Nursing students’ motivation regulation strategies in blended learning: A qualitative study

Show full item record



Permalink

http://hdl.handle.net/10138/319468

Citation

Mäenpää , K , Järvenoja , H , Peltonen , J & Pyhältö , K 2020 , ' Nursing students’ motivation regulation strategies in blended learning: A qualitative study ' , Nursing and Health Sciences , vol. 22 , no. 3 , pp. 602-611 . https://doi.org/10.1111/nhs.12702

Title: Nursing students’ motivation regulation strategies in blended learning: A qualitative study
Author: Mäenpää, Kati; Järvenoja, Hanna; Peltonen, Jouni; Pyhältö, Kirsi
Contributor: University of Helsinki, The Centre for University Teaching and Learning (HYPE)
Date: 2020-09
Language: eng
Number of pages: 10
Belongs to series: Nursing and Health Sciences
ISSN: 1441-0745
URI: http://hdl.handle.net/10138/319468
Abstract: Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.
Subject: CHALLENGES
COLLEGE-STUDENTS
INTERVENTION
ONLINE
PROFILES
SELF-REGULATION
SKILLS
blended learning
motivation
nursing education
nursing students
self-regulated learning
516 Educational sciences
316 Nursing
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
nhs.12702.pdf 1.284Mb PDF View/Open
nhs.12702.pdf 1.314Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record