Nursing Students' Occupational Motivation, Occupational Commitment Levels and Related Factors

Yıl 2023, , 551 - 558, 15.10.2023

Ali Kaplan

https://doi.org/10.19127/bshealthscience.1285024

Öz

Nursing students' occupational motivation and commitment levels are essential for their development and success. Therefore, this study aimed to determine nursing students' occupational motivation, commitment levels, and related factors. The descriptive and cross-sectional study data were collected between March and April 2023. The study sample consisted of 326 students studying at the Nursing Departments of the Faculty of Health Sciences of two universities in a province of Türkiye in the 2022-2023 academic year. The data were collected using the Personal Information Form, Four-Dimensional Occupational Commitment Scale, and Motivation’s Resources and Problems Scale. It was determined that the occupational commitment levels, motivation levels, and academic achievements of the students differed according to the students' years, the high school they graduated from, the state of choosing the nursing department willingly, the state of being satisfied with school life, the reason for choosing the nursing profession, the willingness to do postgraduate education. In addition, there is a significant relationship between students' occupational commitment and occupational motivation. Educating students about occupational values is necessary to ensure occupational development. By developing strategies related to these factors affecting students, it is possible to train professional nurses with high occupational motivation and commitment to their profession.

Anahtar Kelimeler

Nursing student, Motivation, Professional adherence, Nursing, Academic success

Kaynakça

• Abu Yahya O, Ismaile S, Allari RS, Hammoudi BM. 2019. Correlates of nurses’ motivation and their demographic characteristics. Nurs For, 54(1): 7-15. DOI: 10.1111/nuf.12291.
• Acat B, Köşgeroğlu N. 2006. Motivation’s resources and problems scale. Anatolian J Psychiatry, 7: 204-210.
• Ahmad Z, Anantharaman RN, Ismail H. 2012. Students' motivation, perceived environment and professional commitment: An application of Astin's college impact model. Account Educ, 21(2): 187-208. DOI: 10.1080/09639284.2011.603472.
• Aktaş H, Gürkan GÇ. 2015. Mediating role of occupational commitment in the interactions of work-family & family-work conflict with individual performance: a research on nurses. Dogus Univ J, 16(2): 139-154. DOI: 10.31671/dogus.2018.66.
• Alshammari F, Saguban R, Pasayan E, Altheban A, AlShammari L. 2017. Factors affecting the academic performance of student nurses: A cross-sectional study. J Nurs Educ Pract, 8(1): 60-68. DOI: 10.5430/jnep.v8n1p60.
• Ateş M, Pelit E. 2022. The effect of tourist guides' professional vitality on professional commitment. J Contemp Tourism Res, 6(1): 9-27. DOI: 10.32572/guntad.912655.
• Ayaz-Alkaya S, Yaman-Sözbir Ş, Bayrak-Kahraman B. 2018. The effect of nursing internship program on burnout and professional commitment. Nurse Educ Today, 68: 19-22. DOI: 10.1016/j.nedt.2018.05.020.
• Ayyıldız T, Konuk Şener D, Veren F, Kulakçı H, Akkan F, Ada A, Aldoğan A, Yeral K, Emek A, Tetik D, Dinç G. 2014. Factors İnfluencing the academic achievement of nursing students. Acıbadem Univ Health Sci J, 2(5): 222-228.
• Beadle M, Needham Y, Dearing M. 2012. Collaboration with service users to develop reusable learning objects: The ROOT to success. Nurse Educ Pract, 12(6): 352-555. DOI: 10.1016/j.nepr.2012.04.005.
• Bernardino ADO, Coriolano-Marinus MWDL, Santos AHDS, Linhares FMP, Cavalcanti AMTDS, Lima LSD. 2018. Motivation of nursing students and their influence in the teaching-learning process. Texto Contexto-Enfermagem, 27(1): e1900016.
• Beydağ D, Gündüz A, Özer F. 2008. The view of health college students about their educations and their professional expectations. Pamukkale Medic J, 1(3): 137-142.
• Blau G. 2003. Testing for a four-dimensional structure of occupational commitment. j Occupat Organizat Psychol, 76: 469-488.
• Bölükbaş N. 2018. Occupational selection of nursing students and the effecting factors. Ordu Univ J Nurs Stud, 1(1): 10-17.
• Çelik S. 2014. Nursing students’ level of vocational motivation and affecting factors. J Health Sci Prof, 1(2): 43-56. DOI: 10.17681/hsp.16373.
• Cihangiroğlu N, Şahin B, Teke A, Uzuntarla Y. 2015. Examining factors affecting nurses’ conflict and professional commitment levels. Ataturk Univ J Econ Administ Sci, 29(4): 599-610.
• Doğan S, Yıldırım D. 2019. The relationship between vocational motivation and sources of stress among ınterns at a faculty of nursing. J Contin Medic Educ, 28(6): 418-429. DOI: 10.17942/sted.442065.
• Duran S, Karadaş A, Kaynak S. 2017. The relationship between automatic thoughts and academic achievement of nursing students. Kocaeli Medic J, 6(2): 30-37.
• Duruk N, Kalaycı F, Aydın EC. 2021. Determination of vocational motivation levels of nursing and midwifery final year undergraduate students. J Nurs Sci, 4(1): 26-33.
• Felton A, Holliday L, Ritchie D, Langmack G, Conquer A. 2013. Simulation: A shared learning experience for child and mental health pre-registration nursing students. Nurse Educ Pract, 13(6): 536-540. DOI: 10.1016/j.nepr.2013.04.003.
• Gambino KM. 2010. Motivation for entry, occupational commitment and intent to remain: a survey regarding Registered Nurse retention. J Adv Nurs, 66(11): 2532-2541.
• García-Moyano L, Altisent R, Pellicer-García B, Guerrero-Portillo S, Arrazola-Alberdi O, Delgado-Marroquín MT. 2019. A concept analysis of professional commitment in nursing. Nurs Ethics, 26(3): 778-797. DOI: 10.1177/0969733017720847.
• Goel S, Angeli F, Dhirar N, Singla N, Ruwaard D. 2018. What motivates medical students to select medical studies: a systematic literature review. BMC Medic Educ, 18(1): 16. DOI: 10.1186/s12909-018-1123-4.
• Güngörmüş K, Okanlı A, Kocabeyoğlu T. 2015. Factors Influencing Resilience in Nursing Students. J Psychiatric Nurs, 6(1): 9-14. DOI: 10.5505/phd.2015.80299.
• Hua W, Fang Q, Lin W, Liu Z, Lu W, Zhu D, Wu Y. 2022. The level and influencing factors of graduating nursing students' professional commitment from the perspective of ecological systems theory: A cross-sectional study. Nurse Educ Today, 119: 105567. DOI: 10.1016/j.nedt.2022.105567.
• Järvinen T, Eklöf N, Salminen L. 2018. Factors related to nursing students' readiness to enter working life - A scoping literature review. Nurse Educ Pract, 29: 191-199. DOI: 10.1016/j.nepr.2018.01.010.
• Kong L, Chen X, Shen S, Li G, Gao Q, Zhu N, Lou F, Li P. 2016. Professional commitment and attributional style of medical-college nursing students in China: A cross-sectional study. Nurse Educ Today, 40: 154-160.
• Koornneef E, Robben P, Blair I. 2017. Progress and outcomes of health systems reform in the United Arab Emirates: a systematic review. BMC Health Serv Res, 17: 1-13. DOI: 10.1186/s12913-017-2597-1.
• Korkmaz AÇ, İpekçi NN. 2015. Motivation in nursing education: intrinsic and extrinsic motivation resources of students. J Health Nurs Manag, 3(2): 121-131.
• Küçükkaya B, Özdemir B, Süt HK. 2022. The relationship between the use of social media and academic achievement and academic self-efficacy in nursing students. J Health Acad, 9(1): 31-41. DOI: 10.52880/sagakaderg.945297.
• Kürtüncü M, Kurt A. 2020. Problems of nursing students in distance education in the Covid-19 pandemia period. Eurasian J Res Soc Econ, 7(5): 66-77.
• Nazik E, Arslan S. 2014. The future of nursing: The hopes of students. Bozok Medic J, 4(1): 33-40.
• Nesje K. 2015. Nursing students' prosocial motivation: does it predict professional commitment and involvement in the job?. J Adv Nurs, 71(1): 115-125. DOI: 10.1111/jan.12456.
• Önder H. 2018. Nonparametric statistical methods used in biological experiments. BSJ Eng Sci, 1(1): 1-6.
• Özkan Ş, Uydacı M. 2015. Analysis of human resources system in health sector in Turkey. Öneri J, 11(44): 221-238. DOI: 10.14783/od.v11i44.5000080012.
• Özlü Kahraman Z, Gümüş K, Güngörmüş K, Avşar G, Özer N. 2014. An examination of the sources of mptivation problems among nursing students in a health sciences faculty. J Educ Res Nurs, 11(1): 47-53.
• Sibandze BT, Scafide KN. 2018. Among nurses, how does education level impact professional values? A systematic review. Int Nurs Rev, 65(1): 65-77. DOI: 10.1111/inr.12390.
• Tak B, Özçakır A, Çiftçioğlu A, Divleli A. 2009. Investigating occupational commitment effects on emplyees' attitudes toward their occupation and organization. J Indust Relat Human Resour, 11(3): 89-102.
• Taş AS, Dalcalı BK. 2021. Motivation of nursing students during the Covid-19 pandemic. Acıbadem Univ Health Sci J, 12(2): 418-424. DOI: 10.31067/acusaglik.851946.
• US Department of Health and Human Services. 2014. The future of the nursing workforce: national- and state-level projections, 2012-2025. Rockville, US.
• Utkan Ç, Kırdök O. 2018. The adaptation study of four-dimensional occupational commitment scale. Int J Soc Sci Educ Res, 4(2): 230-244.
• Zhao L, Su Y, Jiang N, Zhou F, Liao L, Liu Y. 2022. Changes in professional commitment of undergraduate nurse students before and after internship: a longitudinal study. BMC Medic Educ, 22(1): 282. DOI: 10.1186/s12909-022-03364-0.