Motivational Resources and Problems of Nursing Students: Vocational Choice, School Culture and Other Associated Factors (original) (raw)
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Students' opinions about Nursing Education and its Relation to Their Academic Motivation
Motivation refers to reasons that underlie behavior that is characterized by willingness and volition. Intrinsic motivation is animated by personal enjoyment, interest, or pleasure, whereas extrinsic motivation is governed by reinforcement contingencies. Motivation can be defined in a number of ways. Generally, it is defined as a driving force that initiates and directs behavior. In other words, motivation is a kind of internal energy which drives a person to do something in order to achieve something. Academic motivation refers to internal processes that stimulate and sustain activities aimed at achieving specific academic goals. Motivation plays a crucial role in the performance of students. Self-determination theorists posit that academic motivation is multidimensional in nature, and is comprised of three global types of motivation: intrinsic motivation, extrinsic motivation, and A motivation. The aim of this study is to determine Students' opinions about Nursing Education and its Relation to Their Academic Motivation. This study has a descriptive correlational design. One hundred fifty students were involved in this study. A questionnaire sheet was used for data collection. It consisted of two parts. The first part of the questionnaire was used to collect socio-demographic data. The second part was the Academic Motivation Scale (AMS). The results of this study revealed that there were statistical significant correlations between desire for nursing education and total academic motivation of intern, fourth, and second year students. Significant correlation was also found between family encouragement, family opposition and total academic motivation. Statistically significant correlations were evident between total intrinsic motivation, total extrinsic motivation, total academic motivation and total training for all nursing students. It is recommended to study the effect of academic motivation on academic achievement of nursing students.
Nurse Education Today, 2017
Background: The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. Objectives: This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. Design: This is a descriptive, cross-sectional and correlational study. Settings: Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Participants: Nursing students (n = 330). Methods: The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. Results: A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. Conclusions: The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills.
Factors Influencing the Career Choice of Nursing Students
GSTF journal of nursing and health care, 2015
The people who choose nursing as a career should choose it consciously, should very well recognize it, and embrace it, and love it so that, this profession can develop and rise in social status. This was a descriptive type of study, aimed to determine the reasons why the students choose to study nursing.
2015
Background: Study the level of nursing students` motivations and satisfaction may help policy makers to develop training plans to improve graduates skills and commitment. This study was conducted to investigate nursing students' motivations and satisfaction during study years at Ahvaz Jundishapur University of medical sciences. Methods: It was a cross-sectional study to explore 197 nursing students' viewpoints about their fields. A validated and reliable self-made questionnaire was developed and used. Data analysis was carried out by descriptive statistics, analysis of variance (ANOVA) and t-test using SPSS software (version 16). Results: The study findings showed that the most crucial motivation factors to select nursing course were “job security” and “interest in medical science” with means 3.94 and 3.68 respectively. The mean satisfaction score of the nursing students was under average (2.75). There was significant difference between mean satisfaction scores of the first ...
14 Young people’s decision to study nursing
De Gruyter eBooks, 2023
Introduction: Choosing a career is an extremely important decision for an individual. It is usually based on parental guidance, the decision and influence of friends, or personal desire. Often the motivation to study decreases over the years of study and consequently decreases academic success and satisfaction with the study. Therefore, it is essential to determine which factors affect student motivation. Methods: We conducted a cross-sectional study among nursing students in Croatia and Slovenia in 2019. A questionnaire on the motivation of nursing students to study was used to collect the data. We used the R statistical software for data analyses. Results: In total, 312 undergraduate nursing students completed the survey. The sample consisted of 233 (74.7%) participants from Slovenia and 79 (25.2%) from Croatia. Students who feel that studying takes up a lot of their time and affects their social life are less motivated to study. Discussion: In general, study motivation is related to one's interests in the programme, goals, and wishes. Also, students with a higher level of study motivation are more successful in studying. Conclusion: It is important to focus research on activities motivating students to choose nursing, maintaining interest and will to study, and activities focused on enhancing student satisfaction with the study. Due to the current shortage in the nursing profession, we should facilitate the motivation of students to pursue a degree already in high school.
Self-reported motivation for choosing nursing studies: a self-determination theory perspective
BMC Medical Education, 2019
Background: The nursing shortage is of worldwide concern, with nursing student retention acknowledged as a priority. As a fundamental step towards exploring factors that can guide the implementation of strategic approaches to retain undergraduate nursing students and prevent their attrition, the aim of this study is to examine the motivation for choosing nursing studies of first-year nursing students within the theoretical framework of self-determination theory. Methods: We conducted a study at the Medical School of the University of Palermo. A total of 133 first-year nursing students completed a two-part questionnaire: a measure of socio-demographic aspects and an open question about their motivation for choosing nursing studies. Students' responses were analysed using thematic analysis. Dimensional analysis was performed in order to verify an organization along one dimension, in agreement with the differentiation of the autonomous and controlled types of motivation of self-determination theory. A person-centred approach was utilised to define motivational profiles able to characterize clusters of students according to both quality and quantity of motivation. Results: A set of 18 categories was developed. The factor analysis has shown that nursing students' motivations can be organized along one dimension, in alignment with the differentiation of the autonomous and controlled forms of motivation of self-determination theory. Through adoption of a person-centred approach, four motivational profiles were identified: a) students with good quality motivation profile (high autonomous and low controlled); b) students with poor quality motivation profile (low autonomous and high controlled); c) students with low quantity motivation profile (low autonomous and low controlled); d) students with low quantity and poor quality motivation profile (i.e. prevalence of controlled motivation). Conclusions: Importance of this research includes the possibility to interpret nursing students' reasons within the theoretical framework of self-determination theory, a well-grounded model able to offer useful information to academic nursing schools, in order to promote effective strategies to foster and support student motivation.
Indonesian Students' Reasons for Choosing to Study Nursing: A Phenomenological Study
Africa Journal of Nursing and Midwifery, 2019
Many Indonesian nurses face uncertain placement owing to the low absorptive capacity of the public and private sector health facilities, which may influence new students to choose nursing as a career. Thus, determining students’ reasons for choosing to study nursing remains important to help nursing educators develop programmes to retain them in the nursing profession. This study aimed to determine why new students choose to enter the nursing profession. This was a phenomenological study using focus group discussions with twenty nursing diploma students who were selected to participate in this study at the beginning of their first year of study. Van Manen’s thematic analysis method was used for the data analysis. The findings revealed five themes associated with the reasons to study nursing among Indonesian students, namely (i) conscience to help family and others, (ii) inspiration by nurses, (iii) desire to improve the nursing image, (iv) parental and family influence, and...
An investigation on nursing, midwifery and health care students' learning motivation in Turkey
Nurse Education in …, 2009
The aim was to determine differences between the dimensions of motivational learning and sociodemographic characteristics of nursing, midwifery and health care students. For the purpose of collecting data on learning-oriented motivations, occupational learning motivation scale (OLMS) was used. The OLMS was designed to assess the constructs of extrinsic, intrinsic and negative factors for learning, cognitive and lifelong learning goals. The mean levels of the items ''willingness to help people'', ''fear of making mistakes'' and ''willingness to work with those likely to motivate them'' were all determined to be high. Significant differences were revealed for the sex of the students (p < 0.05).
What factors influence students in their choice of nursing in North Cyprus?
Procedia - Social and Behavioral Sciences, 2009
This study is carried out in order to identify the reasons why the students of the Department of Nursing of the Faculty of Health Science at Near East University choose to be nurses, the influencing factors and their thoughts on the profession. The questionnaire conducted in October in 2008 is answered by 335 students. The data were classified and evaluated by the researchers. According to the results of the study, among the reasons why students choose to be nurses take place the fact that they want to help people and provide them with maintenance, the high possibility of finding job easily as well as the value attached to the nursing by the society.
Development of motivational strategies for nursing students at Zagazig University in Egypt
Journal of Nursing Education and Practice, 2015
Background: Motivation has always been a central issue in education and has even been referred to as the most complex and challenging issue facing teachers today. The aim of the study was to develop motivational strategies for nursing students at Zagazig University. Methods: The researchers used the descriptive methodological design. Two types of samples were used: A stratified proportionate sample (323) and Jury committee (10). Questionnaire sheets were used to collect data for the present study (Motivational strategies assessment questionnaires and opinionnaire sheet). Results: The top strategies that were reported by study subjects as the least frequently used by their staff were: creating a pleasant classroom, promoting group cohesiveness and group norms, making the learning tasks stimulating, recognizing students' efforts and exhibiting proper teaching behavior (98.1, 97.8, 97.5, 97.5 and 96.9 respectively). The top strategies perceived by the study sample as most important were: exhibiting proper teaching behavior, presenting tasks properly and promoting learner autonomy (82.7%, 79.3% and 78.0% respectively) while creating a pleasant classroom and recognizing students' efforts are the least important (66.3%, 68.7% respectively). Conclusions: There was not a statistically significant difference between the educators use of motivational strategies and the importance of those strategies, there was not a statistically significant difference between male and female students regarding the educators use of motivational strategies, there was a statistically significant difference between male and female students regarding the importance of motivational strategies, as regards to educators use of motivational strategies there were statistically significant differences between first year and second year, third year and fourth year, concerning the importance of motivational strategies there were statistically significant differences between first year and second year, fourth year and first year and finally based on results and literature the required motivational strategies for nursing students at Zagazig University, Egypt were developed.