Examining the attitudes of nurses towards postgraduate education

This study was conducted to determine nurses' attitudes toward postgraduate education and to examine the relationship between these attitudes and various demographic and professional characteristics. The research was designed in a descriptive and comparative pattern, and the sample consisted of 302 nurses working at Erciyes University Faculty of Medicine Hospitals, including Gevher Nesibe Hospital, Şahinur Dedeman Bone Marrow Transplantation and Stem Cell Therapy Center, Yılmaz-Mehmet Öztaşkın Cardiology Hospital, Mehmet Kemal Dedeman Hematology-Oncology Hospital, Semiha Kibar Organ Transplantation and Dialysis Hospital, Nazende-Nuri Özkaya Oncology and Outpatient Treatment Center, KANKA Pediatric Hematology Oncology and Bone Marrow Hospital, Gülser–Dr. Mustafa Gündoğdu Comprehensive Laboratory Services, and Mustafa Eraslan and Fevzi Mercan Children's Hospital. Data were collected using a researcher-designed demographic information form and the Attitude Scale Toward Postgraduate Education (LEYTÖ). The data were analyzed using SPSS 27.0, and descriptive statistics such as frequencies, percentages, arithmetic means, and standard deviations were employed for categorical and continuous variables. The results revealed that nurses generally held positive attitudes toward postgraduate education. The highest mean score was found in the "Facilitating Roles" subdimension, while the lowest was in the "Hindering Factors" subdimension. Statistically significant differences were identified based on gender, parental status, educational background, unit of employment, and weekly working hours. Moreover, willingness to pursue postgraduate education, awareness of examination requirements, and presence of academic role models in the environment positively influenced attitudes. In conclusion, while nurses demonstrate strong potential for academic advancement, they face various structural and individual barriers. Therefore, it is recommended that institutional and administrative support mechanisms be strengthened to encourage participation in postgraduate education.