How Academic Leaders Can Support Nurses Returning to Higher Education

Returning to higher education can be a significant step for nurses who want to advance their careers, strengthen their clinical knowledge, or move into specialized roles. However, balancing academic responsibilities with work schedules, family commitments, and financial obligations can make the transition challenging.

Universities and nursing schools play an important role in helping these professionals resume their studies with confidence. This is especially true today, as enrollment in nursing programs continues to rise.

Data show that enrollment is increasing across most nursing education programs except research-focused PhD courses. Bachelor of Science in Nursing enrollment grew by 7.6% from 2024 to 2025. Master’s program enrollment rose 6.8%, and Doctor of Nursing Practice enrollment rose 5.9%.

Academic leaders can make higher education more accessible through flexible learning options, targeted academic support, career guidance, and partnerships with healthcare employers. These efforts can help experienced nurses build on their existing knowledge while preparing for new professional opportunities.

Understanding the Challenges Faced by Returning Nurses

Nurses who return to college after several years of clinical practice often have different needs from students entering higher education directly after college. They must balance academic responsibilities with established careers, patient care duties, and personal commitments.

Several challenges may affect their ability to continue their education, including:

• Time management: Balancing coursework, clinical requirements, work schedules, and family responsibilities can be difficult.

• Financial pressures: Some nurses may need to reduce their working hours to accommodate their studies, which can affect their income.

• Academic confidence: Returning to formal education after years of clinical practice may leave some nurses uncertain about their academic abilities.

Flexible learning options, academic guidance, and financial assistance can help returning nurses continue their education while managing their existing responsibilities.

These efforts matter especially given ongoing nursing workforce shortages across the United States. The Health Resources and Services Administration’s (HRSA) December 2025 report projects persistent nursing shortages across the US. The report projects an 8% shortage of registered nurses (RNs) in 2028. Shortages are expected to be more severe in nonmetropolitan areas, where the projected RN deficit reaches 24% in 2028.

Understanding returning nurses' circumstances allows institutions to create learning environments that respect their professional experience while addressing their educational needs.

Providing Personalized Academic and Career Guidance

Returning nurses may need assistance selecting programs that match their career goals, previous qualifications, and professional interests. Academic advisors can help them understand admission requirements, evaluate transfer credits, and identify prerequisite courses before enrollment.

For example, a nurse interested in mental health care may explore advanced education pathways that build on previous nursing qualifications and clinical experience. Spring Arbor University identifies the Bachelor of Science in Nursing (BSN) to Master of Science in Nursing (MSN) to Psychiatric-Mental Health Nurse Practitioner (PMHNP) pathway as an ideal option in this scenario.

An advisor can explain how a BSN to PMHNP pathway connects nurses' existing education and skills with graduate-level preparation in specific fields. The discussion can also cover program prerequisites, clinical training expectations, licensure requirements, and the importance of selecting an appropriately accredited program.

Personalized advising should continue throughout the student's academic journey. Regular meetings can help returning nurses assess their progress, address emerging concerns, and identify relevant professional development opportunities.

Recognizing Prior Learning and Professional Experience

Experienced nurses bring valuable knowledge to the classroom. Their clinical judgment, patient communication skills, teamwork, and familiarity with healthcare systems can enrich discussions and provide practical context for academic concepts.

Academic institutions can recognize this experience through established prior-learning assessment policies, eligible transfer credits, and, where appropriate, competency-based learning opportunities.

Deseret News highlights an expanded Credit for Prior Learning (CPL) program. It lets eligible students earn college credit for knowledge and skills gained through work experience, military service, professional training, and certifications. The expanded program covers fields such as business, construction management, criminal justice, culinary arts, nutrition, and health sciences.

“We’re reimagining what it means to be a learner,” Colleen Sorensen, director of the CPL program, told Deseret News.

These processes should follow institutional requirements and accreditation standards while ensuring students meet their programs' learning outcomes.

Faculty members can also connect theoretical concepts to clinical situations nurses encounter. Case-based discussions, reflective assignments, and collaborative projects give students opportunities to apply their experience while developing new analytical skills.

Strengthening Financial and Administrative Support

Tuition costs, textbook expenses, transportation, and reduced working hours can make returning to school financially difficult. Academic leaders should work with financial aid offices to ensure that nurses receive clear information about scholarships, grants, and other available funding options.

HRSA, for instance, offers the Nurse Corps Loan Repayment Program to eligible:

• Registered nurses (RNs)

• Advanced practice registered nurses (APRNs)

• Nurse faculty members

The initiative helps nurses manage their education debt while working to alleviate staffing shortages in underserved areas. Eligible participants may receive repayment of up to 85% of their outstanding qualifying nursing education loans. In return, recipients must commit to two or more years of full-time service at an organization that is facing a critical nursing shortage.

Universities can also simplify administrative processes by providing clear guidance on admissions, registration, credit transfers, and financial aid applications. A dedicated point of contact for returning students can help them resolve questions without contacting multiple departments.

Photo by Olek Buzunov on Unsplash

Building a Supportive Learning Community

Returning to education can feel isolating for nurses who have been away from academic settings for several years. A supportive learning community can help them build relationships, share practical knowledge, and stay motivated throughout their programs.

Academic leaders can establish peer mentoring initiatives that connect returning students with experienced learners, faculty members, or nursing alumni. Mentors can share advice on workload management, academic expectations, and the transition from clinical practice to graduate-level study.

New Jersey Collaborating Center for Nursing (NJCCN) has started a statewide initiative to strengthen mentorship across 15 hospitals participating in its nurse residency collaborative. Launched in April 2026 in partnership with Spark Reach Leadership, the program trains residency coordinators to build effective mentorship relationships.

Participating hospitals will pair new nurses with mentors during or toward the end of their 12-month residency programs. This gives them additional professional and personal support beyond their preceptors.

Student organizations, discussion groups, and professional networking events can also help nurses develop a sense of belonging. Online participation options make these activities more accessible to students who cannot regularly visit campus.

Frequently Asked Questions

How can universities measure the success of programs for returning nurses?

Universities can evaluate these programs through retention rates, graduation rates, course completion times, and student satisfaction surveys. They can also track career outcomes, including promotions, changes in professional responsibilities, and entry into advanced practice roles. Collecting feedback at different stages helps academic leaders identify support gaps and make evidence-based improvements.

What role can alumni play in helping nurses return to college?

Alumni can share firsthand experiences balancing work and school, preparing for exams, and adapting to new professional expectations. Universities can invite nursing graduates to mentor students, participate in career panels, and host networking events. These connections give returning students access to practical advice and professional contacts beyond their immediate academic environment.

How can universities help returning nurses develop digital literacy?

Academic institutions can offer introductory technology workshops that cover learning management systems, electronic library databases, virtual collaboration tools, and online research platforms. Diagnostic assessments can help identify individual learning needs before classes begin. Universities can also provide technical help desks and self-paced tutorials so students can build confidence without disrupting their work schedules.

Photo by Olek Buzunov on Unsplash

Key Statistics and Facts About Nursing Education and Workforce Support

BSN enrollment -Increased by 7.6% from 2024 to 2025

Projected RN shortage - 8% in the US by 2028

Rural and nonmetropolitan RN shortage -Projected 24% deficit by 2028

Nurse Corps Loan Repayment -Up to 85% of qualifying unpaid nursing education loans

Nurse mentorship initiative - 15 hospitals participating in New Jersey

Academic leaders can meaningfully shape the experiences of nurses returning to higher education. Flexible learning options, personalized advising, accessible academic resources, financial guidance, and supportive peer networks can help these professionals manage the demands of further study.

Recognizing prior clinical experience and aligning educational programs with career goals can also strengthen student engagement and professional development. Through thoughtful policies and collaboration with healthcare employers, universities can help returning nurses complete their education and prepare for new responsibilities. These efforts benefit individual learners while supporting the broader need for a skilled, adaptable, and well-educated healthcare workforce.