Research Article
Motivation Levels and Affecting Factors In Students Enrolling In Surgical Diseases Nursing Course During The Pandemic
Abstract
Introduction: Motivation plays a key role in adaptation of nursing students to their education programs. Many factors affect motivation. One of those factors appearing recently is the COVID-19 pandemic. However, the effect of the pandemic on motivation levels of nursing students is unclear.
Methods: The study has a descriptive and cross-sectional design. The study was carried out in a nursing department at a university in Turkey. The study sample included 145 students enrolling in Surgical Diseases Nursing Course during the spring term of the 2020-2021 academic year. A sociodemographic data form and Motivation’s Resources and Problems Scale were used for data collection.
Results: The mean scores of the students on Motivation’s Resources and Problems Scale and its subscales intrinsic motivation, extrinsic motivation and negative motivation were 90.84±11.35, 43.59±6.67, 21.50±2.61 and 25.75±5.66 respectively. Intrinsic motivation and extrinsic motivation of the students had a positive relation with their perceived nursing profession during the pandemic.
Conclusions: Students’ feeling afraid and worried during the caregiving process in the COVID-19 pandemic increased their motivation. Their perceptions about nursing during the pandemic also increased their motivation levels.
Keywords
References
- Acat MB, Köşgeroğlu N. (2006). Motivation’s resources and problems scale. Alpha Psychiatry, 7, 207–210.
- Aktas YY, Karabulut N. (2016). A Survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today, 36, 124–128. doi:10.1016/J.NEDT.2015.08.015
- Bengtsson M, Ohlsson B. (2010). The nursing and medical students motivation to attain knowledge. Nurse Education Today, 30(2), 150–156. doi:10.1016/J.NEDT.2009.07.005
- Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M, et al. (2021). Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Education Today, 97, 1–7. doi:10.1016/J.NEDT.2020.104711
- De Gagne JC, Cho E, Park HK, Nam JD, Jung D. (2021). A qualitative analysis of nursing students’ tweets during the COVID-19 pandemic. Nursing & Health Sciences, 23(1), 273–278. doi:10.1111/NHS.12809
- Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S. (2021). Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study. Nurse Education Today, 107, 1–8. doi:10.1016/J.NEDT.2021.105124
- El-Gilany AH, Abusaad FES. (2013). Self-directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33(9), 1040–1044. doi:10.1016/J.NEDT.2012.05.003
- Gambino KM. (2010). Motivation for entry, occupational commitment and intent to remain: a survey regarding Registered Nurse retention. Journal of Advanced Nursing, 66(11), 2532–2541. doi:10.1111/J.1365- 2648.2010.05426.X
- Gómez-Urquiza JL, Gómez-Salgado J, Albendín-García L, Correa-Rodríguez M, González-Jiménez E, Cañadas-De la Fuente GA. (2019). The impact on nursing students’ opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education Today, 72, 73–76. doi:10.1016/J.NEDT.2018.10.018
- Gün T, Denat Y. (2020). Nursing students’ motivation and learning strategies: Hemşirelik öğrencilerinin güdülenme ve öğrenme stratejileri. Journal of Human Sciences, 17(1), 32–48. doi:10.14687/jhs.v17i1.5784
- Haftador AM, Shirazi F, Mohebbi Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1), 1–8. doi:10.1186/S12909- 021-02929-9/TABLES/2
- Heilferty CMG, Phillips LJ, Mathios R. (2021). Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID-19. Journal of Advanced Nursing, 77(8), 3436–3445. doi:10.1111/JAN.14862
- Kim MS, Yun SY. (2015). A Study on the nursing student with academic self-efficacy, motivation and career aspiration. Indian Journal of Science and Technology, 8(Supplementary 1), 1–5. doi:10.17485/IJST/2015/V8IS1/58764
- Korkmaz AC, Ipekci NN. (2015). Motivation in nursing education: Intrinsic and extrinsic motivation resources of students. Sağlık ve Hemşirelik Yönetimi Dergisi, 2(3), 121-131. doi:10.5222/SHYD.2015.121
- Nilsson KEL, Warrén Stomberg MI. (2008). Nursing students motivation toward their studies – a survey study. BMC Nursing, 7(1), 6–10. doi:10.1186/1472-6955-7-6
- Rafii F, Saeedi M, Parvizy S. (2019). Academic motivation in nursing students: A hybrid concept analysis. Iranian Journal of Nursing and Midwifery Research, 24(5), 315. doi:10.4103/IJNMR.IJNMR_177_18
- Rognstad MK, Nortvedt P, Aasland O. (2004). Helping motives in late modern society: values and attitudes among nursing students. Nursing Ethics, 11(3), 227–239. doi:10.1191/0969733004NE691OA
- Rose S. (2011). Academic success of nursing students: Does motivation matter? Teaching and Learning in Nursing, 6(4), 181–184. doi:10.1016/J.TELN.2011.05.004
- Ryan RM, Deci EL. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
- Sarmasoglu S, Görgülü S. (2014). Hemşirelik öğrencilerinin kendi kendine öğrenmeye hazıroluş düzeyleri. Hacettepe Üniversitesi Hemşirelik Fakültesi, 1(3), 13–25.
- Smedley A. (2016). The self-directed learning readiness of first year bachelor of nursing students: Journal of Research in Nursing, 12(4), 373–385. doi:10.1177/1744987107077532
- Sperling D. (2021). Ethical dilemmas, perceived risk, and motivation among nurses during the COVID-19 pandemic. Nursing Ethics, 28(1), 9–22. doi:10.1177/0969733020956376
- Tas S, Köktürk Dalcalı B. (2021). Covid-19 pandemisi döneminde hemşirelik öğrencilerinde mesleki güdülenme. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, 12(2), 418–424. doi:10.31067/ACUSAGLIK.851946
- Volkert D, Candela L, Bernacki M. (2018). Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis. Nurse Education Today, 61, 210–215. doi:10.1016/J.NEDT.2017.11.033
- Walker S, Rossi D, Anastasi J, Gray-Ganter G, Tennent R. (2016). Indicators of undergraduate nursing students’ satisfaction with their learning journey: An integrative review. Nurse Education Today, 43, 40–48. doi:10.1016/J.NEDT.2016.04.011
- Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. (2017). A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Education Today, 48(1), 13–18. doi:10.1016/J.NEDT.2016.09.017
Pandemi Döneminde Cerrahi Hastalıklar Hemşireliği Kursuna Kayıt Olan Öğrencilerin Motivasyon Düzeyleri ve Etkileyen Faktörler
Abstract
Giriş: Motivasyon, hemşirelik öğrencilerinin eğitim programlarına uyumlarında anahtar rol oynamaktadır. Motivasyonu etkileyen birçok faktör vardır. Son zamanlarda ortaya çıkan bu faktörlerden biri de COVID-19 pandemisi. Ancak pandeminin hemşirelik öğrencilerinin motivasyon düzeylerine etkisi belirsizdir.
Yöntem: Araştırma tanımlayıcı ve kesitsel bir desene sahiptir. Araştırma Türkiye'de bir üniversitenin hemşirelik bölümünde gerçekleştirilmiştir. Araştırmanın örneklemini 2020-2021 eğitim-öğretim yılı bahar döneminde Cerrahi Hastalıklar Hemşireliği Dersine kayıt yaptıran 145 öğrenci oluşturmuştur. Verilerin toplanmasında sosyodemografik veri formu ve Motivasyon Kaynakları ve Sorunları Ölçeği kullanılmıştır.
Bulgular: Öğrencilerin Motivasyon Kaynakları ve Problemleri Ölçeği ve alt ölçeklerinden içsel motivasyon, dışsal motivasyon ve olumsuz motivasyon puan ortalamaları sırasıyla 90.84±11.35, 43.59±6.67, 21.50±2.61 ve 25.75±5.66'dır. Öğrencilerin içsel motivasyonları ve dışsal motivasyonları ile pandemi sürecinde algıladıkları hemşirelik mesleği arasında pozitif bir ilişki bulunmuştur.
Sonuç: Öğrencilerin COVID-19 pandemisinde bakım verme sürecinde korku ve endişe duymaları motivasyonlarını artırmıştır. Pandemi sürecinde hemşirelik algıları da motivasyon düzeylerini artırdı.
Keywords
References
- Acat MB, Köşgeroğlu N. (2006). Motivation’s resources and problems scale. Alpha Psychiatry, 7, 207–210.
- Aktas YY, Karabulut N. (2016). A Survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today, 36, 124–128. doi:10.1016/J.NEDT.2015.08.015
- Bengtsson M, Ohlsson B. (2010). The nursing and medical students motivation to attain knowledge. Nurse Education Today, 30(2), 150–156. doi:10.1016/J.NEDT.2009.07.005
- Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M, et al. (2021). Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Education Today, 97, 1–7. doi:10.1016/J.NEDT.2020.104711
- De Gagne JC, Cho E, Park HK, Nam JD, Jung D. (2021). A qualitative analysis of nursing students’ tweets during the COVID-19 pandemic. Nursing & Health Sciences, 23(1), 273–278. doi:10.1111/NHS.12809
- Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S. (2021). Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study. Nurse Education Today, 107, 1–8. doi:10.1016/J.NEDT.2021.105124
- El-Gilany AH, Abusaad FES. (2013). Self-directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33(9), 1040–1044. doi:10.1016/J.NEDT.2012.05.003
- Gambino KM. (2010). Motivation for entry, occupational commitment and intent to remain: a survey regarding Registered Nurse retention. Journal of Advanced Nursing, 66(11), 2532–2541. doi:10.1111/J.1365- 2648.2010.05426.X
- Gómez-Urquiza JL, Gómez-Salgado J, Albendín-García L, Correa-Rodríguez M, González-Jiménez E, Cañadas-De la Fuente GA. (2019). The impact on nursing students’ opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education Today, 72, 73–76. doi:10.1016/J.NEDT.2018.10.018
- Gün T, Denat Y. (2020). Nursing students’ motivation and learning strategies: Hemşirelik öğrencilerinin güdülenme ve öğrenme stratejileri. Journal of Human Sciences, 17(1), 32–48. doi:10.14687/jhs.v17i1.5784
- Haftador AM, Shirazi F, Mohebbi Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1), 1–8. doi:10.1186/S12909- 021-02929-9/TABLES/2
- Heilferty CMG, Phillips LJ, Mathios R. (2021). Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID-19. Journal of Advanced Nursing, 77(8), 3436–3445. doi:10.1111/JAN.14862
- Kim MS, Yun SY. (2015). A Study on the nursing student with academic self-efficacy, motivation and career aspiration. Indian Journal of Science and Technology, 8(Supplementary 1), 1–5. doi:10.17485/IJST/2015/V8IS1/58764
- Korkmaz AC, Ipekci NN. (2015). Motivation in nursing education: Intrinsic and extrinsic motivation resources of students. Sağlık ve Hemşirelik Yönetimi Dergisi, 2(3), 121-131. doi:10.5222/SHYD.2015.121
- Nilsson KEL, Warrén Stomberg MI. (2008). Nursing students motivation toward their studies – a survey study. BMC Nursing, 7(1), 6–10. doi:10.1186/1472-6955-7-6
- Rafii F, Saeedi M, Parvizy S. (2019). Academic motivation in nursing students: A hybrid concept analysis. Iranian Journal of Nursing and Midwifery Research, 24(5), 315. doi:10.4103/IJNMR.IJNMR_177_18
- Rognstad MK, Nortvedt P, Aasland O. (2004). Helping motives in late modern society: values and attitudes among nursing students. Nursing Ethics, 11(3), 227–239. doi:10.1191/0969733004NE691OA
- Rose S. (2011). Academic success of nursing students: Does motivation matter? Teaching and Learning in Nursing, 6(4), 181–184. doi:10.1016/J.TELN.2011.05.004
- Ryan RM, Deci EL. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
- Sarmasoglu S, Görgülü S. (2014). Hemşirelik öğrencilerinin kendi kendine öğrenmeye hazıroluş düzeyleri. Hacettepe Üniversitesi Hemşirelik Fakültesi, 1(3), 13–25.
- Smedley A. (2016). The self-directed learning readiness of first year bachelor of nursing students: Journal of Research in Nursing, 12(4), 373–385. doi:10.1177/1744987107077532
- Sperling D. (2021). Ethical dilemmas, perceived risk, and motivation among nurses during the COVID-19 pandemic. Nursing Ethics, 28(1), 9–22. doi:10.1177/0969733020956376
- Tas S, Köktürk Dalcalı B. (2021). Covid-19 pandemisi döneminde hemşirelik öğrencilerinde mesleki güdülenme. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, 12(2), 418–424. doi:10.31067/ACUSAGLIK.851946
- Volkert D, Candela L, Bernacki M. (2018). Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis. Nurse Education Today, 61, 210–215. doi:10.1016/J.NEDT.2017.11.033
- Walker S, Rossi D, Anastasi J, Gray-Ganter G, Tennent R. (2016). Indicators of undergraduate nursing students’ satisfaction with their learning journey: An integrative review. Nurse Education Today, 43, 40–48. doi:10.1016/J.NEDT.2016.04.011
- Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. (2017). A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Education Today, 48(1), 13–18. doi:10.1016/J.NEDT.2016.09.017
There are 26 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Nursing |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | April 26, 2024 |
| Submission Date | January 13, 2023 |
| Published in Issue | Year 2024 Volume: 7 Issue: 1 |
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