The effect of achieving career goals on job satisfaction among nurses pursuing postgraduate education

Abstract

Background

The increasing expectations for evidence-based practice in nursing, along with the growing complexity of patient care, have heightened service quality and emphasized the importance of continuous professional development. In this context, postgraduate education has become a critical pathway for nurses to enhance their competencies and adapt to evolving healthcare demands. Although the benefits of postgraduate education are recognized, there is limited research examining its impact on nurses’ achievement of career goals and job satisfaction. This study aimed to examine the effect of achieving career goals on job satisfaction among nurses pursuing postgraduate education, considering frameworks of career development and professional role advancement.

Method

A cross-sectional and correlational research design was used. The study population comprised 7555 nurses who had completed thesis-based master’s and doctoral programs in postgraduate nursing programs in Türkiye between 2011 and 2021. The study sample consisted of 742 nurses reached through convenience sampling. Descriptive statistics, group comparison tests, and multiple regression analyses were used for data analysis.

Results

The mean job satisfaction score was 3.59 ± 0.88, and the mean career goal discrepancy score was 3.11 ± 1.43. A moderate negative correlation was observed between job satisfaction and career goal discrepancy (r=-.48, p < .05), indicating that greater alignment with career goals is associated with higher job satisfaction. Overall, nurses who were older, had longer professional experience, had graduated doctoral program, had choosing their profession willingly, and held academic positions had higher job satisfaction, while those who were younger, had less experience, and had graduated master’s program had higher career goal discrepancy. Career goal discrepancy and position together explained 28% of the variance in job satisfaction (Adj R² = 0.28). Career goal discrepancy emerged as a strong negative predictor of job satisfaction.

Conclusion

According to the study results, alignment between postgraduate education, career goals, and current roles is associated with higher job satisfaction. Nurses with doctoral degrees reported higher job satisfaction, whereas those with master’s degrees exhibited greater career goal discrepancy. Additionally, nurses in academic roles showed higher job satisfaction and better career goal alignment compared to those in clinical practice. These results highlight the importance of supporting postgraduate education and structured career development pathways to enhance professional fulfillment and optimize the effectiveness of the nursing workforce.

Clinical trial number

Not applicable.

Introduction

Continuous professional development forms the basis of lifelong learning in nursing and plays a critical role in maintaining up-to-date knowledge and skills [1]. Nurses serve as important intermediaries among healthcare professionals and occupy a central position within multidisciplinary teams [2]. Healthcare services are constantly changing, requiring nurses to possess adaptability skills [3]. The dynamic nature of the healthcare sector necessitates continuous professional education to ensure that nursing practices adapt to evolving service requirements and that nurses can effectively address emerging challenges. Therefore, maintaining up-to-date knowledge and skills is no longer optional but a professional necessity [4]. Nurses meet this requirement through postgraduate education as part of their continuous professional development.

The literature demonstrates that postgraduate education provides significant benefits for both patients and nurses [5]. It is noted that this educational process supports personal and professional development, such as leadership, innovation, and research competencies, thereby contributing to the provision of evidence-based nursing care [6, 7]. In this context, nurses pursue postgraduate education for various reasons, including enhancing their personal development and professional competence, achieving academic goals, expanding their professional opportunities, and advancing their careers [8–10].

Career development refers to an individual’s progression through various roles throughout their professional life and is often shaped as a non-linear process involving uncertainties [8]. The experiences individuals gain in their professional roles throughout their careers contribute to their personal development, strengthen their professional identity, and increase job satisfaction [11].

Research indicates that postgraduate education positively influences nurses’ career orientation and job satisfaction levels [12]. Furthermore, postgraduate education plays a significant role in the formation of professional identity by enabling specialisation in a specific field and the internalisation of professional values [13]. Healthcare workers with postgraduate education have been reported to have higher job satisfaction [14]. High job satisfaction not only strengthens professional identity and self-confidence, but also enhances teamwork and reduces the psychological stress created by intense work environments [15, 16]. Supporting nurses’ career development is critical not only in terms of contributing to the nursing profession but also in terms of the sustainability of the healthcare system. Healthcare institutions that support nurses’ career development are in a stronger position to create a qualified workforce capable of meeting complex healthcare needs [17].

Supporting nurses’ career development brings many positive outcomes, including increased job satisfaction. High job satisfaction among nurses is associated with improved patient safety and quality of care, reduced absenteeism and turnover rates, lower costs, and increased well-being among nurses [18]. International evidence shows that nurses with postgraduate education contribute to improving care processes, shortening hospital stays, and reducing mortality rates [19, 20].

In the career planning process, individuals set goals that determine the direction of their career development and make conscious efforts to achieve these goals [21–23]. Individuals consciously or unconsciously assess the compatibility between their current situation and their goals and re-evaluate their goals. The perception of goal attainability is crucial for effective career planning. Furthermore, career fit contributes to the development of a positive organisational culture; reduces work-related psychosocial stress; lowers the intention to leave the job; and increases job satisfaction, motivation, self-confidence, and quality of care [24].

Theoretical approaches explain the importance of the alignment between the current situation and career goals. Self-Discrepancy Theory posits that the difference between an individual’s current self-perception (actual self) and their ideal self motivates personal development and goal-oriented behaviours aimed at reducing this discrepancy [25]. Similarly, Self-Determination Theory (SDT) states that meeting three basic psychological needs (autonomy, competence, and relatedness) increases nurses’ intrinsic motivation and positively affects their commitment to their work and career satisfaction [26, 27].

Early detection of career goal misalignment allows for timely corrections and reduces the risk of failure [25]. Therefore, establishing a solid foundation for career planning in the early stages of nursing education is of great importance [28, 29].

In Türkiye, nurses who have completed postgraduate education in nursing are defined as ‘specialist nurse’ and their job descriptions are legally defined [30]. However, the nurse shortage means these roles cannot be clearly distinguished in practice. This situation makes it difficult for nurses to use the competencies they acquire during their postgraduate education in clinical practice and negatively affects their career motivation and job satisfaction. Furthermore, the absence of clear and structured career ladders and the failure of institutional management to adequately support academic qualifications are also important factors that reduce job satisfaction. The role confusion of specialist nurses can negatively affect both nurses’ professional development and the quality of healthcare services provided. Studies conducted in Türkiye show that, despite nurses’ clear expectations in this regard, institutions’ efforts to support career development are insufficient [31].

A review of the literature reveals that quantitative studies examining the career development of nurses with postgraduate education in Türkiye are limited, and that there is a lack of comprehensive research investigating the extent to which postgraduate nursing education reduces career goal discrepancies and how this, in turn, affects job satisfaction. Furthermore, it is noteworthy that studies addressing job satisfaction and career goal discrepancies simultaneously remain insufficient at the international level. Therefore, the aim of this study is to examine the effect of postgraduate nursing education in Türkiye on nurses’ career development and job satisfaction.

Methods

Purpose and design of the study

This study aimed to examine the effect of achieving career goals on job satisfaction among nurses pursuing postgraduate education. A cross-sectional and correlational design was used, as the data were collected at a single point in time without any intervention. In this model, job satisfaction was treated as the dependent variable, while career goal discrepancy and demographic/work-related characteristics (age, educational level, years of experience, voluntary choice of profession, and job position) were examined as independent variables. The cross-sectional nature of the design does not allow causal interpretation.

Research questions

1. Is there a significant relationship between career goal differences and job satisfaction among nurses pursuing postgraduate education?

2. Do levels of job satisfaction and career goal differences vary significantly among nurses pursuing postgraduate education according to their demographic characteristics?

3. What are the predictors of job satisfaction among nurses pursuing postgraduate education?

Population and sample

The population of the study consisted of 7555 nurses (master’s: N = 6161; doctorate: N = 1394) who completed their postgraduate nursing education in Türkiye between 2011 and 2021 and whose theses were published in the Council of Higher Education National Thesis Center [32]. During the screening of these theses, contact information could be obtained for 6205 individuals. This group constituted the accessible population for sampling. A census attempt was initially made to reach the entire accessible population. However, because participation depended on voluntary response and accessibility through the National Thesis Center database, the final sampling strategy operationally corresponded to convenience sampling.

A finite-population sample size calculation was performed based on this accessible target population (N = 6205), using a 95% confidence level and a 5% margin of error. The required sample size was calculated as approximately n = 362. The data collection instruments were therefore sent to these 6205 individuals whose contact information was available. The study was completed with 742 participants (n = 742) who fully responded to all data collection instruments. Although the overall response rate was calculated to be approximately 12%, the fact that the study group consisted of nurses who had completed their postgraduate theses between 2011 and 2021 and who were reached through the contact details provided in their theses is a unique circumstance that determined the nature and scope of the data collection process. Nevertheless, the sample size obtained (n = 742) exceeds the calculated minimum sample requirement (n = 362), indicating that the study has sufficient statistical power.

The inclusion criteria for the study are as follows: (1) being a nurse who has completed a thesis-based master’s or doctoral program in any nursing department in Türkiye; (2) thesis published in the National Thesis Center between 2011 and 2021; (3) voluntary participation. The exclusion criteria are as follows: (1) non-thesis master’s degree; (2) postgraduate education in programs outside nursing; (3) thesis published before 2011.When a post hoc power analysis was performed using the G*Power (v3.1.9) programme [33], the effect size f²=0.3888889 was calculated to determine AdjR² as 0.28 in the multiple regression model created for the variables predicting job satisfaction. With a Type I error of 0.05, the post hoc power (1-β) was determined to be 1.00 with a sample size of 742.

Implementation of the study

Participant contact information was obtained during screening of theses meeting the inclusion criteria. The survey, prepared in Google Forms, included an online informed consent page. Participants accessed the questionnaire only after confirming consent by marking mandatory checkboxes. No identifying personal data were collected. Data collection took place between May and July 2022. Reminder messages were sent during the data collection period to enhance participation.

Data collection tools

Data were collected using three instruments: the Participant Information Form, the Career Goal Discrepancy Scale and the Job Satisfaction Scale. Permission to use the Turkish versions of both scales was obtained from the researchers who carried out the adaptation studies.

Participant information form

This form included questions on demographics and postgraduate education characteristics such as age, gender, marital status, educational level, employment duration, position before and after postgraduate education, program characteristics, and perceived career impact.

Job satisfaction scale

The Job Satisfaction Scale was originally developed by Brayfield and Rothe [34] as an 18-item instrument and later reduced to a 5-item short form by Judge et al. (1998). The Turkish adaptation was conducted by Başol and Çömlekçi [35]. The scale is rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), with higher mean scores indicating higher job satisfaction. The Cronbach’s alpha coefficient of the scale was 0.929 in the Turkish adaptation study [35]. In the present study, the Cronbach’s alpha coefficient was found to be 0.91.

Career goal discrepancy scale

The Career Goal Discrepancy Scale was developed by Creed and Hood [36] and adapted into Turkish by Yam et al. [25]. The scale consists of 12 items rated on a 7-point Likert scale (1 = I agree too little, 7 = I agree too much), with higher scores indicating greater discrepancy between career goals and current position. The Cronbach’s alpha coefficient of the scale was found to be 0.96 for the original scale [36] and 0.92 for the Turkish adaptation study [20]. In the present study, the Cronbach’s alpha coefficient was found to be 0.93.

Analysis of the data

Data were analyzed using IBM SPSS 21.0. Descriptive statistics (frequency, percentage, mean, standard deviation) were used to summarize demographic data. Scale distributions were examined using mean, median, and standard deviation values. Before inferential analyses, preliminary statistical assumptions were checked. Normality was assessed using the Shapiro–Wilk test, skewness–kurtosis values, and Q–Q plots. Homogeneity of variances was tested with Levene’s test.

For normally distributed variables, t-test, ANOVA, and Pearson correlations were used. For non-normal distributions, Mann–Whitney U, Kruskal–Wallis, and Spearman correlations were applied. Tukey HSD was used for post hoc comparisons when needed. The use of Tukey’s HSD test provided control for multiple pairwise comparisons following ANOVA. For other group comparisons, results were interpreted cautiously and supported by effect size estimates. Statistical significance was set at p < .05. Multiple linear regression (stepwise) was conducted to identify predictors of job satisfaction. Stepwise regression, a data-driven method, has been interpreted with caution as it can produce models sensitive to sample characteristics. Categorical variables were included as dummy variables. Regression assumptions were examined, including multicollinearity (VIF < 10), autocorrelation (Durbin–Watson = 2.09 < 2.5), and residual distribution. In addition, effect size measures were calculated to strengthen the interpretation of statistical results. Cohen’s d values were reported for independent-samples t-tests, and eta squared (η²) values were reported for one-way ANOVA tests.

Ethical aspects of the study

Ethical approval for this study was obtained from the Non-Interventional Clinical Research Ethics Committee of the University of Health Sciences Türkiye, Fatih Sultan Mehmet Training and Research Hospital (approval date: 10.03.2022; approval number: 2022-20). Informed consent was obtained electronically from all participants prior to data collection. The Google Forms platform used for data collection included a mandatory informed consent page placed before the questionnaire. Participants were required to confirm that they had read the study purpose, confidentiality statement, voluntary participation clause, and withdrawal rights by marking two separate checkboxes (‘I have read and understood the information form’ and ‘I voluntarily agree to participate’). The survey form automatically proceeded to the first question only after both boxes were checked. No personal identifiers were collected, ensuring anonymity. Ethical approval details are also presented in the Declarations section.

Results

Descriptive analysis

The majority of the participants were women, married, and between 29 and 34 years of age. Most held a master’s degree and had 6–10 years of professional experience. More than half of the nurses (55.7%) reported choosing the profession voluntarily. While most participants worked in direct patient-care units before postgraduate education, a considerable proportion transitioned to academic roles; at the time of data collection, 40.3% were employed as faculty members or teaching/research assistants.

Regarding fields of postgraduate education program, clinical nursing fields (e.g., internal medicine nursing, surgical nursing, women’s health and obstetrics nursing, pediatric nursing, and public health nursing) were the most common for both master’s and doctoral graduates. Across both programs, the most frequently reported motivation for pursuing postgraduate education was the desire to pursue an academic career (36.1% of master’s graduates, 13.5% of doctoral graduates).

Although only a minority indicated that postgraduate education was considered in institutional assignments, many nurses perceived a positive contribution of postgraduate education to their career development. Specifically, 45.8% of master’s graduates and 26.1% of doctoral graduates reported that postgraduate education positively affected their career. Consistently, participants rated the impact of their postgraduate education on a 0–10 scale, resulting in mean scores of 6.29 ± 0.15 for master’s graduates and 8.92 ± 1.13 for doctoral graduates (Table 1).

Table 1.

Findings regarding postgraduate education of nurses (N = 742)

Characteristics	Master’s Graduates	Doctoral Graduates
	n(%)	n(%)
Fields of postgraduate education program
Clinical nursing fields (internal medicine nursing, surgical nursing, women’s health and obstetrics nursing, pediatric nursing, public health nursing)	314(42.3)	117(15.8)
Nursing (general)	64(8.6)	32(4.3)
Nursing Education	45(6.1)	23(3.1)
Nursing Management	6(0.8)	1(0.1)
Other (emergency medicine nursing, emergency nursing, infection control nursing, intensive care nursing, geriatric nursing etc.)	41(5.6)	5(0.5)
The most important reason for choosing postgraduate education
Increasing scientific knowledge	100(13.5)	48(6.5)
Professional development need	133(17.9)	43(5.8)
Academic career motivation	268(36.1)	100(13.5)
Other (willingness to do research, multiple options, doing the best of what I do, the desire to establish a connection between the university and the clinic, let that golden ticket in my hand.)	35(4.7)	16(2.1)
Consideration of postgraduate education during their assignments
Yes	156(21.0)	119(16.0)
No	380(51.2)	87(11.7)
Whether postgraduate education has an impact on their career
Yes	340(45.8)	194(26.1)
No	196(26.4)	12(1.6)
	Mean(SD)	Mean(SD)
The impact of postgraduate education on their careers	6.29(0.15)	8.92(1.13)

Scale scores and correlations

The mean job satisfaction score of the nurses was 3.59 ± 0.88, which indicates a moderate level of job satisfaction. The mean career goal discrepancy score was 3.11 ± 1.43; because higher scores reflect greater discrepancy between current career status and personal career goals, this value represents a moderate level of perceived career goal discrepancy. Correlation analysis showed a moderate, negative, and statistically significant relationship between career goal discrepancy and job satisfaction (r = –.48, p < .05). The coefficient of determination (r² = 0.23) indicates that approximately 23% of the variance in job satisfaction is associated with career goal discrepancy.

Comparative analysis

According to the characteristics of the nurses, the mean scores of the two scales were compared (Table 2). A statistically significant difference was found between age groups and job satisfaction. Post hoc analysis indicated that nurses aged 35–40 and ≥ 41 had significantly higher job satisfaction than those aged ≤ 28 and 29–34 (p < .01). Similarly, age was significantly associated with career goal discrepancy; nurses aged ≥ 29 had significantly lower discrepancy scores than those aged ≤ 28. This difference reflected a small effect size (η² = 0.38–0.39).

Table 2.

Comparison of job satisfaction and career goal discrepancy scores according to nurses’ characteristics (N = 742)

Characteristics		n	Job Satisfaction Mean ± SD	Career Goal Discrepancy Mean ± SD
Gender	Female Male	665 77	3.61 ± 0.78 3.45 ± 0.89	3.11 ± 1.44 3.12 ± 1.42
		t p Cohen’s d	1.46 0.148 0.19	-0.04 0.968 0.01
Age	28 and ↓ 29–34 35–40 41 and ↑	116 306 206 114	3.35 ± 0.96 3.49 ± 0.87 3.79 ± 0.85 3.76 ± 0.77	3.62 ± 1.45 3.19 ± 1.42 2.97 ± 1.40 2.66 ± 1.36
		F p η²	9.65 < 0.001** 0.038	9.98 < 0.001** 0.039
Marital status	Married Single	487 255	3.61 ± 0.87 3.55 ± 0.89	3.09 ± 1.42 3.16 ± 1.46
		t p Cohen’s d	1.03 0.303 0.07	-0.69 0.494 0.05
Educational status	Master’s Doctorate	536 206	3.46 ± 0.89 3.95 ± 0.75	3.35 ± 1.41 2.48 ± 1.29
		t p Cohen’s d	-6.99 < 0.001** 0.60	8.00 < 0.001** 0.64
Working years in the profession	5 and ↓ 6–10 11–15 16–20 21 and ↑	114 256 206 83 83	3.41 ± 0.99 3.43 ± 0.85 3.75 ± 0.89 3.75 ± 0.89 3.79 ± 0.71	3.42 ± 1.41 3.28 ± 1.48 3.13 ± 1.36 2.50 ± 1.33 2.77 ± 1.39
		F p η²	7.03 < 0.001** 0.037	7.47 < 0.001** 0.039
Choosing to nurse willingly	Yes No	413 240	3.72 ± 0.81 3.44 ± 0.97	3.01 ± 1.44 3.07 ± 1.45
		t p Cohen’s d	3.99 < 0.001** 0.31	-0.51 0.610 0.04
Position	Non-academic Academic	443 299	3.34 ± 0.89 3.97 ± 0.71	3.52 ± 1.42 2.50 ± 1.22
		t p Cohen’s d	10.34 < 0.001** 0.78	10.42 < 0.001** 0.77

Higher scores indicate higher job satisfaction. Higher scores indicate greater career goal discrepancy. F = One-way ANOVA test, t = t-test in independent groups, η²= eta squared, **p<.01

There was no significant difference across gender or marital status in either scale. Job satisfaction and career goal discrepancy differed significantly by education level. Doctoral graduates reported higher job satisfaction, whereas master’s graduates reported higher career goal discrepancy. Effect size estimates indicated that these differences were of medium sized effects (Cohen’s d = 0.60 and 0.64, respectively). A significant association was also observed for years of working experience (job satisfaction: F = 7.03; p < .001; career goal discrepancy: F = 7.47; p < .001). Nurses with ≥ 11 years of experience had higher job satisfaction than those with 0–5 and 6–10 year, while career goal discrepancy was higher among nurses with 0–5 and 6–10 years compared to those with 11–15 and 16–20 years of experience. This difference reflected a small effect size (η² = 0.37–0.39).

Job satisfaction scores differed depending on whether the profession was chosen voluntarily or not; those who chose nursing voluntarily had higher job satisfaction. This difference reflected a small effect size (Cohen’s d = 0.31). No significant difference was found between willingness to choose the profession and career goal discrepancy. Finally, position showed a significant differences with both scales. Academicians had higher job satisfaction and lower career goal discrepancy scores than non-academicians. These differences demonstrated large effect sizes (Cohen’s d = 0.78 for job satisfaction and 0.77 for career goal discrepancy), indicating strong practical significance. Overall, nurses who were older, had longer professional experience, had graduated doctoral program, had choosing their profession willingly, and held academic positions had higher job satisfaction, while those who were younger, had less experience, and had graduated master’s program had higher career goal discrepancy.

Predictive analysis

In the study, when the variables predicting nurses’ job satisfaction were examined using multiple linear regression analysis (Table 3), the model was found to be statistically significant (F = 72.52, p < .001). The variables included in the model explained 28% of the variance in job satisfaction (Adj. R² = 0.28), with a standard error of estimate of 0.75. Tests regarding the model assumptions were also found to be appropriate: All VIF values being below 2 indicate no multicollinearity among the variables, while the Durbin–Watson coefficient of 2.09 confirms no autocorrelation among the residuals.

Table 3.

Variables that predict the job satisfaction score of nurses

Model	Unstandardized Coefficients		Standardized Beta (ꞵ1)	t	Sig.	95.0% Confidence Interval for B		Correlations			VIF
	ꞵ0	SE				Lower Bound	Upper Bound	Zero-order	Partial	Part
Constant	4.325	0.087		49.820	0.000	4.155	4.496
Position (Reference: Those who do not work as a nurse)
Position (Nurses in areas of direct contact with the patient)	-0.261	0.074	-0.143	-3.525	0.000	-0.406	-0.116	-0.356	-0.129	-0.110	1.683
Position (Lecturer or research assistant)	0.226	0.082	0.108	2.769	0.006	0.066	0.387	0.212	0.101	0.086	1.561
Position (Faculty member)	0.252	0.088	0.109	2.848	0.005	0.078	0.425	0.224	0.104	0.089	1.500
Career Goal Discrepancy Score	-0.236	0.021	-0.384	-11.362	0.000	-0.276	-0.195	-0.480	-0.386	-0.355	1.175

Multiple Linear Regression, Dependent Variable: Total Job Satisfaction Score, VIF=Variation Inflation Factor, *p<.05, **p<.01, Model F = 72.52, p<.001, Adj R² = 0.28, Std. Error of the Estimate = 0.74768, Durbin Watson = 2.09

When participants not working as nurses were taken as the reference group, it was determined that job satisfaction was significantly lower among nurses working directly in patient care (β₁ = − 0.143, p < .001). This result suggests that intensive patient contact, high workload, and emotional demands may reduce job satisfaction in this group. In contrast, job satisfaction was found to be significantly higher among participants working as teaching/research assistants (β₁ = 0.108, p = .006) and faculty members (β₁ = 0.109, p = .005) compared to the reference group. Career goal discrepancy emerged as a strong negative predictor of job satisfaction (β₁ = − 0.384, p < .001), indicating that a one-point increase in career goal discrepancy was associated with an approximate 0.24-point decrease in job satisfaction. This effect may be explained by academic positions offering greater autonomy, better working conditions, a flexible work structure, and professional development opportunities.

Variables such as postgraduate education type (master’s/doctorate) and fields of postgraduate education program were not found in the final model, as they did not have statistically significant effects. This may be due to these variables weakening the independent effects of the common variance they share with stronger predictors. Overall, the results reveal that job satisfaction among nurses is strongly influenced by the nature of the position held, the characteristics of the work environment, and the alignment between the individual’s career expectations and their current situation. The fact that nurses working in direct care areas experience lower job satisfaction and the strong effect of career goal misalignment point to the need to improve working conditions and enhance career development opportunities within institutions.

Discussion

This cross-sectional, correlational study examined the relationship between career goal attainment and job satisfaction among nurses pursuing postgraduate education. The findings indicate that participants reported above-average levels of job satisfaction and relatively low levels of career goal incongruence. The significantly higher job satisfaction observed among doctoral graduates aligns with previous research from China [37], the United States [38], and New Zealand [39], which has consistently shown greater career development opportunities and higher job satisfaction among nurses with advanced academic qualifications. In the United States, a nationwide study of 1500 doctoral nursing students reported that 72% intended to pursue academic careers following graduation [38]. Similarly, Bai et al. [40] found that nurses enrolled in doctoral programs predominantly preferred employment in educational institutions. Studies from Australia further indicate that doctoral education in nursing is perceived as primarily research-oriented, offering limited employment options and reducing engagement in clinical practice [41]. Within the Turkish context, the present study contributes to the literature by providing one of the first quantitative examinations of career goal incongruence and job satisfaction among postgraduate-educated nurses.

From a theoretical perspective, career goal incongruence reflects the discrepancy between the ideal and actual self, as conceptualized by Self-Discrepancy Theory [25]. The present findings revealed a moderate negative association between career goal incongruence and job satisfaction (β = −0.384), suggesting that nurses who perceived a mismatch between their professional aspirations and current roles experienced lower job satisfaction. Given the cross-sectional design, this relationship should be interpreted as associative rather than causal. Self-Determination Theory further suggests that academic roles may enhance job satisfaction by fulfilling needs for autonomy, competence, and purpose [40], which may partially explain the higher job satisfaction reported by doctoral graduates. In addition, Career Construction Theory emphasizes that career development embedded within a coherent life narrative fosters self-actualization, a process that may be particularly salient for nurses transitioning into academic positions [41].

The findings also demonstrated that master’s degree graduates experienced higher levels of career goal incongruence compared to doctoral graduates. This pattern is consistent with evidence from China showing differences in career satisfaction and achievement between master’s- and doctoral-prepared nurses [37]. International literature similarly indicates that doctoral graduates predominantly aspire to and secure academic positions [38, 40, 41]. In Türkiye, many master’s degree graduates reported that postgraduate qualifications were insufficiently considered in appointment and promotion processes, whereas doctoral graduates evaluated these processes more favorably. These discrepancies may help explain variations in job satisfaction and perceived career alignment across educational levels. Consistent with these findings, previous studies have noted that healthcare administrators often assign limited value to postgraduate nursing qualifications [42, 43].

Despite the formal recognition of the “specialist nurse” title through postgraduate education in Türkiye, advanced practice roles remain underutilized in clinical settings [44]. This underutilization has been linked to unclear job descriptions, restricted authority, and limited integration of postgraduate education into human resource policies [42]. Doctoral-prepared nurses frequently report assuming additional responsibilities, including student education, peer training, and research activities, while simultaneously experiencing role ambiguity [45]. A synthesis of twenty studies by Abu-Qamar et al. [43] similarly indicated that nurse managers often undervalue postgraduate qualifications. Legislative gaps, limited institutional recognition, and underrepresentation of postgraduate-educated nurses in managerial positions mirror structural challenges described in the international literature as role ambiguity and role strain [46, 47].

The study further revealed that increasing levels of career goal incongruence were associated with decreasing job satisfaction. In the context of a global nursing shortage, the retention of highly qualified nurses is a critical concern [48]. Job satisfaction has been shown to significantly influence nurses’ intentions to remain in or leave the profession [49]. Accordingly, career development initiatives that address individual aspirations and provide clear professional pathways may reduce career goal incongruence and enhance job satisfaction and organizational commitment [50]. Lower levels of career goal incongruence—reflecting a closer alignment between career aspirations (future self) and current professional roles (present self) [51]—can be considered an indicator of positive career development. Conversely, higher incongruence was observed among younger nurses (≤ 28 years), those with limited professional experience (≤ 10 years), and master’s degree graduates, whereas lower incongruence was reported by nurses employed in academic roles following graduation. Effective career planning and self-efficacy are critical determinants of career attainment [25], which may explain the lower levels of incongruence observed among doctoral graduates. Supporting this interpretation, Sönmez et al. [48] reported that holding a master’s degree in nursing positively influences career success, particularly when it facilitates transition into academic roles.

Finally, the absence of a significant gender effect is consistent with international evidence suggesting a gradual transformation of traditional gender roles within the nursing profession [43]. Although further research is warranted in the Turkish context, this finding indicates that gender may play a diminishing role in shaping job satisfaction in contemporary nursing environments.

In conclusion, this study provides novel quantitative evidence on career goal incongruence and job satisfaction among postgraduate-educated nurses in Türkiye. The findings are theoretically grounded, align with both national and international literature, and highlight the potential impact of structural and institutional factors on career development and job satisfaction. Given the cross-sectional design, causal inferences should be avoided, and the results should be interpreted as reflecting observed associations.

Limitations

There are some limitations of the study. The study includes only nurses who completed postgraduate education in nursing-related programs; therefore, it does not reflect the views of nurses who pursued postgraduate education in other fields or those who completed a non-thesis master’s program in nursing. The findings reflect the self-assessments of nurses with postgraduate education; therefore, different results may be obtained at another time. As the current whereabouts of graduates are unknown, the data were collected online. The contact information used to reach participants was obtained from the contact details reported in their postgraduate theses. However, it was not possible to determine how many individuals had outdated, inaccessible, or incorrect contact information. This situation may have contributed to the relatively low response rate and introduces a potential non-response bias, which should be considered when interpreting the generalizability of the findings. In addition, although a cross-sectional design was preferred because it allows for efficient data collection, this design inherently limits causal inferences between variables. These factors should be taken into account when evaluating the study results.

Conclusion

This study provides empirical evidence on the relationship between career goal alignment and job satisfaction among postgraduate-educated nurses in Türkiye. The findings demonstrate that higher levels of career goal discrepancy are associated with significantly lower job satisfaction, indicating that misalignment between nurses’ career expectations and their current roles constitutes an important challenge in postgraduate nursing careers. Job satisfaction also differed according to education level and job position. Nurses with doctoral education and those employed in academic positions reported higher levels of job satisfaction, whereas clinically working postgraduate nurses experienced lower satisfaction levels, suggesting differences in how advanced education is translated into professional roles. Taken together, these findings highlight career goal discrepancy, education level, and job position as key factors associated with job satisfaction and underscore structural issues related to specialist nurse roles and workforce planning in the Turkish healthcare context.

Implications for nursing practice and policies

The lower job satisfaction observed among clinically employed postgraduate nurses indicates a need for clearer clinical career ladders, well-defined specialist nurse roles, and role utilization strategies that reflect advanced qualifications. This finding suggests that postgraduate education alone is insufficient to enhance job satisfaction unless it is supported by organizational role alignment. Given the higher job satisfaction among doctoral-educated nurses and those in academic positions, healthcare organizations should consider developing dual career pathways that allow postgraduate nurses to advance within clinical practice without transitioning to academic roles. Such pathways may help reduce career goal discrepancy and support retention of highly educated nurses in clinical settings.

At the policy level, the observed differences by education level and job position highlight the importance of strengthening the formal recognition and implementation of specialist nurse roles in Türkiye. Coordinated efforts by the Ministry of Health and the Council of Higher Education to clarify job descriptions, expand role authority, and integrate postgraduate qualifications into staffing and promotion criteria may improve both job satisfaction and workforce sustainability.

Future research should employ longitudinal designs to examine causal relationships between career goal discrepancy and job satisfaction. Qualitative studies may further explore nurses’ experiences of career goal misalignment, and intervention-based research could evaluate the effectiveness of career development and role-alignment programs aimed at improving job satisfaction among postgraduate nurses.

Author contributions

Study design: SÇ, NR, NU, BS Data collectıon: SÇ, NR, NU Data analyisis: SÇ, BS Study supervision: SÇ, NR, NU, BS Manuscript writing: SÇ, NR, NU, BS Critical revision for important intellectual content: SÇ, NR, NU, BS Corresponding Author: SÇ.

Funding

No financial support was received in the conduct of this research.

Data availability

All data generated or analyzed during this study are included in this published article.

Declarations

Ethics approval and consent to participate

Ethical approval for this study was obtained from the Non-Interventional Clinical Research Ethics Committee of the University of Health Sciences, Fatih Sultan Mehmet Training and Research Hospital (approval date: 10.03.2022, approval number: 2022-20). Online informed consent was obtained from the participants, and permission to use the Turkish versions of the scales was granted by the researchers who adapted them. The study was conducted in accordance with the principles of the Declaration of Helsinki. This study was not registered as a clinical trial; therefore, a clinical trial number is not applicable.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.