Herman Patricia, M Kibusi Stephen, C Millanzi Walter
Department of Nursing, College of Health and Allied Sciences, Ruaha Catholic University, Iringa, United Republic of Tanzania.
Department of Public Health and Community Health Nursing, School of Nursing and Public Health, The University of Dodoma, Dodoma, United Republic of Tanzania.
JMIR Med Educ. 2025 Apr 23;11:e45912. doi: 10.2196/45912.
Nursing students' motivation in clinical learning is very important not only for their academic and professional achievement but also for making timely, informed, and appropriate decisions in providing quality and cost-effective care to people. However, the increased number of students and the scarcity of medical supplies, equipment, and patients, just to mention a few, have posed a challenge to educators in identifying and navigating the best approaches to motivate nursing students to learn during their clinical placements.
This study primarily used descriptive and analytical methods to examine undergraduate nursing students' desire for clinical learning both before and after participating in the program.
An uncontrolled longitudinal quasi-experimental study in a quantitative research approach was conducted from February to March 2021 among 589 undergraduate nursing students in Tanzania. Following a baseline evaluation, nursing students were enrolled in an interactive web-based clinical practice monitoring system by their program, institution, names, registration numbers, and emails via unique codes created by the lead investigator and trainers. The system recorded and generated feedback on attendance, clinical placement unit, selected or performed clinical nursing procedures, and in-between and end-of-shift feedback. The linear regression was used to assess the effect of the intervention (interactive web-based clinical practice monitoring system) controlled for other correlated factors on motivation in clinical learning (outcome) among nursing students. Nursing students' sociodemographic characteristics and levels of motivation in clinical learning were analyzed descriptively while a 2-tailed paired sample t test established a comparative mean difference in motivation in clinical learning between the pretest and the posttest. The association between variables was determined using regression analysis set at a 95% CI and 5% statistical significance.
The mean age of study participants (N=589) was 23 (SD 2.69) years of which 383 (65.0%) were male. The estimated effect (β) of a 3-week intervention to improve nursing students' motivation in clinical learning was 3.041 (P=.03, 95% CI 1.022-7.732) when controlled for other co-related factors. The mean score for motivation in clinical learning increased significantly from the baseline (mean 9.31, SD 2.315) to the postintervention (mean 20.87, SD 5.504), and this improvement presented a large effect size of 2.743 (P<.001, 95% CI 1.011-4.107).
Findings suggest that an interactive web-based clinical practice monitoring system is viable and has the potential to improve undergraduate nursing students' motivation for clinical learning. One alternative clinical pedagogy that educators in nursing education can use to facilitate clinical learning activities and develop motivated undergraduate nursing students is the integration of such technology throughout nursing curricula.
护理专业学生在临床学习中的积极性不仅对他们的学业和职业成就非常重要，而且对于在为患者提供高质量和具有成本效益的护理时做出及时、明智和恰当的决策也很重要。然而，学生人数的增加以及医疗用品、设备和患者的短缺等诸多因素，给教育工作者在确定和探索最佳方法以激励护理专业学生在临床实习期间学习方面带来了挑战。
本研究主要采用描述性和分析性方法，考察本科护理专业学生在参与该项目前后对临床学习的渴望程度。
2021年2月至3月，在坦桑尼亚对589名本科护理专业学生进行了一项定量研究方法的非对照纵向准实验研究。在进行基线评估后，护理专业学生通过由首席研究员和培训师创建的唯一代码，按照他们的项目、机构、姓名、注册号和电子邮件，被纳入一个基于网络的交互式临床实践监测系统。该系统记录并生成关于出勤情况、临床实习单位、所选或执行的临床护理程序以及轮班期间和轮班结束时的反馈。线性回归用于评估干预措施（基于网络的交互式临床实践监测系统）在控制其他相关因素的情况下对护理专业学生临床学习动机（结果）的影响。对护理专业学生的社会人口学特征和临床学习动机水平进行了描述性分析，同时采用双尾配对样本t检验确定了预测试和后测试之间临床学习动机的比较平均差异。使用设定为95%置信区间和5%统计学显著性的回归分析来确定变量之间的关联。
研究参与者（N = 589）的平均年龄为23岁（标准差2.69），其中383人（65.0%）为男性。在控制其他相关因素的情况下，为期3周的干预措施对提高护理专业学生临床学习动机的估计效应（β）为3.041（P = 0.03，95%置信区间1.022 - 7.732）。临床学习动机的平均得分从基线（平均9.31，标准差2.315）显著提高到干预后（平均20.87，标准差5.504），这种改善呈现出2.743的大效应量（P < 0.001，95%置信区间1.011 - 4.107）。
研究结果表明，基于网络的交互式临床实践监测系统是可行的，并且有潜力提高本科护理专业学生的临床学习动机。护理教育工作者可以用来促进临床学习活动并培养有积极性的本科护理专业学生的一种替代临床教学方法是在整个护理课程中整合此类技术。
