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NTLT 2013 - Jed Ray Montayre - Motivation: A Powerful Key to Student Learning Engage
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NTLT 2013 - Jed Ray Montayre - Motivation: A Powerful Key to Student Learning Engage

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Motivation: A Powerful Key to Student Learning Engage

Motivation: A Powerful Key to Student Learning Engage

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  • 1. NATIONAL TERTIARY LEARNING AND TEACHING CONFERENCE 2013 Invercargill, New Zealand Jed Ray Montayre School of Nursing Southern Institute of Technology
  • 2. MOTIVATION: A POWERFUL KEY TO STUDENT LEARNING ENGAGEMENT
  • 3. THE QUERY What makes the new generation of nurses today?
  • 4. STATISTICS  Globally there are 29 nurses and midwives per 10000 population (WHO Statistics, 2013)  In NZ as of 2010, there were approximately 45, 460 nurses (RN & EN’s combined)  Population is predicted to increase to 5.26 million in 2035  Factors which includes aging population and increased demand of health care services are inevitable.
  • 5. THE PICTURE OF NURSING WORKFORCE BY 2035  In NZ 50% of the nursing workforce will retire in 2035  With the nursing workforce affected by the increasing population and aging there will be a shortage of 15,000 nurses by 2035.  Increase in number of Internationally Qualified Nurses  Decrease or decline in NZ nurse graduates
  • 6. OTHER PREDICTIONS  Potential of other countries attract more NZ nurses to relieve their own shortages  NZ less attractive to IQN’s  Nursing could also become a less attractive career and fail to attract students  Strategies would increase the retention of nurses ( improvements in working conditions)  Some nurses may choose to leave the nursing workforce when the recession ends.
  • 7. CHALLENGES OF CONTEMPORARY NURSING If the population grows to 5.26 million RNs will need to grow from 42, 330 in 2010 to 54, 660 in 2035= ENs from 3,130 in 2010 to 4,830 in 2035= An additional 495 RNs and 82 ENs needs enter the workforce annually 12, 330 1700
  • 8. HOW MANY ARE WE LOOKING AT?  5.26 million population  970,000 of under 15 years old ( 890,00 in 2010)  1.2 million of over the age of 65 (600,00 in 2010)
  • 9. NURSING EDUCATION  DECREASED IN NZ Nursing Graduates Workforce Supply is very sensitive to any changes to education Equivalent Full Time Students. The increasing capacity to educate more nurses may be dependent on developing different models of clinical education and increasing investment in nurse education.
  • 10. THE PICTURE
  • 11. THE QUESTIONS?  WHAT KEEPS US GOING?  WHY DO WE KEEP NURSING ?  HOW DO WE KEEP UP WITH SUCH CHALLENGES? WHAT MOTIVATES US TO CONTINUE NURSING?
  • 12. NURSING EDUCATION  WHAT MOTIVATES STUDENTS TO STUDY NURSING?  THE FUTURE NURSING WORKFORCE  THE FUTURE GENERATION OF NURSES (2035)
  • 13. Why Do We Have to Know?  The quality of nursing care given to health consumers reflects the nurses who provided it. The delivery of quality standard of care is highly affected by the motivation of doing nursing
  • 14. The Challenges in Nursing  Yet over the years, contemporary nursing practice faces a challenge on how motivated are the nurses in their career and out of that, a question was raised on what motivates new generation of students to choose nursing as future profession
  • 15. The Purpose  This study explored and engaged in an in-depth analysis on what motivates the new generation of future nurses or the nursing students to embrace the nursing profession. It was deemed imperative that in the process of knowing what makes the nurses of today this question should be retorted.
  • 16. The Method  descriptive qualitative method  Data from the written accounts of nursing students newly admitted to the BN programme were gathered and analysed by formulating themes upon doing a content exploration.  was anchored to Dorothy Johnson’s Theory
  • 17. The Nursing Theory Applied DOROTHY JOHNSON’S THEORY DRIVE= MOTIVATION
  • 18. DRIVE Johnson’s Behavioural Systems Model HUMANS AS BEHAVIOURAL SYSTEMS CHOICE SET BEHAVIOUR THE ROOT OR THE MOTIVATION SATISFYING THE DRIVE FOLLOWING THE SET ACTION COMPOSED OF:
  • 19. DRIVE Johnson’s Behavioural Systems Model CHOICE SET BEHAVIOUR THE MOTIVATION TO STUDY NURSING SATISFYING THE MOTIVATION TO STUDY DECISION TO BECOME A NURS NURSING
  • 20. RESULTS Findings revealed three topmost motivators in studying nursing
  • 21. FINDINGS # 1  First, is the strong personal connection or life experiences towards nursing  The Making of the Nurse  INHERENT
  • 22. FINDINGS # 2  Second is the fascination of how the human body works,
  • 23. FINDINGS # 3  Third is getting it easy to the job market.
  • 24. ANALYSIS OF RESULTS  Inherent Interest  Personal Experience  Personal Connectedness = INHERENT MOTIVATION FACTOR  MAKING OF THE NURSE
  • 25. CONCLUSION Motivation to study nursing means passion and positive outlook of the future. Maintaining the motivation means nurse educators need to engage students in:  an experiential learning approach to support their inherent passion and  at the policy level a review of boosting nursing job opportunities is vital.
  • 26. RECOMMENDATIONS Experiential learning approach to support their inherent passion and interest in nursing  ENHANCING SIMULATION  ENHANCING OR CONCRETE CLINICAL EXPERIENCE DURING THE TRAINING  ROLE OF NURSING EDUCATION  THE NURSE IN THE MAKING
  • 27. RECOMMENDATIONS Review of boosting nursing job opportunities is vital. NCNZ & BERL Report
  • 28. FUTURE RESEARCH  Longitudinal Study on Motivation Factors among Nursing Students over the 3 years in the BN Programme  Role of Nurse Educators (Extrinsic Motivation) for Nursing Students
  • 29. THE QUERY What made you the nurse that you are now? Nursing Education MOTIVATION: A Powerful Key to Student Learning Engagement
  • 30. THANK YOU! Jed Ray G. Montayre SIT-School of Nursing