Abstract
BACKGROUND: The role of nurse educators in academia requires balancing teaching, research, and administrative responsibilities, often with limited institutional recognition or support. These demands can influence job satisfaction, professional relationships and faculty retention. In Croatia, where nursing education is still developing within the higher education system, little is known about the experiences of nurse educators. This study explored job satisfaction and professional relationships of nurse educators employed full time in higher education institutions in Croatia. METHODS: An exploratory descriptive qualitative study was conducted in 2024 among full-time nurse educators from 12 higher education institutions offering accredited nursing programs in Croatia. Data were collected through semi-structured online interviews. The interview guide included questions on job satisfaction and professional relationships. Data were analysed using reflexive thematic analysis. RESULTS: The study included 52 participants. Participants generally reported high job satisfaction, associated with autonomy in academic work, opportunities for professional development, and meaningful interaction with students. However, dissatisfaction stemmed from administrative overload, limited financial incentives, and uneven task distribution among colleagues. Institutional support and collegiality emerged as key factors sustaining motivation and professional identity, while many educators expressed a desire for closer integration of academic and clinical roles to strengthen both teaching relevance and clinical competence. CONCLUSION: This study highlighted the complex interplay between job satisfaction, professional expectations, and institutional support of nurse educators employed as full-time faculty. The findings emphasise the need for institutional and policy reforms to enhance the working conditions and recognition of nurse educators. Reducing administrative demands, providing fair financial and professional rewards, and establishing structured mentorship and development programs could foster career sustainability and faculty retention. Strengthening institutional support for academic nurses is essential for maintaining a competent and motivated teaching workforce, ultimately improving the quality and continuity of nursing education and practice in Croatia. CLINICAL TRIAL REGISTRATION: Not applicable. This study was not a clinical trial.