Mäenpää, K, Järvenoja, H, Peltonen, J, Pyhältö, K. Nursing students’ motivation regulation strategies in blended learning: A qualitative study. Nurs Health Sci. 2020; 22: 602– 611. https://doi.org/10.1111/nhs.12702
Nursing students’ motivation regulation strategies in blended learning : a qualitative study
|Author:||Mäenpää, Kati1,2; Järvenoja, Hanna1; Peltonen, Jouni1;|
1Faculty of Educational Sciences, University of Oulu, Oulu, Finland
2Department of Nursing, Oulu University of Applied Sciences, Oulainen, Finland
3Faculty of Behavioural Sciences, University of Helsinki, Helsinki, Finland
|Online Access:||PDF Full Text (PDF, 1.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe202101202194
John Wiley & Sons,
|Publish Date:|| 2021-01-20
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.
Nursing & health sciences
|Pages:||602 - 611|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This study was supported by the Research Unit Learning and Learning Processes in the Faculty of Education, University of Oulu, Finland.
© 2020 The Authors Nursing & Health Sciences Published by John Wiley & Sons Australia, Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.