Nursing Students’ Learning Motivation Toward Technical Knowledge and Their Ethics Regarding Patients’ Rights

Abstract

Nursing students must develop their abilities to provide appropriate nursing services. They need to acquire the level of nursing knowledge to pass the national examination according to Japanese law. Moreover, even if the awareness of the rights of people who receive nursing services increases, students must not have a sense of resistance toward those rights. Therefore, we investigated the factors associated with students' motivation to pass their examination and such a sense of resistance. We produced items related to reasons students wanted to become registered nurses with reference to job satisfaction and their learning environment (e.g., teachers' manners and school events unrelated to the examination). There were 3,417 female nursing students analyzed in 29 vocational schools that allow graduation after a 3-year study period (average age, 21.93 years [standard deviation, 5.44]). Older and third-year students had a stronger motivation to pass the examination and a weaker sense of resistance to people's rights compared with younger and first-to second-year students. Students who answered a "Lack of enthusiasm for becoming a registered nurse" had a weakened motivation and a strengthened sense of resistance. Factors enhancing students' motivation to pass their examination were "Professional commitment," "Desire for companionship," and "School events unrelated to the national examination." Factors strengthening students' sense of resistance to people's rights were "Living stability" and "Social appraisal." Teachers must develop methods to teach ethics so that their students respect the rights of people who receive nursing services and to ensure that they acquire the necessary nursing knowledge.

Five Reasons for the Lack of Nursing Students’ Motivation to Learn Public Health

“…In our former study (Kudo et al 2013), we reported nursing students' sense of ethics and learning motivation. Because the subjects of the present study were the same as in the former study, we only described the outline of the subjects in this study.…”

“…Because the subjects of the present study were the same as in the former study, we only described the outline of the subjects in this study. For more detail, please see our former study (Kudo et al 2013).…”

“…Therefore, even if academic year is included as an independent variable in the multiple linear regression analysis as descried below in "Statistical analyses," we do not have a hypothesis about academic year in the present study. This item was used in our previous study (Kudo et al 2013). However, in the present study, the academic year was not used in the statistical analyses.…”

“…The outline of the questionnaire made up various parts as described in detail in our former study (Kudo et al 2013). Among those, because we only focus on investigating the educational methods for public health, we used the data from the following 3 parts: "The students' characteristics," "Whether or not students have completed the subject of public health," and "Nursing students' attitudes toward public health.…”

Lebanese Student’s Experience of Benefits of High Fidelity Simulation in Nursing Education: A Qualitative Approach

“…For instance, the educational design and working environment do affect student's ability to perform in the clinical training settings [9]. Such factors are assumed also to negatively influence intrinsic motivation for learning and knowledge acquisition among nursing students [10]. While real and hands on teaching for nursing students seems beneficial and have significant impact on their clinical competency, workplace environment and risks concerning clinical demonstration on patients would urge finding less risky solution with equal benefits.…”