Nursing students' motivation regulation and its relationship with engagement and burnout

Mäenpää, Kati; Pyhältö, Kirsi; Järvenoja, Hanna; Peltonen, Jouni

doi:10.1177/2057158517731719

Cited by 13 publications

(5 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They were near the end of their studies: either about to graduate (n = 3) or graduating within 6 months (n = 9). Four students fit a permanent high-level MR profile, four fit a permanent less-developed MR profile, two were profile changers who shifted from a high-level to a less-developed MR profile, and two were profile F I G U R E 1 The phases of the analysis changers who shifted from a less-developed to a high-level MR profile (see Appendix 1; Mäenpää et al, 2018Mäenpää et al, , 2019.…”

Section: Resultsmentioning

confidence: 99%

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

Mäenpää

Järvenoja

Peltonen

et al. 2020

Nursing & Health Sciences

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

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

Mäenpää

Järvenoja

Peltonen

et al. 2020

Nursing & Health Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…Having a high level of motivation as the main effective factor, played a very important role in accelerating the development of students' clinical skills. Motivation has a pivotal role in orienting goals, learning strategies as well as self-regulation and, ultimately, educational achievement in students (Jannesar Hoseinie, Farmanbar, & Pourshaikhian, 2014;Mäenpää, Pyhältö, Järvenoja, & Peltonen, 2018;Rose, 2011). The ability to generate multiple ideas, or to have a flexible mindset, was one of the other individual attributes that helped students to achieve clinical development.…”

Section: Discussionmentioning

confidence: 99%

Explaining the Facilitating Individual Characteristics of Clinical Development in Nursing Undergraduates

Oshvandi

Ahmadi

Sadeghi

et al. 2019

View full text Add to dashboard Cite

Background: The individual characteristics of nursing undergraduates play an important role in their clinical development and identifying the facilitator's characteristics can help to increase the effectiveness of educational programs in order to achieve the appropriate clinical practice (performance). Objective: The present study was conducted with the aim of explaining the facilitating individual characteristics of clinical development in nursing undergraduates. Methodology and Participants: This qualitative study was conducted by using a conventional content analysis approach. In order to achieve a wide range of experiences, views and maximal variance in data, 17 senior nursing undergraduates, 6 nursing clinical instructors and 4 working nurses in medical centers were included in study based on the purposive sampling method. Data were collected by using semi-structured interviews. After recording and transcribing the interviews, content analysis was used to extract the concepts. Findings: According to the participants' experiences, the facilitating individual characteristics of the clinical development included "respectful behavior", "individual dynamics", "initiative", "self-esteem" and "appropriate nursing mentality". Conclusion: The present study Identified students' characteristics which play a pivotal role in achieving clinical development. In order to achieve clinical development in nursing undergraduates, instructors and educational authorities should identify the students' impressive characteristics and applying the right strategies in order to develop and strengthen these qualities.

show abstract

“…Previously, it has been suggested that motivations could play an important role in achieving educational goals, give learners energy, and consequently lead to the development of academic behaviors ( 13 – 14 ). In a study in Finland, it was revealed that higher levels of learning motivations of nursing students could be accompanied by higher academic engagement and lower academic burnout ( 14 ). It has been demonstrated that internal and external motivational factors can be the predictors of success in teaching nursing care.…”

Section: Discussionmentioning

confidence: 99%

Student-related factors affecting academic engagement: A qualitative study exploring the experiences of Iranian undergraduate nursing students

Ghasemi¹,

Moonaghi²,

Heydari³

2018

Electron Physician

View full text Add to dashboard Cite

Background and aimAcademic engagement is an important indicator of quality of higher education. This study aimed to explain the experiences of undergraduate nursing students in terms of student-related factors affecting academic engagement.MethodsThis qualitative study was conducted in 2017 at Mashhad University of Medical Sciences in Iran. Data were collected using semi-structured interviews and focus groups with 7 and 16 undergraduate nursing students at Mashhad School of Nursing and Midwifery; respectively. Undergraduate nursing students of both genders who enrolled in different academic semesters with various academic achievements were selected. Data were analyzed using conventional content analysis approach proposed by Graneheim and Lundman, with the support of MAXQDA software.ResultsAfter analyzing the data, 374 initial codes were extracted, which ultimately conceptualized within six main categories including: “learning motivation”, “interest in learning”, “student participation in extracurricular scientific programs”, “self-directedness”, “mental concentration”, and “demonstration of emotions”.ConclusionThe findings of this study indicated that student-related factors such as individual motivation and interest, mental concentration, participation in extracurricular activities, and self-directedness in learning, as well as students’ sense of satisfaction with learning could play important roles in the creation of academic engagement in undergraduate nursing students that need to be of interest to nursing educators and planners.

show abstract

Nursing students' motivation regulation and its relationship with engagement and burnout

Cited by 13 publications

References 55 publications

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

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

Explaining the Facilitating Individual Characteristics of Clinical Development in Nursing Undergraduates

Student-related factors affecting academic engagement: A qualitative study exploring the experiences of Iranian undergraduate nursing students

Contact Info

Product

Resources

About