Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting: A descriptive qualitative design

Abstract

Objectives The aim of this study was to explore factors that motivate students to engage in skills practice in a laboratory setting, and to identify their motivation types and the regulatory styles. Methods Semi-structured interviews were conducted with 23 nursing students from three universities between November 2017 and January 2018. A thematic analysis was used to identify factors associated with students’ motivation to engage in skills practice in a laboratory. The types and the regulatory styles of student motivation were identified based on the self-determination theory. Results Seven motivating factors were identified. These factors included the students’ desire “to acquire the skills necessary to work as a nurse”, the “desire to improve skills in preparation for clinical practicum”, and their felt “obligations to patients as a nurse”. Moreover, “the impetus to study arising from the objective evaluation of oneself and others” and “wanting to pass the skills examination” motivated the students to engage in skills practice. A “learning environment that facilitates students’ learning” and the “supportive involvement of educators” facilitated their learning. Based on the self-determination theory, the students were found to embrace extrinsic motivation with four regulatory styles of motivation, namely integrated, identified, introjected, and external regulation. Conclusions Nurse educators should understand the motivating factors of students, and help students embrace a more internally controlled motivation by helping them envision their future careers as nurses, and by fostering their ethical duty to care for patients.

Academic motivation and self‐directed learning readiness of nursing students during the COVID‐19 pandemic in three countries: A cross‐sectional study

“…Bodkyn and Stevens 10 argued that the teacher's competence is an important factor in sustaining the motivation that influences SDL. Pedagogical approaches, for example, can have an impact on student motivation, which is something that nurse educators must keep in mind when planning their lessons 55 . Akbar et al 9 in their analysis of Southeast Asian students, where two of the three countries in our sample are geographically situated, they identified three prerequisites for a successful SDL: learner characteristics (whether they have previous SDL knowledge), the environment in which students may develop their SDL ability, and the instructor‐learner relationship.…”

The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

“…During the online learning process in the Covid-19 pandemic, according to the study results, the level of learning motivation showed that most students had 65% high learning motivation and 8.3% very high motivation, 20% moderate, and 6.7% low motivation. It meant that motivation to learn lead to the learning process and ensure the continuity of these activities effectively and maximally (Laothong & Cheng, 2017;Nakayoshi et al, 2021).…”

“…In contrast, the 5.0 industrial revolution had combined essential elements in the 21st century, namely humans and technology (Mukhalalati et al, 2020). The use of technology also enabled distance learning to emerge and encouraged more significant innovation in creating teaching methods inside and outside the classroom (Nakayoshi et al, 2021). Therefore, through the use of technology during online learning, it was hoped that specific classrooms and time would no longer limit the current learning process.…”

The purpose, adaptability, confidence, and engrossment model: A novel approach for supporting professional trainees’ motivation, engagement, and academic achievement

“…Once they begin training, however, trainees may be unlikely to spontaneously frame their engagement in training activities as helping them make progress toward their life goals. Rather, their life goals may fade into the background as they focus on achieving shorter-term goals tied to looming assessments and assignment deadlines (Carver and Scheier, 1998;Nakayoshi et al, 2021). That is, their shorter-term goals may become functionally superordinate in guiding their actions (Carver and Scheier, 1998).…”

“…In other words, effective prompts emphasize that an activity affords a set of professional actions that, when enacted, serve a trainee's life goals. Trainees may spontaneously make the first link between a training activity and a set of professional skills (Nakayoshi et al, 2021). However, they may not regularly extend this link to their life goals, unless prompted to do so.…”