting.
Main Methods:
- Explanatory sequential mixed-methods design.
- Quantitative phase: 93 senior nursing students surveyed using the Quiet Quitting Scale.
- Qualitative phase: 16 students with high/very high scores interviewed using thematic analysis.
Main Results:
- 19.4% of students reported high or very high quiet quitting.
- Key themes included emotional withdrawal, minimum participation, internal conflict, and self-protection.
- Triggers involved perceived injustice, excessive demands, and fear of violence.
Conclusions:
- Quiet quitting is a multidimensional response to academic/clinical pressures in nursing students.
- Emotional withdrawal and minimal participation are common manifestations.
- Supportive mentorship, fair practices, and safe learning environments are recommended interventions.
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