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Postgraduate nursing students' motivation for learning: A mixed-method study exploring changes in academic motivation
Hanne Maria Bingen1, Camilla Olaussen1, Irene Rød2
1Lovisenberg Diaconal University College, Lovisenberggata 15B, 0456 Oslo, Norway.
Nurse Education Today
|August 1, 2025
Summary
Academic motivation in advanced practice nursing students declines from autonomous to controlled forms during the first semester. This shift is linked to perceived relevance, time constraints, and lack of support, impacting student engagement.
Area of Science:
- Nursing Education
- Higher Education
- Student Motivation
Background:
- Academic motivation is crucial for student success and engagement in higher education.
- Self-Determination Theory posits motivation drives engagement and optimal learning.
- Limited research exists on postgraduate nursing students' academic motivation, especially over time.
Purpose of the Study:
- To explore academic motivation and engagement in advanced practice nursing students.
- To examine these factors during the critical first semester of a master's program.
- Focus on critical care specialization within advanced practice nursing.
Main Methods:
- Convergent mixed methods design.
- Longitudinal survey using the Academic Motivation Scale (n=17).
- Qualitative data from professional essays (n=9) and reflection notes (n=3).
Main Results:
- Significant decline in intrinsic motivation and autonomous extrinsic motivation observed.
- Students perceived study demands as barriers to autonomy.
- Lack of learning challenges, peer interaction, and clinical relevance impacted motivation.
Conclusions:
- Postgraduate nursing students show a shift from autonomous to controlled motivation by the first semester.
- Clinical competence desire sustains motivation, but educational relevance and support are key.
- Recommendations include clarifying clinical relevance, allocating time, and enhancing peer/educator support.
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