Xing Liyuan, Lu Ying, Shi Zhiyi, Liu Weihua, Zhang Hongmei
Department of Nursing, Henan Provincial People's Hospital, Zhengzhou University People's Hospital, Henan University People's Hospital, Henan Provincial Key Medicine Laboratory of Nursing, No.7, Weiwu Road, Zhengzhou, Henan, 450003, China.
Department of Nursing, Henan Provincial People's Hospital, Zhengzhou University People's Hospital, Henan University People's Hospital, Henan Provincial Key Medicine Laboratory of Nursing, No.7, Weiwu Road, Zhengzhou, Henan, 450003, China.
Nurse Educ Pract. 2023 Mar;68:103604. doi: 10.1016/j.nepr.2023.103604. Epub 2023 Mar 11.
To investigate the moderating effects of perceived organizational climate on the relationship between research motivation and learning engagement in research among nurses pursuing a part-time master's degree.
Research motivation positively affects learning engagement in research. However, the role of perceived organizational climate has not been explored in nurses taking part-time master's program in China. This study examined the relationships between various types of research motivation and learning engagement in research and whether the perceived organizational climate moderates the relationship between the other variables.
This cross-sectional one-center study was performed on 230 nurses by assessing learning engagement in research, research motivation and perceived organizational climate.
The mean age of participants was 31.3 ± 3.5 years and 91.3% were female. Participants who had been assigned a supervisor showed higher learning engagement in research than those without a supervisor (3.65 ± 0.60 vs. 3.48 ± 0.61; P < 0.001). Participants who had experience conducting research reported higher learning engagement in research than those with no experience (3.30 ± 0.71 vs. 3.14 ± 0.83; P < 0.05). The mean score of learning engagement in research was 3.39 ± 0.63. The mean scores for intrinsic, extrinsic and failure-avoidance motivation were 3.72 ± 0.61, 3.71 ± 0.71 and 3.43 ± 0.70, respectively. As for perceived organizational climate, the mean score was 122.70 out of 148. Learning engagement in research was significantly positively correlated with intrinsic research motivation, extrinsic research motivation and perceived organizational climate scores (r = 0.441, 0.336, 0.307, p < 0.001, respectively). Perceived organizational climate moderated the correlation between intrinsic and extrinsic research motivation and learning engagement in research.
Nurses taking the master's program perceived a higher level of perceived organizational climate could strengthen the relationship between intrinsic and extrinsic research motivation and learning engagement in research. More organizational support can enhance learning engagement in research by reinforcing intrinsic and extrinsic research motivation.
Universities can assign supervisors promptly. Universities and hospitals can provide education about the importance of research in nursing and reinforce their intrinsic and extrinsic research motivation. Hospitals can adjust policies based on the needs of nurses taking the master's program to provide organizational support, to facilitate the research learning process.
探讨组织氛围认知对攻读兼职硕士学位护士的科研动机与科研学习投入之间关系的调节作用。
科研动机对科研学习投入有积极影响。然而，在中国参加兼职硕士项目的护士中，组织氛围认知的作用尚未得到探讨。本研究考察了各类科研动机与科研学习投入之间的关系，以及组织氛围认知是否调节其他变量之间的关系。
本横断面单中心研究对230名护士进行了科研学习投入、科研动机和组织氛围认知的评估。
参与者的平均年龄为31.3±3.5岁，91.3%为女性。有导师指导的参与者在科研学习投入方面高于没有导师指导的参与者（3.65±0.60对3.48±0.61；P<0.001）。有科研经历的参与者在科研学习投入方面高于没有科研经历的参与者（3.30±0.71对3.14±0.83；P<0.05）。科研学习投入的平均得分为3.39±0.63。内在动机、外在动机和避免失败动机的平均得分分别为3.72±0.61、3.71±0.71和3.43±0.70。至于组织氛围认知，在满分为148分的情况下平均得分为122.70。科研学习投入与内在科研动机、外在科研动机和组织氛围认知得分显著正相关（r分别为0.441、0.336、0.307，P<0.001）。组织氛围认知调节了内在和外在科研动机与科研学习投入之间的相关性。
参加硕士项目的护士认为较高水平的组织氛围认知可以加强内在和外在科研动机与科研学习投入之间的关系。更多的组织支持可以通过强化内在和外在科研动机来提高科研学习投入。
高校可以及时安排导师。高校和医院可以开展关于护理科研重要性的教育，并强化护士的内在和外在科研动机。医院可以根据参加硕士项目护士的需求调整政策，提供组织支持，以促进科研学习过程。
