Relationship between nurses' perceptions of distance in- service training activities and job motivations

Abstract

Background: The use of innovative technologies in continuing education activities in nursing is important in terms of increasing the quality of care. Aim: This study aimed to determine the relationship between nurses' perceptions of distance in-service training and job motivations. Study Design: This study was designed as descriptive and correlational. Methods:. This study population consisted of nurses working in rooted education-research and state hospitals that continue distance in-service training activities. The study were conducted an 703 nurses between October 2020 and January 2021. Data were collected with the "Information Form", the "Distance In-Service Training Perception Scale" and the "Nurse Job Motivation Scale". Findings: The nurses' total mean scale scores were 3.21±.97 for the "Distance In-Service Training Perception Scale" and 59.98±10.01 for the "Nurse Job Motivation Scale". This showed that the nurses' perception towards distance in-service training and job motivations were positively above the average. Nurses' perception towards distance in-service training and job motivations were affected by gender, marital status, education level, type of institution, work years, type of employment, way of working, unit and choosing the profession and unit willingly. The nurses' perception towards distance in-service training weren't affected by distance or face-to-face education methods. It was determined that there was a weak positive relationship and a statistically highly significant relationship between the nurses' perception towards distance in-service training activities and job motivations. Conclusion: It is thought that the use of innovative teaching methods and materials in continuing training activities will contribute to the continuity of professional development and to increase job motivations.

Full text

International
Journal of Human Sciences
ISSN: 2458-9489
Volume: 20 Issue: 4 Year: 2023
Relationship between nurses' perceptions of distance in-
service training activities and job motivations
Sevim Akgöz Çolak1
Gönül Bodur2
Abstract
Background: The use of innovative technologies in continuing education activities in nursing is
important in terms of increasing the quality of care.
Aim: This study aimed to determine the relationship between nurses’ perceptions of distance in-
service training and job motivations.
Study Design: This study was designed as descriptive and correlational.
Methods:. This study population consisted of nurses working in rooted education-research and state
hospitals that continue distance in-service training activities. The study were conducted an 703 nurses
between October 2020 and January 2021. Data were collected with the “Information Form”, the
“Distance In-Service Training Perception Scale” and the “Nurse Job Motivation Scale”.
Findings: The nurses’ total mean scale scores were 3.21±.97 for the “Distance In-Service Training
Perception Scale” and 59.98±10.01 for the “Nurse Job Motivation Scale”. This showed that the
nurses’ perception towards distance in-service training and job motivations were positively above the
average. Nurses’ perception towards distance in-service training and job motivations were affected
by gender, marital status, education level, type of institution, work years, type of employment, way of
working, unit and choosing the profession and unit willingly. The nurses’ perception towards distance
in-service training weren’t affected by distance or face-to-face education methods. It was determined
that there was a weak positive relationship and a statistically highly significant relationship between
the nurses’ perception towards distance in-service training activities and job motivations.
Conclusion: It is thought that the use of innovative teaching methods and materials in continuing
training activities will contribute to the continuity of professional development and to increase job
motivations.
Keywords: continuing training; distance in-service training; in-service training; job motivation;
nursing education.
1
MSc, Nurse Educator, Esenyurt Necmi Kadıoğlu State Hospital, Istanbul, Turkey, sevimakgoz@gmail.com
Orcid ID: 0000-0001-5340-9158
2
Associate Professor, Ph.D., Istanbul University Cerrahpasa, Florence Nightingale Nursing Faculty, Nursing Education
Department, gonul.bistanbul@gmail.com / gnlbodur@iuc.edu.tr Orcid ID: 0000-0002-2811-534X
Submitted: 24/06/2023 Published: 31/12/2023

763
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
1. Introduction
Worldwide developments in scientific, technological, social, and individual fields world are
increasing day by day (Çiftçi, 2019, p.23). Lifelong education is an inevitable necessity to ensure this
adaptation process and to enable individuals to develop their professional gains in their education life
and follow their professional developments (Samancı & Ocakcı, 2017).
Institutions that want to adapt to the information age, support the educational needs and
development of individuals to meet those needs and ensure continuity with in-service training
activities (Çiftçi, 2019, p.94; Khan & Abdullah, 2019; Ay Türkmen & Kılıç, 2020). Examination of
definitions regarding in-service training showed that the main point of the definitions is the
educational activities carried out to ensure the continuity of the individual and professional
development of individuals (Güngör & Tarhan, 2021). Individuals who develop and increase their
competence with in-service training gain an increased motivation towards their institution and
profession, through which quality service, environmental compatibility and competition are ensured
(Mirrezaei et al., 2018; Ay Türkmen & Kılıç, 2020; Çiftçi, 2019, p.92). Nurses following professional
developments helps them in gaining autonomy in their education and practice and improving their
quality of care. Therefore, reasons such as reminding nurses of their knowledge after basic vocational
training, and the need for renewal of such in the light of new developments, reveal the importance
of nurses' participation in continuing education activities (Çiftçi, 2019, p.96; Savcı et al., 2021). In the
report of the International Centre on Nurse Migration (ICNM) (2018), emphasis is placed on giving
importance to in-service training activities and increasing job motivation to protect the workforce of
nurses (ICNM, 2018). The American Nurses Credentialing Center (ANCC) reported that it is
necessary for accredited hospitals to give importance to an appropriate working environment, career
opportunities and in-service training for nurses to provide effective and quality care (American
Association of Colleges of Nursing [AACN], 2020). In-service training has an important place in
ensuring nurses' personal and professional development by following up-to-date information.
However, the high number of individuals, the inability to be grouped according to qualifications, the
inability to provide flexibility due to the location and working hours, the lack of clear indication of
the purpose of education, the failure education to show its effect, of as a financial or career
opportunity affect participation and motivation in education negatively. (Çiftçi, 2019, p.97; Ay
Türkmen & Kılıç, 2020). Using technology in in-service training activities has made it possible to
implement distance education models. The changes experienced directly affected nursing and nursing
education, and especially with the COVID-19 pandemic, they have started to come life even more.
Distance in-service training activities provide nurses with the opportunity to learn by themselves. It
has brought flexibility and diversity to in-service training and provides professional development
opportunities for nurses who are unable to participate in the training (Öztürk et al., 2019; Savcı et al.,
2021). In the ICNM (2018) report it is suggested to determine and use the motivation tools of nurses,
improve their opportunities, and increase their job motivation with evidence-based practices (ICNM,
2018).
2. Purpose
In this context the supportive role of job motivation is also very important in the reflection of
current and innovative developments in nurses' professions to nursing practices with continuing
education activities. Nurses following the developments in their profession at all stages of health care
activities, them being pioneers in professional innovations, ensuring their professional development,
increasing work motivation and them having independent roles is important for increasing the quality
of continuing education activities, the diversification. Therefore, this study aimed to determine the
relationship between nurses’ perceptions of distance in-service training and job motivations. The
following questions were sought to be answered in the research:
 How are nurses’ perceptions of face to face and distance in-service training activities?
 What are the job motivation levels of nurses?

764
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
 Is there a relationship between nurses’ perceptions of distance in-service training activities
and their job motivation?
 Do nurses’ perceptions of distance in-service training activities and job motivation towards
make a difference between some variables?
3. Methods and Materials
3.1 The place and time of the study
All nurses working in seventeen well-established hospitals according to their year of
establishment, located in densely populated regions, continuing face-to-face and distance in-service
training activities in Istanbul, Türkiye (N:7000). Participants were informed and the data were
collected face-to-face trough October, 2020 and January, 2021, by obtaining informed consent from
the volunteers.
3.2 Population and sample selection
The sample of the study consists of 703 nurses working in eight hospitals, which were calculated
with 95% reliability (p), 5% power (q), +/- 3% sampling error (d) and statistical methods to represent
the population on the European side of Istanbul (N:7000). Institutions to be included in the study
were determined by stratified random sampling method from among the institutions that obtained
permission (Erdoğan et al., 2018, p.56).
3.3 Type of study
This study was designed as descriptive and correlational.
3.4 Data collection
Information form: The form was created by the researchers according to the literature (Limon,
2014; Öztürk et al., 2019). The form consists of 18 questions to determine the nurses‘
sociodemographic (age, gender, educational status, etc.) and professional characteristics (willingly
choosing the nursing, working years as a nurse, working unit etc.).
Distance ın-service training perception scale (DISTPS): The DISTPS was developed by Limon
(2014) to determine individuals’ perceptions of face-to-face and distance in-service training activities.
It is a five-point Likert-type scale consisting of 24 items and 3 sub-dimensions. The “Perception of
Willingness to Participate” subscale Cronbach’s Alpha (internal consistency coefficient) (α) was
found as .883, the “Perception of Function” subscale α: .948, the “Perception of Practice” subscale
α: .836. The α of the whole scale was found as .954 (Limon, 2014).
Nurse job motivation scale (NJMS): The NJMS was created by Engin and Çam (2016) to
determine the job motivation of nurses. It is a triple Likert-type scale, consisting of 25 items and four
subscales. The scale’s α was found as .847. The maximum score to be obtained from the scale is 75
and the minimum is 25 (Engin & Çam 2016).
3.5. Limitations of the study
The research was limited;
 who nurses was working in the sampled health institutions on the European side of Istanbul,
 data collection tools,
 health institutions that can be granted permission due to the COVID-19 pandemic.
3.6. Research ethics
Data were collected face to face in accordance with COVID-19 measures between October 2020
and January 2021 after obtaining the necessary permissions from the Social Sciences Research Ethics
Committee of Istanbul University Cerrahpaşa (13/05/2020-26138 date and number). Scale usage

765
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
permissions and from nurses working in institutions that carry out distance in-service training
activities were obtained verbally and writing informed consents.
3.7. Evaluation of data
The data were entered and analyzed using frequencies, percentages, means and standard
deviations with the SPSS (Statistical Package for the Social Sciences) software, version 26.0. The
reliability of the scales used in the sample was calculated with the α number. Saphiro Wilk test and
Skewness and Kurtosis values were used to determine the distribution of scale scores, parametric
Independent Groups t-test to determine whether there were significant differences, Tukey HSD
forward analysis as Post Hoc forward analysis were used with One Way Analysis of Variance and
non-parametric Mann Whitney U and Kruskal Wallis comparison analyzes, and Pearson Correlation
test was used to determine the relationship between scale scores. Results were evaluated at a
confidence interval of 95%, with a significance level of p<0.05.
4. Results
4.1. Descriptive Characteristics
The mean age of the nurses was 31.42±7, 86.5% were women, 53.5% were married, 56.8% did
not have any children, and 74.3 had a Bachelor’s degree. Of the nurses 51.6% worked in training and
research hospitals, 38.7% in surgery clinics, 57.3% were service nurses, 54.9% were contracted nurses,
and 69.8% were working in shifts. Of the nurses 71% were working in institutions, 53.3% were
working in the profession for 5 years or shorter, 68.1% chose the profession willingly, and 54.3% did
not chose the unit they worked in willingly. Of the nurses 64% were satisfied with their unit, and
82.5% were not a member of a professional association or organization. Of the nurses 90.8% had
participated in both distance and face-to-face in-service training, and 63% were following
professional developments.
4.2. DISTPS Total, Subscale Scores and NJMS Score
The nurses’ mean DISTPS score was 3.21±.97, and their mean NJMS score was 59.98±10.01.
Of the DISTPS subscale, the lowest mean score was obtained in the “Perception of Willingness to
Participate” subscale (2.78±.86), and the highest mean score in the “Perception of Function” subscale
(3.21±.90) (Table 1).
Table 1. DISTPS total, subscale scores and NJMS score (N=703)
Note: α: Cronbach’s Alpha, SD: Standard Deviation.
4.3. Distribution of DISTPS and NJMS Scores by Personel and Professional Characteristics
The following was determined when examining whether the nurses’ DISTPS and NJMS scores
differed according to personal or professional characteristics: significant differences (p<0.05)
between subscales and both scales were found according to gender, working years in the institution,
working years as a nurse, marital status, having children, ways of working, unit, in which the nurse is
appointed to, task, unit, in which the nurse works, being married, types of employment, willingly
choosing the profession, and being a member of a professional association. Also, although there were
differences in the subscales and the total of both scales according to the type of in-service training
Scales and Subscale Scores
Minimum
Maksimum
Mean
SD
α
Distance In-Service Training Perception Scale
1.00
5.00
3.21
.97
.967
 Perception of willingness to participate
1.00
4.93
2.78
.86
.896
 Perception of function
1.00
5.00
3.21
.90
.957
 Perception of practice
1.00
4.87
3.06
.82
.703
Nurse Job Motivation Scale
28.00
75.00
59.98
10.01
.934

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Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
activity attended by the nurses, there was no significant difference (p>0.05) in the face-to-face or
distance in-service training type (Table 2).
Table 2: Distribution of DISTPS and NJMS scores by personel and professional characteristics
(N=703)
Variables
n
DISTPS
NJMS
Mean±SD
DISTPS
Mean±SD
Perception of
willingness to
participate
Mean±SD
Perception of
function
Mean±SD
Perception
of practice
Mean±SD
Gender
Women
Men
Test ve p score
608
95
3.10±.79
2.84±.98
t:2.504
p:.014*
3.25±.94
2.94±.1.15
t:2.557
p:.012*
2.82±.83
2.51±.98
t:2.970 p:.004**
3.23±.88
3.07±.96
t:1.635
p:.102
60.44±9.56
57.04±12.17
t:2.600
p:.011*
Marital Status
Married
Single
Test ve p score
376
327
3.14±.75
2.98±.89
t:2.494
p:.013*
3.27±.92
3.14±1.03
t:1.813
p:.070
2.87±.80
2.67±.91
t:3.098 p:.002**
3.27±.86
3.13±.93
t:1.983
p:.048*
61.19±9.34
58.60±10.58
t:3.421
p:.001**
Status of Having a Child
Yes
No
Test ve p score
399
304
3.15±.80
3.00±.84
t:2.509
p:.012*
3.27±.94
3.16±1.00
t:1.486
p:.138
2.91±.81
2.68±.88
t:3.492 p:.001**
3.28±.92
3.15±.87
t:1.970
p:.049*
62.30±9.14
58.22±10.30
t:5.543
p<.001***
Educational Level
High Schoola
Associate Degreeb
Bachelor's Degreec
Graduate d
Test ve p score
38
58
522
85
2.58±.97
2.91±.86
3.05±.78
3.46±.83
F:12.276
p<.001***
a<c<d;b<d
2.64±1.09
3.01±.58
3.17±.94
3.82±.85
F:17.837
p<.001***
a<c,d
2.33±.92
2.74±.85
2.77±.81
3.04±1.00
F:6.353
p<.001***
a,c<d
2.76±1.01
2.98±1.04
3.21±.84
3.52±.98
F:7.986
p<.001***
a<c<d
58.71±10.92
60.84±9.60
59.30±10.21
64.15±7.41
F:6.204
p<.001***
a,c<d
Follow Professional Developments
Yes
No
Test ve p score
260
443
3.31±.80
2.92±.80
t:6.157
p<.001***
3.44±.95
3.07±.96
t:4.967
p<.001***
3.00±.83
2.64±.84
t:5.487
p<.001***
3.48±.88
3.05±.87
t:6.257
p<.001***
63.86±8.04
57.71±10.36
t:8.776
p<.001***
Type of Institution
Training and
Research
Hospitals
State Hospital
Test ve p score
363
340
3.10±.79
2.84±.98
t:2.504
p:.014*
3.25±.94
2.94±1.15
t:2.557
p:.012*
2.82±.83
2.51±.98
t:2.970
p:.004**
3.23±88
3.07±.96
t:1.635
p:.102
60.44±9.56
57.04±12.17
t :2.600
p:.011*
Working Hours
Daytime a
Nıght b
Working in Shifts c
Test ve p score
201
11
491
3.20±.81
2.70±.98
3.02±.82
KW:11.181
p: .004**
a>b,c
3.36±.96
2.94±1.05
3.15±.97
KW:9.707
p: .008**
a>b,c
2.89±.82
2.36±.89
2.74±.87
KW:5.817
p: .055
3.36±.92
2.79±1.11
3.15±.87
KW:10.708
p: .005**
a>b,c
64.09±8.72
60.64±4.78
58.29±10.12
KW:51.716
p: .001***
a>b,c

767
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
Table 2: Distribution of DISTPS and NJMS scores by personel and professional characteristics
(N=703) (more)
DISTPS
Variables
n
DISTPS
Mean±SD
Perception of
willingness to
participate
Mean±SD
Perception of
function
Mean±SD
Perception
of practice
Mean±SD
NJMS
Mean±SD
Working Years in
the Institution
0-5 Yearsa
6-10 Yearsb
11-15 Yearsc
16-20 Yearsd
21 Years and Abovee
Test ve p score
499
132
56
5
11
3.00±.83
3.19±.84
3.27±.63
3.66±.47
3.98±.88
KW:10.929
p: .027*
a<d,e
3.12±1.00
3.36±.93
3.66±.65
3.93±.64
3.06±1.03
KW:23.2657
p<.001***
a,e<d
2.74±.86
2.92±.85
2.73±.85
3.52±.70
2.74±.79
KW:8.144
p: .086
3.00±.83
3.19±.84
3.27±.63
3.66±.47
3.14±.90
KW:8.954
p: .062
58.60±10.03
62.20±9.53
65.86±7.94
63.00±3.00
64.73±10.16
KW:40.691
p<.001***
a<c,e
Working Years as a
Nurse
0-5 Yearsa
6-10 Yearsb
11-15 Yearsc
16-20 Yearsd
21 Years and Abovee
Test ve p score
375
114
62
59
93
3.01±.83
2.99±.78
3.14±.82
3.44±.81
3.09±.82
F:3.898
p:.004**
a,b< d
3.14±1.01
3.05±.91
3.55±.87
3.71±.83
3.13±.91
F:7.361
p<.001***
a,b,e<c,d
2.72±.87
2.25±.79
2.77±.97
3.06±.87
2.86±.79
F:2.267
p:.061
3.17±.83
3.17±.89
3.09±1.03
3.56±.97
3.26±.97
F:2.823
p:.024*
a,b,c< d
58.00±10.04
58.88±9.84
62.71±8.66
68.32±7.14
62.23±9.08
F:18.194
p<.001***
a<c.e.b< d
Willingly Choosing the Nursing
Yes
No
Test ve p score
458
245
3.37±.71
2.50±.71
t:15.454
p<.001***
3.54±.84
2.60±.91
t:13.380
p<.001***
3.10±.74
2.17±.72
t:15.915
p<.001***
3.47±.82
2.72±.83
t:11.469
p<.001***
63.99±7.45
52.49±9.90
t:15.933
p<.001***
Satisfied with Their Unit
Yes
No
Test ve p score
450
253
3.23±.76
2.77±.85
t:7.223
p<.001***
3.37±.89
2.92±1.05
t:5.809
p<.001***
2.95±.79
2.47±.89
t:7.262
p<.001***
3.37±.87
2.91±.87
t:6.676
p<.001***
63.54±7.78
53.66±10.42
t:13.152
p<.001***
Working Unit
Surgical Unita
Internal Unitb
Administrative Unitc
Special Unitd
Othere
Test ve p score
272
181
40
154
56
2.98±.80
3.10±.77
3.46±.86
3.05±.85
3.14±.90
KW:3.265
p: .011*
a,d<c
3.16±.99
3.15±.95
3.54±.96
3.24±.94
3.35±1.02
KW:1.827
p:122
2.68±.81
2.92±.83
3.10±.84
2.67±.91
2.84±.92
KW:4.372
p: .002**
a<b,c d<c
3.09±.90
3.21±.81
3.73±.98
3.26±.92
3.23±.91
KW:4.677
p<.001***
a,b,d,e<c
59.04±9.85
60.85±9.24
64.60±9.32
58.66±11.20
62.09±8.92
KW:4.445
p<.001***
a,d<c

768
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
Table 2: Distribution of DISTPS and NJMS scores by personel and professional characteristics
(N=703) (more)
DISTPS
Variables
n
DISTPS
Mean±SD
Perception of
willingness to
participate
Mean±SD
Perception of
function
Mean±SD
Perception
of practice
Mean±SD
NJMS
Mean±SD
Task
Sevice Nurse.a
Responsible Nurseb
Special Unit Nursec
Administrative Unit
Nursed
Education Nursee
Otherf
Test ve p score
403
40
138
38
43
41
2.96±.81
3.28±.74
2.99±.85
3.41±.86
3.59±.67
3.26±.77
F:7.666
p<.001***
a,c<d,e
3.07±.99
3.54±.86
3.16±.94
3.53±.94
3.86±.68
3.50±.89
F:8.564
p<.001***
a<b<e
2.73±.83
2.89±.81
2.61±.91
3.06±.86
3.21±.75
2.93±.85
F:4.837
p<.001***
a<e c<d <e
3.08±.87
3.41±.92
3.20±.91
3.65±.99
3.68±.84
3.35±.76
F:6.725
p<.001***
a,c<d,e
59.15±9.79
65.78±7.68
57.09±10.81
64.95±9.26
65.74±6.68
61.61±9.01
F:11.237
p<.001***
a,c<b,d,e
Type of
Employment
Permanently
Employed
Contracted
Test ve p score
317
386
3.19±.79
2.96±.83
t:3.586
p<.001***
3.36±.89
3.09±1.02
t:3.843
p<.001***
2.86±.84
2.71±.87
t:2.459
p:.014*
3.33±.94
3.10±.84
t:3.368
p<.001***
62.08±9.63
58.26±10.00
t:5.127
p<.001***
Willingly Choosing the Working Unit
Yes
No
Test ve p score
321
382
3.31±.80
2.86±.79
t:7.433
p<.001***
3.47±.92
2.99±.97
t:6.768
p<.001***
2.99±.83
2.60±.84
t:6.207 p<.001***
3.46±.88
2.99±.85
t:7.093
p<.001***
63.26±8.44
57.23±10.40
t:8.480
p<.001***
Being a Member of a Professional Association
Yes
No
Test ve p score
123
580
3.42±.79
2.99±.81
t:5.304
p<.001***
3.56±.89
3.14±.98
t:4.707
p<.001***
3.11±.83
2.71±.85
t:4.860
p<.001***
3.57±.86
3.13±.89
t:5.194
p<.001***
63.50±8.58
59.24±10.14
t:4.836
p<.001***
The Type of In-Service Training Activity Attended
Face to Facea
Distanced
Both of Themc
Test ve p score
6
59
638
3.02±.85
3.03±.64
3.07±.84
KW:.866
p: .649
3.17±1.17
3.20±.85
3.21±.95
KW:.075
p: .963
2.82±.32
2.77±.78
2.78±.87
KW:.004
p: .998
3.08±1.25
3.12±.72
3.22±.91
KW:1.672
p: .4333
61.50±11.33
61.27±8.14
59.85±10.16
KW:.493
p: .782
Note: DISTPS: Distance In-Service Training Perception Scale. NJMS: Nurse Job Motivation Scale. SD: Standard
Deviation. n: Sample. p: Significance Vaule *p<.050, **p<.010, ***p<.001. Test Score: KW; t; F.
4.4. The Correlation between DISTPS and NJMS
Examination of the nurses’ total mean DISTPS and subscale, and NJMS scores showed that
there was a weak, positive, statistically very significant relationship between the two scales (r: .446,
.456, .4398, .493, p<0.001) (Table 3).

769
Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
Table 3: The correlation between DISTPS and NJMS (N=703)
Note: DISTPS: Distance In-Service Training Perception Scale. NJMS: Nurse Job Motivation Scale. p: Significance Vaule,
*p<0.001
5. Discussion
In the study, the relationship between nurses’ perceptions of distance in-service training activities
and their job motivation was examined and evaluated for some variables. Examination of the nurses’
perception towards distance in-service training showed that they have an above-average positive
perception. In addition, the subscale “Perception of willingness to participate” received the lowest
and the subscale “Perception of function” the highest mean score. It was determined that the job
motivation of the nurses was higher than the average (Table 1). In a previous study on the use of
distance education method during the COVID-19 pandemic, participants stated that they viewed
distance education positively because of its benefits (Liu et al., 2020). Similar studies found that
distance education is preferred due to reasons such as time flexibility, space flexibility, career
opportunity, and professional development (Gümüş & Fırat, 2016; Güngör & Tarhan, 2021). This
result, although the nurses’ perception of distance in-service training activities is positive, the low
“Perception of willingness to participate” score causes a cautious attitude towards distance education,
and the high “Perception of practice” and “Perception of function” scores showed that the benefits
of distance education such as its equitable structure, contribution to cost and efficiency, providing
space independence and fast accessibility are considered. In this respect, it was thought that it would
be beneficial to create distance in-service training activities that can be combined with the face-to-
face training method. It was observed that the job motivation of nurses was mostly high in similar
study (Engelbrecht et al., 2019). Areas where nurses are motivated were determined as social rights,
safety, education, and success, while they are least motivated in the fields of wage, working conditions,
career, effective communication, transport, and tools of appreciation. It should be focused on
important motivational tools that can affect the job motivation of nurses (Emory et al., 2022). Other
studies conducted in this field found that more than half of the nurses were satisfied with their
profession but their job satisfaction and motivation were determined as moderate or below average
(Bahar et al., 2015; Özşaker et al., 2020). Although these findings were obtained during the COVID-
19 pandemic, where nurses faced increasing difficulties, they carried out their work with pleasure and
love, and it is thought that their motivation increased with the use of psycho-social motivational tools
such as being held valuable and appreciated in the society. The reason for different results in previous
studies is thought to be due to the difference in sample, time and, method.
Perceptions of nurses towards distance in-service training and their motivation was affected by
gender, working year, educational level, marital status, type of institution, and type of employment
(Table 2). Perceptions of nurses towards distance in-service training activities differed significantly in
women in the subscales of “Perception of willingness to participate” and “Perception of function”.
Examination of the nurses’ job motivations showed that women’s job motivation scores were high.
Although no significant difference between genders was found in some previous studies in the
literature (Yeşilçınar et al., 2020; Gaki et al., 2013; Kundak et al., 2015), there are similar studies to
ours (Özşaker et al., 2020). Evaluation of these findings together suggested that women's behaviors
such as emotional commitment, commitment to work and having a sense of responsibility were
effective in increasing their job motivation, and that their sensitive perspectives affected their
willingness to participate in distance in-service trainings and them finding these activities to be
functional. While no significant difference was found in the subscale of “Perception of willingness to
DISTPS
Perception of willingness to participate
.446*
Perception of function
.456*
Perception of practice
.438*
NJMS
.493*

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Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
participate” according to marital status and having children, a significant difference was found in the
other subscales and both mean scale scores in terms of being married and having children. Thus, it
was thought that nurses who have more roles and responsibilities outside of work, such as being
married and having children, have more positive perceptions of distance in-service training activities.
It was determined that as the education level of nurses increased, their perceptions and job
motivations towards distance in-service training activities increased, and that graduate nurses had the
highest mean scores. It was seen in the literature that graduate nurses participated more in in-service
training activities and that their job motivation was high. (Hakmal et al., 2012; Gaki et al., 2013;
Öztürk et al., 2019). In the literature found that nurses with a bachelor's degree adopted education,
career, existence of goals, delegation of authority and responsibility, participation in decisions,
communication, and autonomy more than other education levels and that these affected job
motivation (Hakmal et al., 2012). The study results, which are parallel with the literature, were
evaluated as a pleasing and promising result for the nursing profession. It was found that nurses
working in the training and research hospitals had high subscale scores, except for “Perception of
practice” and high total mean scores for both scales. Since training and research hospitals are denser
institutions in terms of beds, patients, and nurses, it is an expected result that most nurses are more
willing to participate in distance in-service training activities. It was thought that as training and
research hospitals have more personal and professional development opportunities, they create
positive opinions about the functionality of distance education, and that institutions are motivating
and effective in diversifying the managerial and educational positions of nurses. It was determined
that nurses' perceptions of distance in-service training activities were high enough to make a
difference among nurses working between 16-20 years. On the other hand, it was determined that
the nurses working for 16-20 years got the highest score, while the nurses working for 0-5 years got
the lowest score. Similar studies found that those with less professional working time had lower job
motivation and job satisfaction (Yeşilçınar et al., 2020; Kundak et al., 2015; Xing et al., 2018). These
results were interpreted that the tendency to distance in-service training may be higher in the age
group of nurses who have higher professional competence, experience and a better relationship with
technology, and that nurses with fewer working years may have lower job motivation due to factors
such as the uncertainty of their professional career and expectations as they are new to the profession,
having started the profession during the COVID-19 pandemic, and lack of motivating tools. It was
determined that the perceptions towards distance in-service training activities and job motivations of
permanently employed and day nurses were significantly higher. Also, other studies conducted with
nurses found that daytime shifts increased their job motivation and job satisfaction (Bahar et al. 2015;
Özşaker et al., 2020; Kundak et al., 2015). In a study on in-service training, it was found that the
participation and willingness to participate of day workers were higher (Buğdaylı & Akyürek, 2017).
In addition, another study (Öztürk et al., 2019) determined that most of the nurses were unable to
participate in in-service training activities because they were during working hours, they were not
informed about the training activities or they coincided with their busy working hours. These results,
which are similar to the literature, suggest that the difference in personnel rights of permanently
employed nurses caused their job motivation to be high, and that the perception of distance in-service
training activities of daytime nurses was high due to the independence and accessibility of distance
education from time and place. Considering the bio-psychosocial benefits of daytime work, especially
for individuals with regular family life, were thought to have a motivating effect for nurses.
Nurses’ perceptions towards distance in-service training and job motivations were also affected
by type of duty, having willingly chosen the profession, having willingly chosen the unit, and
monitoring professional developments (Table 2). It was found that the perceptions towards distance
in-service training activities and job motivations of nurses working in the administrative unit were
high. Gaki et al. (2013) and Bahar et al. (2015) attribute that the job satisfaction and job motivation
of the nurses who took on administrative duties were found to be higher than the nurses working in
the clinic. Another similar study determined that educator nurses participated in distance education
activities at a higher rate than nurses working in the clinic (Xing et al., 2018). These results are in

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Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
agreement with the literature and it was thought that nurses working in the education and
administrative units are meeting the educational needs of both themselves and other colleagues, need
to rapidly adapt to updated information and innovations, perform more specific roles and
responsibilities than service nurses, and are effective in terms of using career and personal
development opportunities. It was determined that nurses who willingly chose the profession, were
satisfied with their unit, and those who followed professional developments had high perceptions of
distance in-service training activities and job motivation. In addition, it was found that they constantly
followed the training activities, participated in the in-service training activities and felt more
competent. Doing the profession/work lovingly, placing importance on professional development,
following innovations, and choosing the professions willingly are the most effective of the job
motivation tools. The results are similar to the literature (Engin & Çam, 2016; Yeşilçınar et al., 2020;
Limon, 2014). It was found that nurses, who attached importance to their professional and individual
development, loved their profession, and were open to innovation and development, had positive
perceptions and motivations towards distance in-service training activities. This shows that
institutional, national, individual, and professional development activities for nurses should be
supported.
No significant difference in the subscales and both total scale scores was found in the
comparisons made according to the nurses' participation in face-to-face, distance, or both in-service
training activities, and it was determined that nurses' perceptions of distance in-service training
activities were not affected by the teaching method used (Table 2). Lahti et al., (2012) found no
significant difference between the distance education activities of nurses and face-to-face education
activities and distance education was thought to be an effective and alternative method. Learning
with time-space flexibility, ease of use and, rapid reach up-to-date information had an effect on the
highest scores in a study conducted with nurses who obtained their graduate degree via distance
education. It was found that the use of distance education method in adult education is effective due
to flexibility and increases motivation (Karaman et al., 2014). This result did not create a significant
difference in the sample since both methods were used in the institutions, which made us think that
in cases where in-service training activities cannot be given face-to-face, it would be efficient to
conduct distance education. It was determined that there was a weak positive relationship and a
statistically highly significant relationship between the nurses’ perception of distance in-service
training activities and job motivations (Table 3). Isfahani et al., (2020) attribute a positive and
significant relationship between nurses' access to and sharing of updated information while fulfilling
their roles and responsibilities, their participation in in-service training activities, and their job
motivation. Other studies determined that nurses use the internet and communication technology at
a high and significant rate to reach professional information and that it might be useful to use distance
in-service training activities (Reeves et al., 2017; Savcı et al., 2021; Güngör & Tarhan, 2021). The
necessity, prevalence and usefulness of distance education came to the fore with the COVID-19
pandemic. Distance education is not a new concept in nursing but the use of continuing distance
education activities is becoming widespread. Daneshkohan et al. (2015) found the following ranking
of motivation tools of health workers: career development, being appreciated, and continued
education. It is important to increase continued distance education activities, and to use, develop, and
widespread these in the right way, considering the nurses' positive perceptions of distance in-service
training activities and the linear and meaningful relationship to their job motivation, and it is thought
that the job motivation of nurses will increase with the use of common job motivation tools.
6. Conclusions

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Çolak, A.S., & Bodur, G. (2023). Relationship between nurses' perceptions of distance in-service training activities and
job motivations. Journal of Human Sciences, 20(4), 762-774. doi: 10.14687/jhs.v20i4.6384
The study results showed that nurses' perceptions of distance in-service training activities were
positive, that their job motivation was high, and that an increase in their perceptions of distance in-
service training activities would further increase their job motivation. In line with these results;
 To increase the willingness of nurses to participate in distance in-service training, the
benefits of distance in-service training, ease of use, and necessity for following up-to-date
information and innovations should be explained.
 Motivation tools should be used effectively to increase the participation and functionality
of distance in-service training activities.
 Innovative teaching methods and materials should be used in continuing education
activities, and the methods and materials used should be further developed.
Acknowledgments
We would like to thank all participants for their interest and contributions to the study.
Author contribution
Study desing: S. Akgöz Çolak, G. Bodur; Data collection: S. Akgöz Çolak, G. Bodur; Data analysis:
S. Akgöz Çolak, G. Bodur; Study supervision: G. Bodur; Results, interpretation and drafting the
manuscript: S. Akgöz Çolak, G. Bodur; Manuscript writing: S. Akgöz Çolak, G. Bodur; Critical
revisions for important intellectual content, G. Bodur. All authors approved the final version for
submission.
Conflict of interest
The authors declare no conflict of interest with respect to the research, authorship, and/or
publication of this article.
Funding Information
This research did not receive any specific grant from funding agencies in the public, commercial, or
not-for-profit sectors.
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