Study of the relationship between academic achievement and interested in academic field in Nursing students

Salari, Arsalan; Emami-sigaroudi, AH; Zaersabet, Fatemeh; Shakiba, M; Khojasteh, Mak; Sharifi, M

doi:10.29252/rme.10.2.68

“…Our findings were similar to the results of a cohort study of nursing students in Norway that found a significant positive relationship between achievement motivation and interest in the field of study [ 19 ]. Furthermore, it has been shown that the average academic achievement in high-interest nursing students was higher than that in low-interest students [ 58 ]. Interest in the field of study evokes positive feelings about the future and prevention of failure, which can play a role in motivating achievement [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study

Nezhad

¹

,

Abazari

²

,

Mardani

³

et al. 2022

BioMed Research International

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Background. Happiness and achievement motivation are two important concepts in students’ lives. Therefore, this study was aimed at investigating the association between happiness and achievement motivation in undergraduate nursing students and examining their relationship with students’ demographic characteristics. Method. A descriptive correlational study was undertaken; 255 undergraduate nursing students enrolled in one nursing school in an urban area of Iran during the academic year 2017-2018 were included in the study using census method sampling. The demographic data questionnaire, Oxford Happiness Questionnaire (OHQ), and Hermans Achievement Motivation Questionnaire (HAMQ) were used for data collection. Data were analyzed using univariate analysis and multivariate linear regression analysis. Results. The total mean (SD) of happiness and achievement motivation scores were 40.73 (11.20) and 82.61 (7.50), respectively. There was a direct significant correlation between happiness and achievement motivation ( r = 0.36 , p < 0.001 ). An inverse significant association between happiness and students 21-24 years old ( β = − 3.99 , p < 0.03 ) was found. There was a direct significant association between happiness and being married ( β = 5.33 , p = 0.03 ) and interest in nursing ( β = 4.78 , p = 0.02 ). Additionally, achievement motivation was associated directly with female gender ( β = 1.93 , p = 0.03 ) and interest in nursing ( β = 3.71 , p = 0.005 ) and inversely associated with studying in the fourth academic year ( β = − 3.06 , p = 0.03 ) and history of course drops ( β = − 3.45 , p = 0.002 ). Conclusion. Our study indicated that there was a direct significant relationship between happiness and achievement motivation in undergraduate nursing students. Therefore, officials and nursing education lecturers should consider programs to increase students’ happiness, such as counseling or emotional support programs and workshops.

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“…Similarly, Ghorbani et al showed a significant relationship between personality traits, intelligence, and memory of nursing students with their academic achievement (15). Salari et al reported that the interest in the field of study in nursing and midwifery students was not an independent and significant predictor of academic achievement, but due to its key role, all administrators and lecturers of medical universities in Iran should adopt methods to explain students' interest in the field of study and improving students' abilities (16).…”

Section: Discussionmentioning

confidence: 99%

Explanation of the Midwifery Lecturers’ Experiences of the Challenges in an Undergraduate Midwifery Program: A Phenomenological Study

Ashrafinia

¹

,

Ghazanfarpour

²

,

Bagherian

³

et al. 2022

J Qual Res Health Sci

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Background: Continuing professional development is an essential component of educational organizations in health care systems around the world. Such development has received attention in recent years with a broader perspective in the field of midwifery. Accordingly, the internal evaluation approach used to identify educational strengths and weaknesses can pave the way for a more purposeful future. This study aims to explore the experiences of midwifery lecturers of the challenges of the undergraduate educational program. Methods: This study employed a qualitative phenomenological approach using the data collected through individual interviews with midwifery lecturers at Kerman University of Medical Sciences, and analyzed from October to December 2020 for three months. To this end, eight semi-structured and in-depth interviews were conducted with eight midwifery lecturers who were selected using purposive sampling. The sampling was continued until the data were saturated. All interviews were analyzed after transcription using Colaizzi’s seven-step approach. Results: Analysis of the data revealed seven categories including inefficient policymaking, lack of motivation and confidence, lack of educational equipment and facilities (network of shortcomings), challenges of the curriculum and teaching methods, poor clinical conditions, disinterest in research activities, and inadequate academic output. Each category was divided into several subcategories. Conclusion: Along with achieving the fifth Millennium Development Goals, it is necessary to improve the quality of midwifery education. The challenges pointed out by midwifery lecturers highlight the need to make changes in the clinical and educational environment of the midwifery department to improve clinical skills and achieve the goals of the educational program following international education standards and consequently train skilled and educated midwifery staff.

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“…Identifying the factors in educational achievement of students is a recommendable approach to program, develop, and cover the drawbacks of educational programs. [ 24 25 ] Through this, the best possible outcomes can be expected both for educational institutes and students. Educational achievement is the pivotal measure to examine students’ capability to complete their programs and graduate.…”

Section: Introductionmentioning

confidence: 99%

“…This minimum differs between universities and different programs. [ 24 ] Educational achievement is a variable that highlights learning and cognitive, attitude, and skill changes and it is mostly based on GPA. [ 8 ] Despite the fact that in previous studies, various aspects of using m-learning on the dimensions of learning have been addressed, but the study of the relationship between willingness to m-learning and academic achievement has received less attention from researchers.…”

Section: Introductionmentioning

confidence: 99%

The relationship between the willingness to mobile learning and educational achievements in health-care professional students

Baghcheghi

¹

,

Koohestani

²

2021

Journal of Education and Health Promotion

4

0

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BACKGROUND: The relationship between willingness to mobile learning (m-learning) and educational achievement was examined in health-care professional students. MATERIALS AND METHODS: This is a descriptive correlative study that was conducted from January 2020 to February 2020. A total of 295 students in Saveh University of Medical Sciences in Iran were selected through census method. The data were collected using the standard willingness to m-learning questionnaire. The data collected were analyzed statistically using Pearson's correlation coefficient and concurrent regression analysis. RESULTS: The mean score of willingness to m-learning was 165.55 ± 13.4, which is an indicative of a higher willingness level in the health-care professional students for m-learning. There was a positive and significant relationship between willingness for m-learning and educational achievement (r = 0.77, P < 0.01). The predictive variable, i.e., willingness to m-learning, predicted 53.8% of the variance of educational achievement (F = 58.801, P = 0.00). Among the variables of willingness to m-learning, the regression coefficients of perceived ease, attitude, self-management in learning, educational use, and efficiency of m-learning were significant (P < 0.05). This means that these variables are direct predictors of educational achievement. CONCLUSIONS: Willingness to m-learning had a positive and significant relationship with educational achievement. Although this study was performed just before the corona outbreak, paying attention to the results of this study can be helpful for students, faculty members, and policymakers in filling the educational gap during the coronavirus disease 2019 outbreak.

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Study of the relationship between academic achievement and interested in academic field in Nursing students

Cited by 4 publications

References 1 publication

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study

Explanation of the Midwifery Lecturers’ Experiences of the Challenges in an Undergraduate Midwifery Program: A Phenomenological Study

The relationship between the willingness to mobile learning and educational achievements in health-care professional students

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