Postgraduate nursing students' motivation for learning: A mixed-method study exploring changes in academic motivation

Promoting and maintaining academic motivation throughout higher education is predicted to positively influence students' academic success. According to the Self-Determination Theory, motivation foster student engagement and optimal learning. Research on the academic motivation of postgraduate nursing students is limited, and no studies have explored academic motivation over time among advanced practice nursing students.

The aim of this study was to explore levels of academic motivation and student engagement among advanced practice nursing students in critical care through the first semester of their master's program.

A convergent mixed methods design.

Study participants were advanced practice nursing students at a university college. Quantitative data was collected through a longitudinal survey-based method using the Academic Motivation Scale (n = 17). Qualitative data were obtained through professional essays (n = 9) and reflection notes (n = 3). Data was analyzed separately and compared for complementary findings.

Questionnaire: A significant decline in the self-determination index, intrinsic motivation, and the most autonomous form of extrinsic motivation was observed. Qualitative findings: Study demands experienced as barriers to autonomy; prioritizes what appears meaningful for clinical nurses. Encouraged by professional clinical competence but missing learning challenges that support competence achievement. Missing learning together and relating to peers.

Even though postgraduate students maintain motivation through the first semester, there seems to be a shift from autonomous to more controlled motivation. A desire for higher clinical competence sustains motivation, and the change in academic motivation relates to experiences of the education's less adequate relevance to clinical practice, insufficient time to perform learning activities, and lack of support. To address this, we recommend clarifying the clinical relevance of learning activities, allocating sufficient study time, and providing opportunities for peer, clinical preceptor, and educator support.