Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Sweden.
J Adv Nurs. 2012 Jul;68(7):1615-23. doi: 10.1111/j.1365-2648.2012.05991.x. Epub 2012 Mar 21.
This paper examines the prevalence of various career-choice motives given by nursing students in two national cohorts at the beginning and end of their education respectively and how these motives are interrelated and associated with perceived career-choice stress.
Several international studies have identified various motives for choosing nursing. The degree to which motives are autonomous or controlled affects an individual's professional development and health. Earlier research on career choice has used small non-representative samples.
Cross-sectional survey.
This was a study of all Swedish undergraduate nursing students in their first (n = 1697) or last (n = 1150) year. The data for this study were collected in 2002, forming the baseline of a prospective longitudinal study where data were collected annually between 2002-2010. Data analysis included descriptive statistics, exploratory factor analysis and multiple regression analysis.
A model incorporating three factors explained 50-60% of the variance in motives for becoming a nurse. 'Genuine interest' was ranked highest, followed by 'practical reasons'. Only a small group of students gave nursing as 'default choice'. Fewer autonomous motives for choosing nursing were associated with perceived career-choice stress.
We suggest that it is imperative for nurse educators to identify students who lack autonomy. Supporting students' autonomy is likely to improve educational outcome, enable professional socialization and decrease professional turnover. Future research on students' motivation in relation to educational outcome and professional turnover as well as quality of patient care is needed.
本研究分别在教育开始和结束时，调查了两组瑞典护理专业学生的各种职业选择动机的流行程度，以及这些动机如何相互关联，并与职业选择压力的感知相关。
多项国际研究已经确定了选择护理的各种动机。动机的自主性或控制性程度会影响个体的专业发展和健康。早期关于职业选择的研究使用的是小的非代表性样本。
横断面调查。
这是一项对所有瑞典本科护理专业学生（第 1 年，n=1697；最后 1 年，n=1150）的研究。这项研究的数据于 2002 年收集，形成了一项前瞻性纵向研究的基线，该研究在 2002 年至 2010 年期间每年收集数据。数据分析包括描述性统计、探索性因素分析和多元回归分析。
一个包含三个因素的模型解释了成为护士的动机的 50-60%的方差。“真正的兴趣”排名最高，其次是“实际原因”。只有一小部分学生将护理作为“默认选择”。选择护理的自主性动机较少与职业选择压力的感知相关。
我们建议护士教育者必须识别缺乏自主性的学生。支持学生的自主性可能会提高教育成果，使专业社会化，并减少职业更替。需要进一步研究学生的动机与教育成果和职业更替以及患者护理质量的关系。
