Motivation in the Clinical Education of Nursing Students: A Hybrid Concept Analysis Method

Background: Motivation is an abstract, construct and concept regarded important issue in nursing education. The clinical setting complicates the concept of motivation in the clinical education of nursing students. Objectives: The present study aimed to evaluate the concept of motivation in the clinical education of nursing students. Methods: The hybrid model by Rogers was used to develop the concept of motivation. In the theoretical phase, 105 articles were obtained, and 59 articles were selected after accurate assessments. In the fieldwork phase, in-depth, semi-structured, face-to-face interviews were conducted with 14 nursing students and instructors, and the interview data were analyzed. In the final analysis stage, the results of the theoretical and fieldwork phases were integrated and assessed. Results: In the theoretical phase, a definition of motivation was provided based on previous studies. The determined categories based on the interviews in the fieldwork stage included 'spiritual satisfaction', 'attitude of the society toward the nursing profession', 'appropriate educational environments', 'professional knowledge', 'capabilities in clinical practice', 'independence', 'communications', 'values', 'Dignity and respect', 'role models', and 'working conditions of nurses'. In the final analysis stage, the results demonstrated that some of the antecedents and consequences of the theoretical phase overlapped with the fieldwork stage, and some were exclusively related to the field of nursing. Conclusion: According to the results, in addition to interacting with individual psychological conditions, the concept of motivation is correlated with the spiritual beliefs of nursing students, clinical education environment, and professional conditions. Depending on the circumstances, motivation for clinical education in nursing students is within a dynamical range with occasional surges and declines.