摘要
Objectives:The aim of this study was to explore factors that motivate students to engage in skills practice in a laboratory setting,and to identify their motivation types and the regulatory styles.Methods:Semi-structured interviews were conducted with 23 nursing students from three universities between November 2017 and January 2018.A thematic analysis was used to identify factors associated with students’motivation to engage in skills practice in a laboratory.The types and the regulatory styles of student motivation were identified based on the self-determination theory.Results:Seven motivating factors were identified.These factors included the students’desire“to acquire the skills necessary to work as a nurse”,the“desire to improve skills in preparation for clinical practicum”,and their felt“obligations to patients as a nurse”.Moreover,“the impetus to study arising from the objective evaluation of oneself and others”and“wanting to pass the skills examination”motivated the students to engage in skills practice.A“learning environment that facilitates students’learning”and the“supportive involvement of educators”facilitated their learning.Based on the self-determination theory,the students were found to embrace extrinsic motivation with four regulatory styles of motivation,namely integrated,identified,introjected,and external regulation.Conclusions:Nurse educators should understand the motivating factors of students,and help students embrace a more internally controlled motivation by helping them envision their future careers as nurses,and by fostering their ethical duty to care for patients.
目的本研究旨在探讨激发护生在实验室中进行操作练习积极性的因素,并确定他们的激励类型和管理方式。方法采用半结构式访谈,于2017年11月至2018年1月对日本3所大学的23名护生进行面对面访谈。采用主题分析法提炼出护生在实验室进行操作练习主动性的激励因素。基于自我决定理论,确定护生的激励类型和管理方式。结果本研究确定了7个激励因素:其中3个因素为护生“希望掌握作为护士所需的操作技能”“提高操作技能水平以便为临床实习做准备”和感受到“作为护士对患者应有的义务”;“学习动力源于对自己和他人的客观评价”和“想通过操作技能考试”激发护生强化操作练习;“有利于护生学习的学习环境”和“教育者的支持性参与”促进他们主动学习。基于自我决定理论,研究发现护生通过4种方式接受外在激励,即整合、确认、融合和外部管理。结论护理教育者应了解学生的激励因素,通过帮助护生想象将来的护士职业、培养他们照顾患者的道德责任感,从而帮助他们引入自主性更强的激励方式。
基金
supported by JSPS KAKENHI(Grant Number 17K12147).
