Nursing students' motivation regulation strategies in blended learning: A qualitative study

Abstract

Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

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Incentive Nursing can Effectively Improve the ESCA Level of Patients with Endometrial Cancer after Laparoscopic Hysterectomy

“…Motivation is the process of psychological activities that motivate people through external stimuli to progress towards the desired goal. Motivation in nursing boosts patient motivation in therapy [7][8][9][10]. ESCA, according to the de nition by Orem, is one's learned capability to engage in self-care behaviors.…”

Pharmacy Student Challenges and Strategies towards Initial COVID-19 Curriculum Changes

“…To analyze the data, we used a directed content analysis approach according to our three research questions [16,17]. First, we developed a codebook based on relevant theoretical frameworks and previous literature on self-determination theory, motivational strategies, learning strategies, and time management [18][19][20][21]. Research question two was guided by self-determination theory.…”

“…Motivation refers to a student's willingness to engage and persist in a task. Motivational regulation strategies may be triggered when students experience problems with their ongoing level of motivation, learning, and performance [19]. The coding was developed based on seven motivation regulation strategies identified by Maenpaa including environment structuring, self-consequating, goal-oriented self-talk, efficacy management, emotion regulation, regulation of value, and interest enhancement [19].…”