研究生护理学生的学习动机:一项混合方法研究,探索学术动机的变化
Hanne Maria Bingen1, Camilla Olaussen1, Irene Rød2
1Lovisenberg Diaconal University College, Lovisenberggata 15B, 0456 Oslo, Norway.
Nurse education today
|August 1, 2025
概括
高级实践护理学生的学术动机在第一学期从自主形式下降到受控形式. 这种转变与感知到的相关性,时间限制和缺乏支持有关,影响学生的参与.
科学领域:
- 护理教育 护理教育
- 高等教育 高等教育
- 学生的动机 学生的动机
背景情况:
- 学术动机对于学生的成功和参与高等教育至关重要.
- 自决理论假设动机驱动参与和最佳学习.
- 有限的研究存在于研究生护理学生的学术动机,特别是随着时间的推移.
研究的目的:
- 探索学术动机和参与高级实践护理学生的参与.
- 在士课程的关键第一学期内检查这些因素.
- 专注于高级实践护理中的重症监护专业化.
主要方法:
- 融合混合方法设计.
- 使用学术动机量表 (n=17) 的纵向调查.
- 来自专业论文 (n=9) 和反思笔记 (n=3) 的定性数据.
主要成果:
- 观察到内在动机和自主外在动机的显著下降.
- 学生认为学习要求是实现自主性的障碍.
- 缺乏学习挑战,同行互动和临床相关性影响了动机.
结论:
- 研究生护理学生显示在第一学期从自主到受控的动机的转变.
- 临床能力的渴望维持了动机,但教育相关性和支持是关键.
- 建议包括澄清临床相关性,分配时间,并加强同行/教育者支持.
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