Sessional teaching staff experience and motivation in preregistration nursing programs: A qualitative study

<h2>ABSTRACT</h2><h3>Aim/objective</h3> To examine the experiences and motivations of sessional nursing teaching staff and identify the organisational conditions that support sustained engagement in Australian preregistration nursing programs. <h3>Background</h3> Sessional teaching staff make up a substantial proportion of the nurse education workforce in Australia and play a central role in delivering teaching, simulation, and assessment in preregistration nursing programs. They bring valuable clinical expertise to learning environments; however, many receive limited preparation, feedback, or support for their teaching roles. Variability in onboarding and access to ongoing professional development contributes to uncertainty, reduced job satisfaction, and high turnover. Although sessional staff are critical to sustaining nursing education, little research has explored how they experience these roles and what supports their continued engagement across different university contexts. <h3>Design</h3> A descriptive qualitative study using reflexive thematic analyses. <h3>Methods</h3> Four group and seven individual semistructured online interviews were undertaken in November 2024. The interview transcripts were imported into NVivo for coding and theme development. <h3>Results</h3> A total of three main themes were included: (i) enjoyment of teaching and student engagement, (ii) role flexibility and work-life balance, and (iii) quality of support and working conditions. <h3>Conclusion</h3> While sessional staff found teaching meaningful and identity-affirming, sustaining their engagement depended on role clarity, collegial inclusion, and ongoing pedagogical support. Regular updates and continued professional development opportunities strengthened confidence and belonging. Organisational support is therefore central to maintaining a stable and capable sessional nursing teaching workforce.