Millanzi Walter C, Kibusi S M
Department of Nursing Management and Education, School of Nursing and Public Health, The University of Dodoma (UDOM), Dodoma, Tanzania.
BMC Nurs. 2021 Jan 4;20(1):3. doi: 10.1186/s12912-020-00509-8.
Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions.
A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled "Academic Motivation Scale," was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants' sociodemographic profiles. Regression analysis was performed to determine the association between variables.
Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control.
The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.
学术动机作为胜任且积极进取的护士的关键决定因素至关重要，这些护士通常被视为一线医疗服务提供者，他们将大部分时间用于照顾客户和患者。然而，他们中的大多数人在学业期间的学术表现存在显著差异，这可能归因于他们学术动机和成就动机的不同。人们越来越关注重新思考护士培养的方法，探索并测试提供护理课程的新方法。本研究测试了基于问题的促进式教学法对坦桑尼亚高等院校护理专业学生学术动机的影响。
2018年2月至6月，对401名有目的选择的参与者进行了一项前后测对照准实验研究。该研究不是临床随机对照试验，因此在标题中未注明，也没有试验设计、方法、结果和结论的总结。由研究人员编制的审计量表测量干预措施，并采用一份名为“学术动机量表”的问卷来测量学术动机。使用统计产品与服务解决方案软件程序版本23进行描述性分析，以确定参与者的社会人口统计学特征。进行回归分析以确定变量之间的关联。
研究结果显示，65.8%的参与者为男性。后测结果显示，70.3%的参与者表现出学习动机，而基线时这一比例为34.9%。干预对参与者学术动机的影响几率高于对照组（优势比=1.720；p<0.05；95%置信区间：1.122，2.635）。然而，与对照组相比，该干预对外部学习动机（优势比=0.676，p>0.05，95%置信区间：0.405，1.129）和无动机学习（优势比=0.538，p>0.05；95%置信区间：0.283，1.022）的影响较小。
基于问题的促进式教学法是护理专业学生内在学术动机的一个预测因素。该方法显示出改变护理能力范围和患者护理质量的教育潜力。本研究表明，基于问题的促进式教学法因其可行性可纳入坦桑尼亚的护理课程。
