Academic performance of enrolled nurses in Bachelor of Nursing transition programs: A scoping review

BACKGROUND: Transition from second-level regulated nursing roles into Bachelor of Nursing programs represents an important pathway for career advancement. Despite prior clinical experience, many enrolled nurses encounter academic challenges when adapting to university learning environments, yet the academic dimensions of this transition remain poorly synthesized. PURPOSE: This scoping review aimed to systematically map the academic challenges, barriers, and facilitators influencing academic performance among second-level regulated nurses transitioning into Bachelor of Nursing programs. METHODS: A comprehensive search of MEDLINE, Embase, CINAHL, ERIC, ProQuest Nursing and Allied Health, and ProQuest Dissertations & Theses A&I was conducted. Qualitative, quantitative, mixed-methods, and case study designs published in English were included. Two reviewers independently screened studies and extracted data using Covidence. Thematic analysis was undertaken. DISCUSSION: Thirteen studies were included. Academic writing, critical thinking, information technology skills, and adjustment to university expectations were key challenges. Financial pressure and work-study-family balance were prominent barriers. Mentorship, peer support, recognition of prior learning, and workplace support were identified as important facilitators. These findings suggest that students entering with advanced standing may require more tailored academic transition support than is typically provided. CONCLUSION: Enrolled nurses transitioning into Bachelor of Nursing programs experience substantial academic transition demands that can affect performance and progression. Targeted supports, including academic literacy development, structured orientation, mentoring, and flexible institutional support, are needed to strengthen academic success in this group.