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Fuente-Vidal A, March-Amengual JM, Bezerra de Souza DL, Busquets-Alibés E, Sole S, Cañete S, Jerez-Roig J. Factors influencing student choice of a degree in physiotherapy: a population-based study in Catalonia (Spain). PeerJ 2021; 9:e10991. [PMID: 33850646 PMCID: PMC8019530 DOI: 10.7717/peerj.10991] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 02/01/2021] [Indexed: 11/20/2022] Open
Abstract
Background In other healthcare professions, there has been extensive research into students' motivation, but studies aiming to determine what leads individuals to choose a degree in physiotherapy are scarce. This research study had three main objectives: to obtain a sociodemographic profile of first-year physiotherapy students in Catalonia; to determine the factors that lead individuals to choose a degree in physiotherapy; and to determine potential differences, according to gender and country of origin. Methods This is an observational, cross-sectional, multicentre study. Data were collected by means of a self-administered, ad-hoc questionnaire, consisting of 15 Likert scale questions, options ranging from "not influencing at all -1-" to "extremely influencing -5-". Ten out of the twelve universities in Catalonia (Spain) that offer a degree in physiotherapy participated in this study. The sample consisted of 941 first-year physiotherapy students (55.2% men; mean age 20.1, SD: 3.4). Results The most determinant factors leading individuals to pursue a degree in physiotherapy were: helping others (95.6%); the relationship between physiotherapy and sports (79%); physiotherapy involving manual work (76.4%); and it being perceived as providing multiple job opportunities (75.9%). Male and French students were attracted due to its relation to sports (MD = 0.369, p < 0.001 and MD = 0.130, p < 0.027), perception of it being an easy degree (MD = 0.148, p < 0.001 and MD = 0.091, p < 0.037), admiration for a known physiotherapist (MD = 0.223, p = 0.006 and MD = 0.265, p = 0.001), employability (MD = 0.297, p < 0.001 and MD = 0.706, p < 0.001), good income (MD = 0.190, p = 0.002 and MD = 0.609, p < 0.001) and social recognition (MD = 0.164, p = 0.011 and MD = 0.286, p < 0.001). Helping others (MD = -0.149, p < 0.001) and interest in the sciences (MD = -0.164, p = 0.030) were more determinant for female students. Male students were more guided by recommendation (MD = 0.234, p = 0.001) and to complement previous studies (MD = 0.237, p = 0.016). French students tended to present more interest in the selection of physiotherapy as a wish since childhood (MD = 0.595, p < 0.001), due to its multiple job opportunities (MD = 0.427, p < 0.001) and because of manual work, and did not choose it to complement previous studies (MD = -1.122, p < 0.001). Conclusions The desire to help and care for others, the relation to sports, and involving manual work are the predominant factors that lead students to pursue a degree in physiotherapy. Female students favour helping others and science, whereas male students favour its relation to sports, complementing studies, social factors (admiration, recommendation, friendship) and socioeconomic determinants such as employability, good income or social recognition. When compared to Spanish students, French students were more motivated by its connection to sports, social and socioeconomic factors and some vocational determinants such as being a wish since childhood and interest in a manual profession.
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Affiliation(s)
- Andrea Fuente-Vidal
- University School for Health and Sports (EUSES), Interuniversity degree in Physiotherapy, University of Barcelona and University of Girona, Spain.,Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain
| | - Jaume-Miquel March-Amengual
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain.,Càtedra de Bioètica Fundació Grífols, UVic-UCC, Vic, Barcelona, Spain
| | - Dyego L Bezerra de Souza
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain.,Federal University of Rio Grande do Norte, Department of Collective Health, Graduate Programme in Collective Health, Natal, Rio Grande do Norte, Brazil
| | - Ester Busquets-Alibés
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain.,Càtedra de Bioètica Fundació Grífols, UVic-UCC, Vic, Barcelona, Spain
| | - Silvia Sole
- Faculty of Nursery and Physiotherapy, GESEC Research Group, University of Lleida, Lleida, Spain
| | - Sergi Cañete
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain
| | - Javier Jerez-Roig
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain
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Kandil F, El Seesy N, Banakhar M. Factors Affecting Students’ Preference for Nursing Education and their Intent to Leave: A Cross-sectional Study. Open Nurs J 2021. [DOI: 10.2174/1874434602115010001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Introduction:Insufficient research has been conducted into the factors that prompt young students to select nursing education as a profession in Saudi Arabia.Aim:The aim of the study is to identify factors affecting students' preference for nursing education and their intent to leave.Methods:This study follows a descriptive cross-sectional research design, with data collected by adapting the Tan-Kuick questionnaire to measure second-year nursing students’ (n=162) preference for nursing education and intent to leave one academic institution in Saudi Arabia.Results:Nursing image is identified as the major factor influencing the nursing students’ preference for nursing education in Saudi Arabia (69.89 ± 16.49), and parents' image of nursing is identified as the factor with the least amount of influence (34.52 ± 22.04). Additionally, more than half of the nursing students surveyed report intending to leave the nursing profession. Regarding the reasons for their intent to leave, a total of 70% of the surveyed nursing students report having no interest in the nursing profession. Family disagreement and societal image are also identified as common prompts to leave nursing.Conclusion:The study recommends the use of media to enhance the image of the nursing profession through the presentation of role models that talk to the students and encourage and motivate them to engage in the working life of a nurse. In addition, the study suggests replicating the longitudinal study for the same group in their third and fourth year of study to see if they leave the nursing profession.
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Zamanzadeh V, Ghahramanian A, Valizadeh L, Bagheriyeh F, Lynagh M. A scoping review of admission criteria and selection methods in nursing education. BMC Nurs 2020; 19:121. [PMID: 33317532 PMCID: PMC7734761 DOI: 10.1186/s12912-020-00510-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 11/29/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field. METHODS Our scoping review follows the Arksey and O'Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved. RESULTS Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - "cognitive-academic abilities" and "non-cognitive abilities." Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. CONCLUSIONS This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.
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Affiliation(s)
- Vahid Zamanzadeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Akram Ghahramanian
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Department of Pediatric Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Farzaneh Bagheriyeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Marita Lynagh
- School of Medicine & Public Health, University of Newcastle, Hunter Medical Research Institute (HMRI), Newcastle, Australia
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Ten Hoeve Y, Brouwer J, Kunnen S. Turnover prevention: The direct and indirect association between organizational job stressors, negative emotions and professional commitment in novice nurses. J Adv Nurs 2019; 76:836-845. [PMID: 31788848 PMCID: PMC7028052 DOI: 10.1111/jan.14281] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Revised: 10/26/2019] [Accepted: 11/26/2019] [Indexed: 12/17/2022]
Abstract
Aims Getting insight in the most crucial organizational job stressors for novice nurses' professional commitment and whether the job stressors are mediated through negative emotions. Design The study used an observational cohort design. Methods Organizational job stressors were derived from 580 diary entries by 18 novice nurses combined with measures on emotions and commitment. The diaries were collected from September 2013–September 2014. Results Path modelling revealed that lack of support from colleagues, negative experiences with patients and confrontations with existential events were most strongly negatively related to professional commitment through negative emotions. Other indirectly and negatively related organizational job stressors to commitment were complexity of care, lack of control and work‐life imbalance; only conflicting job demands, and lack of control related to professional commitment directly. Conclusion(s) To enhance professional commitment, it is important to reduce negative emotions in novice nurses by collegial support in dealing with negative experiences with patients, complexity of care and existential events and to prevent lack of control and an imbalance between private life and work. Nurse supervisors and managers can encourage nurses to share negative patient experiences, issues related to complexity of care and existential events. Impact Considering the worldwide nursing shortage and early turnover, more understanding is needed about how negative emotions mediate the relationship between organizational negative job stressors and professional commitment and the relative impact of organizational job stressors to professional commitment. The study stresses the importance of a supportive role of supervisors and nurse managers to improve the work environment and hence increase novice nurses' commitment and retention.
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Affiliation(s)
- Yvonne Ten Hoeve
- Health Sciences - Nursing Research, University of Groningen/University Medical Center Groningen, Groningen, the Netherlands
| | - Jasperina Brouwer
- Faculty Behavioural and Social Sciences, Department of Educational Sciences, University of Groningen, Groningen, the Netherlands
| | - Saskia Kunnen
- Faculty Behavioural and Social Sciences, Department of Educational Sciences, University of Groningen, Groningen, the Netherlands
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Rafii F, Saeedi M, Parvizy S. Academic Motivation in Nursing Students: A Hybrid Concept Analysis. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2019; 24:315-322. [PMID: 31516515 PMCID: PMC6714123 DOI: 10.4103/ijnmr.ijnmr_177_18] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Background: Taking into account the breadth of the concept of motivation and its importance for nursing students, it is imperative to clarify the concept of academic motivation. This study is an attempt to analyze the concept of academic motivation in nursing students. Materials and Methods: The study was carried out in 2018 as a combined literature review and qualitative research. Hybrid concept analysis model was employed to clarify the concept at three phases. At theoretical phase, articles indexed in credential databases were searched using keywords “academic motivation” and “nursing.” Totally, 30 articles were analyzed. At fieldwork phase, 12 nursing students were interviewed. At conclusive phase, the findings of the two earlier phases were analyzed. After determining the attributes, antecedents, and consequences, a final definition of academic motivation in nursing student was introduced. Results: Academic motivation has six main attributes including “being an internal process,” “purpose oriented,” “variable,” “unique,” “driving force of educational performance,” and “facilitator of learning and educational achievement.” In addition, antecedents and consequences of academic motivation in the nursing students were revealed and a general definition of the concept was codified. Conclusions: Academic motivation of nursing students is a broad and multi-dimensional concept that is affected by various personal, family, social, educational, and professional factors. Moreover, it is a factor in achieving academic success, better quality of learning, creativity, academic satisfaction, reduction of anxiety, continuing education, and training competent nurses.
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Affiliation(s)
- Forough Rafii
- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Maryam Saeedi
- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Soroor Parvizy
- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
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Nyirenda M, Mukwato P. Job satisfaction and attitudes towards nursing care among nurses working at Mzuzu Central Hospital in Mzuzu, Malawi. Malawi Med J 2017; 28:159-166. [PMID: 28321279 DOI: 10.4314/mmj.v28i4.3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Job satisfaction is a major determinant of performance at the workplace. Studies have shown that job dissatisfaction can intensify emotional exhaustion, and this can influence nurses to perceive their work as tiresome and repetitive, leading to frustration and discouragement. The purpose of this study was to investigate the relationship between job satisfaction and attitude towards nursing care at Mzuzu Central Hospital in Mzuzu, Malawi. METHODS This was a descriptive correlational study. Eighty-nine nurses were selected using simple random sampling. A self-administered questionnaire was used to collect data. Data were analysed using Stata (version 12). Frequencies, means, and standard deviations were used to summarise sociodemographic data and also to determine job satisfaction and attitudes towards nursing care among the participants. Independent t-tests were used to determine if differences in professional qualifications, job title, work experience, or the clinical setting in which the nurses worked were associated with differences in job satisfaction and attitude. Pearson's product-moment correlation was used to determine the relationship between job satisfaction and attitude in the study sample. RESULTS The nurses who participated in this study generally had positive attitudes towards nursing care and were moderately satisfied with their jobs. There was a significant variation in attitude depending on the amount of time a nurse worked at a particular post (P = 0.0308), as well as the amount of time a nurse had worked at the hospital (P = 0.0012). There was a significant positive relationship between job satisfaction and attitude (r = 0.226, P = 0.033). CONCLUSIONS The nurses in the study sample were moderately satisified with their work and generally had positive attitudes towards nursing care. There was a positive correlation between attitude towards nursing care and job satisfaction. Addressing factors which dissatisfy nurses can promote nurses' attitudes and likely improve performance and patient care.
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Affiliation(s)
- Maloni Nyirenda
- Department of Nursing Sciences, School of Medicine, University of Zambia
| | - Patricia Mukwato
- Department of Nursing Sciences, School of Medicine, University of Zambia
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