Why not nursing?
Massachusetts General Hospital, Boston, USA. Nursing Management
08/2005; 35(7):46-9. DOI: 10.1097/00152193-200507000-00047
Does nursing have an image problem that scares off potential nursing students? Here's what high-school students and adult career-switchers think about nursing as a potential career choice.
Available from: Reza Negarandeh
- "Currently, in the 21st century the most important factor is the desire to help people and care for others. However, concerns like higher income, having a sense of being different because of doing an important work, flexibility of working shifts, and presence of a nurse in the family are other determinants of entering nursing. "
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ABSTRACT: Choosing a career is an important decision for each individual, which is affected by many different factors. The process of entering nursing, as one of the pivotal healthcare discipline, certainly affects quality of care, and retention of nurses in the profession.
Exploring factors affecting the students' decision to enter nursing.
This qualitative content analysis was carried at the school of Nursing and Midwifery of Tehran University of medical sciences.
The semi structured interview method was used to conduct this qualitative study on 11 nursing freshmen in 2010. We transcribed the interviews verbatim and analyzed them using the conventional content analysis approach.
Four main categories, reflecting the factors affecting the participants' decision to enter nursing emerged in this study: Capabilities of the profession, coercion, having an interest in the medical and allied health fields, and receiving positive feedbacks. The participants had tried to gather information about nursing through different sources, including nurses and other health care professionals, counselors and Internet, which almost all the time, yielded to no useful information and sometimes with negative feedback.
Findings revealed that, unlike other countries, few participants had entered nursing with a real interest in helping and caring for others, and other factors such as having an interest in the medical and allied health fields, coercion, and good employment opportunities were the most important motives. Students' lack of knowledge about the profession deserves special attention. Nursing managers' should try to introduce the reality of nursing to the public and as a result, attract more competent students to the profession.
Available from: Ivar Bråten
- "Second, recent nursing education literature on motivation has generally focused on students' motivation to choose nursing education and to become a nurse (e.g. Rognstad 2002; Pearcey & Elliott 2004; Erickson et al. 2005), with relatively few studies focusing on nursing students' motivation to learn (see, however, McEwan & Goldenberg 1999; Reagan 2003; Goldsworthy, Goodman, & Muirhead 2005). Moreover, the studies focusing on motivation to learn seem to contain little theoretical discussion of the various forms of academic motivation and their development over time. "
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ABSTRACT: This longitudinal research used cluster analysis to identify subgroups of nursing students that differed in terms of academic motivation. We termed the three distinct clusters that were identified: the positive motivation, moderate motivation and low profile cluster, respectively. More positively motivated students were found to report more use of not only deeper but also surface processing strategies. When we tracked the movement of all the students in terms of their cluster membership over two entire academic years, we found that many students lost some of their enthusiasm and engagement during their professional education. Still, some students managed to maintain relatively high levels of motivation and a few actually developed more adaptive motivation over time. As the decline in motivation was most pronounced during the first year of nursing education, motivational interventions aimed at maintaining and developing enthusiasm for and appreciation of the field of study may be particularly important during that period. Some implications for educational practice are discussed.
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