Factors affecting academic motivation in undergraduate nursing students: A scoping review

IF 3.3 3区医学 Q1 NURSING Nurse Education in Practice Pub Date : 2024-09-11 DOI:10.1016/j.nepr.2024.104135

Jessica Hamm , Pi-Ming Yeh

{"title":"Factors affecting academic motivation in undergraduate nursing students: A scoping review","authors":"Jessica Hamm , Pi-Ming Yeh","doi":"10.1016/j.nepr.2024.104135","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this scoping review was to discover literature identifying factors influencing academic motivation in undergraduate nursing students.</p></div><div><h3>Background</h3><p>Nursing students have a heavy academic workload, so self-motivated learning is important for them to succeed in the nursing program. There is a plethora of factors that influence the degree and type of motivation in nursing students. Understanding these factors will assist faculty in providing an environment that fosters motivation.</p></div><div><h3>Design</h3><p>This study was conducted using a scoping review method.</p></div><div><h3>Method</h3><p>This review was completed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The following databases were searched: 1) CINAHL; 2) ERIC; 3) Education Full Text; 4) ProQuest; and 5) PUBMED. The date was restricted to articles published from 2019 to 2024. Article titles and abstracts were screened for eligibility.</p></div><div><h3>Results</h3><p>A total of 461 articles were screened and 10 studies were identified that met eligibility criteria. The articles consisted of descriptive, cross-sectional and correlational studies. The main themes identified were autonomy, competence, social support and coping. The research questions in this review were answered by explaining how autonomy and competence affect academic motivation, along with other contributing factors.</p></div><div><h3>Conclusion</h3><p>Academic motivation was positively correlated with coping behaviors, social support, competence and autonomy. It is recommended that faculty encourage autonomous activities in the classroom and provide positive feedback to increase student competence and academic motivation.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104135"},"PeriodicalIF":3.3000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324002646","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

The aim of this scoping review was to discover literature identifying factors influencing academic motivation in undergraduate nursing students.

Background

Nursing students have a heavy academic workload, so self-motivated learning is important for them to succeed in the nursing program. There is a plethora of factors that influence the degree and type of motivation in nursing students. Understanding these factors will assist faculty in providing an environment that fosters motivation.

Design

This study was conducted using a scoping review method.

Method

This review was completed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The following databases were searched: 1) CINAHL; 2) ERIC; 3) Education Full Text; 4) ProQuest; and 5) PUBMED. The date was restricted to articles published from 2019 to 2024. Article titles and abstracts were screened for eligibility.

Results

A total of 461 articles were screened and 10 studies were identified that met eligibility criteria. The articles consisted of descriptive, cross-sectional and correlational studies. The main themes identified were autonomy, competence, social support and coping. The research questions in this review were answered by explaining how autonomy and competence affect academic motivation, along with other contributing factors.

Conclusion

Academic motivation was positively correlated with coping behaviors, social support, competence and autonomy. It is recommended that faculty encourage autonomous activities in the classroom and provide positive feedback to increase student competence and academic motivation.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

影响护理本科生学习动机的因素：范围综述

背景护理专业学生的学业负担沉重，因此自主学习对于他们成功完成护理专业课程非常重要。影响护理专业学生学习动机的程度和类型的因素有很多。本研究采用范围界定综述法进行。方法本综述采用范围界定综述的系统综述和元分析扩展首选报告项目（PRISMA-ScR）完成。检索了以下数据库：1) CINAHL；2) ERIC；3) Education Full Text；4) ProQuest；5) PUBMED。日期仅限于 2019 年至 2024 年发表的文章。结果共筛选出 461 篇文章，确定了 10 项符合资格标准的研究。这些文章包括描述性研究、横断面研究和相关研究。确定的主要专题包括自主性、能力、社会支持和应对。结论：学习动机与应对行为、社会支持、能力和自主性呈正相关。建议教师鼓励课堂上的自主活动，并提供积极的反馈，以提高学生的能力和学习动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.