Motivational factors influencing clinical nurses' participation in continuing education: a cross-sectional study

Clinical nurses' motivation to participate in continuing education is critical to improving professional competence and the quality of care delivery, but this motivation remains variable, especially in resource-limited settings. Understanding the underlying characteristics of motivation and the factors that influence it is essential for nurse managers to develop targeted interventions.

This study aimed to identify distinct motivational profiles among clinical nurses in a third-tier city in western China and explore factors associated with these profiles, with a focus on self-efficacy and demographic variables.

A cross-sectional survey was conducted from January to April 2025.

Participants included 400 clinical nurses from a tertiary hospital in a third-tier city in western China, a resource-limited setting with fewer continuing education opportunities compared to developed regions. Inclusion criteria required registered nurses with ≥1 year of clinical experience, recent continuing education participation, and voluntary consent. Exclusion criteria included nursing educators, trainees, and those on leave. Data were collected using the Education Participation Scale (EPS), General Self-Efficacy Scale (GSES), and demographic questionnaires. Latent profile analysis (LPA) was employed to categorize motivational profiles, and multivariate logistic regression analyzed associated factors.

LPA identified three motivational profiles: high motivation-self-efficacy driven (25%), moderate motivation-career development oriented (49.25%), and low motivation-externally pressured (25.75%). Univariate analysis showed that self-efficacy and parental responsibilities were significantly associated with motivation category (p < 0.05). Multivariate logistic regression demonstrated that self-efficacy was a strong predictor of high motivation (OR = 0.392, 95% CI: 0.331-0.464), while other factors like age and marital status showed no significant effects.

Clinical nurses' motivation for continuing education exhibits significant heterogeneity, with self-efficacy being a key determinant. Stratified interventions, such as enhancing self-efficacy, optimizing career support, and addressing external barriers, are recommended to improve participation and service quality. Future research should explore longitudinal effects and additional influencing factors.