Do nursing students' attitudes to clinical practice training affect the levels of vocational motivation?

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dc.contributor.authorErden, Dilek
dc.date.accessioned2024-10-29T17:59:09Z
dc.date.available2024-10-29T17:59:09Z
dc.date.issued2024
dc.departmentTekirdağ Namık Kemal Üniversitesi
dc.description.abstractBACKGROUND: It is extremely important for nursing students to be professionally motivated to train qualified future professional nurses. Students' vocational motivation is affected by their experiences in clinical and academic learning environments. OBJECTIVE: The aim of this study was to investigate the correlation between the vocational motivation levels of nursing students and their attitudes toward clinical practice. METHODS: 292 nursing students participated in the cross-sectional, descriptive study. The Student Information Form, Nursing Students' Attitudes Towards Clinical Practices Scale, Motivation Sources and Problems Scale (MSPS) were used to gather the data. RESULTS: The average score for students' attitudes toward clinical practice was 107.08 +/- 18.13, while the total score for MSPS stood at 3.80 +/- 0.63. A positive correlation was identified between the attitude toward clinical practice and vocational motivation levels (r = 0.367; p < 0.001). There were positive correlations between the intrinsic motivation (r = 0.572; p <0.001) and extrinsic motivation (r = 0.58; p < 0.001), and negative correlations were observed between the negative motivation (r = -0.324; p <0.001) and the attitude toward clinical practice scale. There were positive correlations between belief and expectation (r = 0.492; p < 0.001) and positive approach (r = 0.532; p < 0.001) with the MSPS. In the multiple regression analysis, intrinsic motivation, extrinsic motivation, satisfaction with studying nursing, and participation in vocational courses were determined as effective predictors of attitudes towards clinical practice and explained 60.4% of the variance. CONCLUSIONS: The study concluded that nursing students' attitudes toward clinical practices affect vocational motivation. Clinical learning environments should be arranged in a way to increase the motivation level of students towards professional learning.
dc.description.sponsorshipA particular grant from a public, private, or non-profit organization was given for this research.
dc.identifier.doi10.3233/WOR-230492
dc.identifier.endpage391
dc.identifier.issn1051-9815
dc.identifier.issn1875-9270
dc.identifier.issue1en_US
dc.identifier.pmid38427528
dc.identifier.scopus2-s2.0-85204163168
dc.identifier.scopusqualityQ2
dc.identifier.startpage381
dc.identifier.urihttps://doi.org/10.3233/WOR-230492
dc.identifier.urihttps://hdl.handle.net/20.500.11776/14647
dc.identifier.volume79
dc.identifier.wosWOS:001330512400033
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherIos Press
dc.relation.ispartofWork-A Journal of Prevention Assessment & Rehabilitation
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAttitude
dc.subjectclinical practice
dc.subjectclinical mentoring
dc.subjectnursing education
dc.subjectnursing students
dc.subjectvocational motivation
dc.titleDo nursing students' attitudes to clinical practice training affect the levels of vocational motivation?
dc.typeArticle

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