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Motivational journey of Iranian bachelor of nursing students during clinical education: a grounded theory study

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  • Nasrin Hanifi
  • Soroor Parvizy
  • Soodabeh Joolaee

Abstract

This study explored how nursing students can be kept motivated throughout their clinical education. Motivation is a key issue in nursing clinical education for student retention. The study was conducted using grounded theory methods, which are appropriate when studying process in a social context. Sixteen students and four instructors, who were purposefully selected, participated in semistructured interviews. Data were analyzed using the constant comparative method. Students' motivational journey occurred in three steps: (i) social condition; (ii) encountering the clinical education challenges; and (iii) looking for an escape from nursing, or simply tolerating nursing. Struggling with professional identity emerged as the core variable. Iran's social context and many other conditions in the clinical education setting affect students' motivation. Identifying motivational process might assist educational authorities in offering solutions to promote motivation among students.

Suggested Citation

  • Nasrin Hanifi & Soroor Parvizy & Soodabeh Joolaee, 2013. "Motivational journey of Iranian bachelor of nursing students during clinical education: a grounded theory study," Nursing & Health Sciences, John Wiley & Sons, vol. 15(3), pages 340-345, September.
    • Handle: RePEc:wly:nuhsci:v:15:y:2013:i:3:p:340-345
    DOI: 10.1111/nhs.12041
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    References listed on IDEAS

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    1. Satoko Yamada & Katsumasa Ota, 2012. "Essential roles of clinical nurse instructors in Japan: A Delphi study," Nursing & Health Sciences, John Wiley & Sons, vol. 14(2), pages 229-237, June.
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    1. Angelo Dante & Giuseppina Graceffa & Matteo Del Bello & Lorena Rizzi & Barbara Ianderca & Nadia Battistella & Teresa Bulfone & Roberta Grando & Stefania Zuliani & Anica Casetta & Alvisa Palese, 2014. "Factors influencing the choice of a nursing or a non‐nursing degree: A multicenter, cross‐sectional study," Nursing & Health Sciences, John Wiley & Sons, vol. 16(4), pages 498-505, December.

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