Career Aspirations and Motivations: Perceptions of Nursing and Midwifery Students at Kpembe Nursing and Midwifery Training College, Savannah Region

Background Nursing and midwifery are critical to health system performance, particularly in regions with limited resources and persistent workforce shortages. Students’ motivations, career aspirations, and perceived barriers strongly influence retention and professional satisfaction. In Ghana’s Savannah Region, these dynamics are shaped by cultural and socioeconomic constraints. This study explored the factors influencing students’ career choices at Kpembe Nursing and Midwifery Training College to inform workforce development strategies. Methods An explanatory sequential mixed-methods study was conducted. A cross-sectional survey of 307 first-year students established prevalent trends. Subsequent in-depth interviews with 14 purposively selected students explained these trends. Quantitative data were analyzed using descriptive statistics; qualitative data underwent thematic analysis, with integration occurring at the interpretation stage. Results Career satisfaction was high, with over 91% of students reporting satisfaction and 82.7% indicating they would choose their career again. Passion for patient care (46.0%) was the strongest motivator. Despite reporting substantial barriers, including financial constraints (41.5%) and lack of career guidance (22.5%), students demonstrated high resilience. Qualitative data revealed that this paradox was sustained by strong intrinsic motivation, altruism, and robust peer and spiritual support systems. Career aspirations centered on hospital practice (39.7%) and specialization (36.6%), with 94.5% intending to remain in the profession. Conclusion The study reveals a resilient cohort of students whose strong intrinsic motivation and protective support systems buffer against significant systemic barriers. To sustain this resilience and reduce attrition, institutional strategies must move beyond addressing financial hardship alone. Fostering robust mentorship, formalizing peer support, and integrating resilience-building into the curriculum are critical to developing a motivated and future-ready health workforce for the region.