Motivation in the First Year of Nursing Education: It’s Relationship with Professional Self-Concept, Self-Esteem

Abstract

Aim: Motivation is one of the processes that initiates the effectiveness of learning. The study was conducted in order to examine the motivation levels of nursing students in their first year and the relationships between motivation levels and professional self-concept and self-esteem levels, as well as determining the personal and occupational characteristics that affect motivation. Methods:A total of 242 students participated in the descriptive and relational study. Data was collected using a student identification form, the Motivation Sources and Problems Scale (MSPS), the Professional Self Concept in Nursing Students Scale (PSCNSS), and the Stanley Coopersmith Self Esteem Scale (SCSES). In statistical evaluation, frequency, mean, the t test, the Pearson correlation analysis, the Stepwise Multiple Regression analysis, ANOVA, and the Kruskal Wallis test were used. Results:In the study, a positive, medium level significant relationship between MSPS general score averages and PSCNSS and SCSSRS general score averages was found (r=.44-.63; p<0.001). The MSPS general score averages of students who selected nursing voluntarily, didn't want to receive any other training than nursing, and thought positively regarding the future of their occupation were found to be significantly higher compared to other students (p<0.005). Conclusion:The motivation, professional self and self-esteem levels of the students were positive, and there was a positive medium level significant relationship between motivation levels and professional self and self-esteem levels. The motivation levels of students who had information and awareness regarding the occupation, and thought positively regarding the occupation were higher and more positive. motivation of student negatively. In the relevant literature, these factors have been listed as selecting the occupation unwillingly, trying to recognition and love the occupation, processing theoretical knowledge too fast in lessons, being in a hospital or a strange environment during clinical applications, not having enough experience in clinical applications, the stressors created by the clinical environment and team, and the problems between tutors and students [6,8,9]. The motivation of students is important with regard to both their success in their education and becoming professional nurses and good role models for their colleagues in the future [4,7].Nursing education aims at providing the students with occupational values, beliefs, attitudes, and occupational principles, making those a part of the personality of the student, and causing behavioral changes to provide the student with a professional self. Thus, new roles and responsibilities, occupational philosophies and values are learned during education, and the development of professional self occurs through the internalization of the material. For this reason, insufficient motivation during education can affect the professional self-development of the student negatively. High motivation for learning occupational information and sk...

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