Investigation Of Nursing Students’Learning Motivation

Background:In the process of learning, learning motivation is a factor that may promote the students’ learning behavior directly. To a certain extent, it is a critical role which has dominate influence on the quality of students’ learning. Students’ learning motivations are the fundamental roots of their learning behaviors; it directly connects to students’ academic performance; and furthermore, it plays a crucial role in students’ further development and their personal life planning. Therefore, the students’ learning motivations have become the central issue of general education and parents. At present, there is very limited research projects based on vocational nursing class management or research projects with the breakthrough point of learning motivation in domestic academic field. Therefore, the investigation of nursing students’ learning motivations and their learning performances are extremely crucial and of long-term significanceObjective:This study aims to investigate the nursing students’ learning motivation situation in medical college in Henan province. The objective is to understand the nursing students’ learning motivation and learning performances and to summarize the problems. Thus, corresponding strategies for teachers may be provided. Methods:460students of first-year and second-year were selected in a medical college in Henan province by using random sampling method. Meanwhile,12professional teachers were selected for interview. We used the "learning motivation questionnaire" and "curriculum learning motivation questionnaire" to explore the nursing students’ learning motivation and professional course of class.Results:(1) The learning motivations ranked from the strongest to the weakest are: material pursuit, learning and progress, social orientation, personal achievement, small group orientation and failure fearing. There are significant grade differences in "the social orientation "(P<0.05) and "fear of failure"(P<0.05), and there are no significant grade differences in other dimensions. There are significant grade differences in "the pursuit of true knowledge, thoroughly understanding the world"(P<0.05),"school pride, win honor for our school"(P<0.05),"human progress and prosperity,"(P<0.05)"afraid of bad grades the odium of relatives and friends"(P<0.05). There are no significant differences in individual motivation.(2)63.9%of nursing students choose university because it is easy to look for a job, and most nursing students lack of professional interests. There is only35.9%students study very hard at usual time. Second-year students (35.8%) know the learning requirements more clearly than first-year (14.4%). However, Second-year students don’t work as hard as first-year students in general. Second-year students play truant more often than first-year. The level of intrinsic motivation (P<0.05),"like this course"(P<0.05)"like to answer questions or opinions"(P<0.05),"new content before learning preview"(P<0.05) in second-year are better than first-year.Conclusion:Among the sample of460nursing students, the most popular three dimensions of motivations are pursuit of materialistic goals, learning and progress, and social orientation."Social orientation" motivation is stronger in second-year students, and "fear of failure" is stronger in first-year students. Most nursing students lack of professional interests. Employment is the driven motivation in choosing college and major. First-year students generally put more efforts in studying, and their truancy rate is low. In contract, second-year students demonstrate better understandings of academic requirements and their learning objectives. They are more initiatively motivated in the learning process due to growing interests in the academic courses. Moreover, they are willing to apply their critical thinking skills and prepare lessons before class.