The relationship of clinical learning environment to nursing students' academic motivation

Karabulut, Neziha; Aktaş, Yeşim Yaman; Alemdar, Dilek Küçük

doi:10.1016/j.kontakt.2015.01.003

Cited by 20 publications

(16 citation statements)

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“…[1417] Another attribute of academic motivation, which frequently appears in papers, is “driving force of endeavor and education performance.” Academic motivation is defined as the generator of energy needed for educational achievement that directs studying behavior and affects educational performance. [1726283031] Academic motivation, in many articles, is represented as a “facilitator of learning and educational achievement.” Motivation is one of the main factors effective in educational achievement, and it is positively related to learning outcomes. [182732] Motivation is the key for educational success and a facilitator of learning.…”

Section: Resultsmentioning

confidence: 99%

“…Antecedents of academic motivations uncovered at theoretical phase included a variety of factors that can be categorized into four categories as follows: (1) Personal factors including desire to learn,[35] positive academic self-concept,[36] academic self-efficacy,[43035] self-regulation;[2627] personal needs like competency/self-determination/attachment,[141827] student's interest/values/beliefs/goals like positive attitudes toward and interest in nursing,[4171826] desire to help others,[283738] and professional identity[29]; (2) social factors including family/teachers/society's attitudes toward nursing[2935]; (3) educational factors including educational planning,[38] curriculum and course contents,[1728] goal awareness,[4] classroom and university environment,[2835] using theoretical learning in clinical setting, quality of clinical learning environment,[29313538] human relationships,[262935] perceived support,[39] characteristics of teachers, and efficiency of trainers[2938]; and (4) professional specification of nursing including the role of a nurse,[29] professional and financial benefits,[40] and job security. [1832]…”

Section: Resultsmentioning

confidence: 99%

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Academic motivation in nursing students: A hybrid concept analysis

Rafii

Saeedi

Parvizy

2019

Iranian J Nursing Midwifery Res

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Background: Taking into account the breadth of the concept of motivation and its importance for nursing students, it is imperative to clarify the concept of academic motivation. This study is an attempt to analyze the concept of academic motivation in nursing students. Materials and Methods: The study was carried out in 2018 as a combined literature review and qualitative research. Hybrid concept analysis model was employed to clarify the concept at three phases. At theoretical phase, articles indexed in credential databases were searched using keywords “academic motivation” and “nursing.” Totally, 30 articles were analyzed. At fieldwork phase, 12 nursing students were interviewed. At conclusive phase, the findings of the two earlier phases were analyzed. After determining the attributes, antecedents, and consequences, a final definition of academic motivation in nursing student was introduced. Results: Academic motivation has six main attributes including “being an internal process,” “purpose oriented,” “variable,” “unique,” “driving force of educational performance,” and “facilitator of learning and educational achievement.” In addition, antecedents and consequences of academic motivation in the nursing students were revealed and a general definition of the concept was codified. Conclusions: Academic motivation of nursing students is a broad and multi-dimensional concept that is affected by various personal, family, social, educational, and professional factors. Moreover, it is a factor in achieving academic success, better quality of learning, creativity, academic satisfaction, reduction of anxiety, continuing education, and training competent nurses.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Academic motivation in nursing students: A hybrid concept analysis

Rafii

Saeedi

Parvizy

2019

Iranian J Nursing Midwifery Res

View full text Add to dashboard Cite

show abstract

“…By definition, motivation is a process that stimulates and energizes physical and mental activities toward a specific goal. [ 1 ] Academic motivation is the driving force of academic studies,[ 2 ] and it is considered as an effective factor that determines whether or not students complete their program at school or college. [ 3 ] The importance of academic motivation lies with the fact that motivated students demonstrate more interest in dealing with learning activities and realizing achievements in educational environments.…”

Section: Introductionmentioning

confidence: 99%

“…[ 12 ] Studies have shown that, despite the fact that nursing students start the program with high motivation, their motivation declines throughout the program. [ 2 7 13 14 15 ]…”

Section: Introductionmentioning

confidence: 99%

Strategies to promote academic motivation in nursing students: A qualitative study

Saeedi

Parvizy

2019

J Edu Health Promot

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“…Students with external motivation are keeping pace by external contingencies, such as demands of others, the threat of punishment, or extrinsic rewards. The concept of introjected motivation closely aligns with having a performance goal orientation, whereas the idea of extrinsic motivation is assumed to have positive associations with instrumental motivation/high utility value in an FPBL environment (14, 22,23). In addition to autonomous and controlled motivation, motivation is distinguished.…”

mentioning

confidence: 99%

Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

Millanzi

Kibusi

2020

Preprint

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Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

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The relationship of clinical learning environment to nursing students' academic motivation

Cited by 20 publications

References 43 publications

Academic motivation in nursing students: A hybrid concept analysis

Academic motivation in nursing students: A hybrid concept analysis

Strategies to promote academic motivation in nursing students: A qualitative study

Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

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