Master's level education in Jordan: A qualitative study of key motivational factors and perceived impact on practice

Zahran, Zainab

doi:10.1016/j.nedt.2012.04.007

Cited by 22 publications

(35 citation statements)

References 13 publications

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“…In our study, nurses mainly sought to broaden their knowledge, whether in new professional areas or in the same professional area in which they were already working. This process-based motivation for broadening their knowledge or developing themselves is found in the same line in other international studies (Boore, 1996;Pelletier, Donoghue, Duffield, & Adams, 1998;Zahran, 2013). In the current study, if nurses completed more than one program, their motivation to complete them had not changed from the first to the last.…”

Section: Discussionsupporting

confidence: 82%

Analysis of University Postgraduate Nursing Education in Spain

Guix-Comellas¹,

Cabrera-Jaime²,

Galimany³

et al. 2016

J Nurs Educ

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Background: The nursing education program framework in Spain has recently been adapted and modified. This study aimed to analyze university postgraduate master'slevel nursing education during the past 21 years in Spain in terms of educational supply and demand. Method: A retrospective, longitudinal, descriptive, and observational design was used. The educational offerings at 15 university nursing schools in Spain were examined. The target population was 7,871 registered and licensed nurses who had completed postgraduate education. Results: Among the 211 programs offered, public universities' educational offerings focused on two areas—public health and emergency care—whereas most courses in private universities were in surgery. Regarding demand, 1,235 nurses were enrolled. The most frequently requested educational areas were surgery, emergency and urgent care, and public health. Conclusion: Although the postgraduate nursing education situation has changed, supply and demand for this type of education in Spain are well balanced at both public and private universities. [ J Nurs Educ. 2016;55(11):615–622.]

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Section: Discussionsupporting

confidence: 82%

Analysis of University Postgraduate Nursing Education in Spain

Guix-Comellas¹,

Cabrera-Jaime²,

Galimany³

et al. 2016

J Nurs Educ

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“…Participants in Richardson's (2010) study of New Zealand practice nurses, talked about wanting to "improve" themselves and gain in confidence and skills; students on an inter-professional master's degree in Sweden spoke of personal challenges and development (Olsson et al 2013) while Jordanian nurses in Zahran's (2013) study were described as having a "drive for self-development". As with the study by Watkins (2011), broadening career opportunities featured in the studies by Zahran (2013) and Cooley (2008). Olsson et al's (2013) study also highlighted how some students explicitly expressed how the course would enable them to improve the quality of care and the majority of nurses in Watkins (2011) study applied to undertake the master's programme because they wanted to develop an understanding of research and the ability to use this to inform practice.…”

Section: Insert Figure 1 About Herementioning

confidence: 89%

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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Objectives: To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education Design: A review following systematic principles Data Sources: Systematic searches for literature published between January 2000 and December 2015 using the database: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL.Review methods: Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies.Results: Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Conclusions:Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning.Continuing professional education: motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review 2

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“…school grades, effort, satisfaction with academic activities, etc.) [19,11,[20][21][22]. In accordance with earlier studies, even though there are studies regarding the clinical learning environment and academic motivation, a study that explores the effect of clinical learning environment on nursing students' academic motivation has not been found in the literature.…”

Section: Introductionmentioning

confidence: 81%