ABSTRACT Aim To integrate the perspectives of repeating nursing students, nurse educators, and non‐repeating nursing students to understand how stigma associated with academic failure manifests within nursing education institutions. Design Qualitative triangulation study. Methods Data were collected across four campuses of a South African nursing education institution using individual semi‐structured interviews with repeating nursing students ( n = 8) and focus group discussions with nurse educators ( n = 47; nine groups) and non‐repeating nursing students ( n = 51; nine groups). Participants were purposively sampled based on their direct experience of the phenomenon. Data were analysed using thematic analysis within each participant group, followed by triangulation to identify convergence, divergence, and complemen
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