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Why specialize? An exploration of how clinical experience influences students' motivation for specialist nursing
Helena Kullenberg1, Lena Skoglund2, Maria Christidis2,3
1Department of Health Promoting Science, Sophiahemmet University, Box 5606, 114 81, Stockholm, Sweden. Helena.kullenberg@shh.se.
Background:
Existing research has examined motivation among specialist nursing students and identified factors influencing their pursuit of postgraduate education, including the role of clinical experience. However, it remains unclear whether and how motivation varies with years of clinical experience, and how such differences can be understood from a pedagogical perspective in postgraduate nursing education.
Aim:
To explore how nurses with different lengths of clinical experience articulate their motivations for pursuing specialist nursing education.
Methods:
This study was part of a larger survey examining the effects of clinical experience on self-efficacy, nursing competence, academic performance, and study outcomes among specialist nursing students. This paper presents a qualitative analysis of students' reported motivation to pursue further education, based on qualitative free-text responses. The study used inductive descriptive thematic analysis, supplemented by cross-group comparisons and descriptive quantification of codes to identify patterns across clinical experience length. When interpreting the analysis, the study used Situated Learning theory and the Novice to Expert framework.
Results:
A total of 94 students participated. The analysis identified four overarching motivational themes: Professional Role Advancement, Expanded Participation, Contributing to the Improvement of Clinical Practice, and Personal Advantages. Overall, participants described a broad range of motivations for undertaking specialist nursing education, with emphasis across themes varying by group according to length of clinical experience.
Conclusion:
The findings suggest that length of prior clinical experience may shape not only what students know but also what they seek from formal education and how they engage with new knowledge. Consistent with perspectives on situated learning and the development of nursing expertise, the findings suggest that students' prior experiences and positions in clinical practice may influence how they approach and make sense of further education. For educators, this underscores the importance of not assuming that all students have the same personal goals. Rather, education may serve different purposes for different students, and recognizing these varied orientations may help shape educational environments that respond to students' different starting points and expectations while maintaining shared academic and professional goals.
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