MOTIVATION IN NURSING PSYCHOLOGY

1. Psychology
By Mr. Jones H.M-MBA
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2. Motivation
 Definition: It is the process involved in
starting, directing and maintaining
physical and psychological activities
(Richard J. Gerrig and Philip G Zimbardo)
 It is the internal stimulus causing the
mobilization of chemical, metabolic and
physiological energy into a unifying force
ti achieve a goal. (Fisher E.E)
 Borrowing from the above definitions we
can say Motivation is the internal state
that arouses and sustains behavior
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3. Motivation Continues
 In most cases we may wonder why
people don’t give up despite several
set backs.
 The reason is the motivation behind
that particular activity e.g.
motivation to relieve hunger, thirsty,
desire for sex, desire to gain
recognition ,etc.
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4. Motivation Continues
 There are two kinds of Motivation is of
particular interest to Educational psychologists
because of the crucial role it plays in student
learning.
 However, the specific kind of motivation that is
studied in the specialized setting of education
differs qualitatively from the more general
forms of motivation studied by psychologists in
other fields.
 Motivation in education can have several effects
on how students learn and how they behave
towards subject matter. It can:
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5. ation Continues
 Direct behavior toward particular
goals
 Lead to increased effort and energy
 Increase initiation of, and
persistence in, activities
 Enhance cognitive processing
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6. Motivation Continues
 motivation:
 Determine what consequences are
reinforcing
 Lead to improved performance.
 Because students are not always
internally motivated, they sometimes
need situated motivation, which is found
in environmental conditions that the
teacher creates.
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7. Types of motivation
 There are two kinds of motivation:
 Intrinsic motivation occurs when
people are internally motivated to do
something because it either brings them
pleasure, they think it is important, or
they feel that what they are learning is
significant.
 Extrinsic motivation comes into play
when a student is compelled to do
something or act a certain way because of
factors external to him or her (like money
or good
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8. Intrinsic motivation
 This is a type of motivation that emanates
from within an individual.
 Intrinsic motivation has the following
attributes;
• Self adopted standard or goal
• Motivation is by the set goals
• It is self regulating
• E.g. student may chose to pass an exam
and set her own strategy like studying
hard
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9. Characteristics of motivation
 In order for a stimuli to qualify as a basic
drive or motivation it needs to posses the
following characteristics:
 Intensity; the stimulus should be able to
absorb the individual’s to the exclusion of
other motivations, that at that particular
time nothing else should matter. E.g. a
mans love for one woman may make him
disregard other women and any set back
in order to win her love.
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10. Characteristics of motivation continues
 Persistence; The goal behind the
motivation must be constantly recurring
in the mind until the goal is met. For
instance a student may keep re-sitting for
particular course until he /she passes.
 Variability: motivation may take various
forms, adapting them selves to many
different contexts and persisting all the
way eg a person motivated by hunger
may find various means to relieve it such
as eating wild fruits in time of famine
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11. Motivation theories
 There are various source of motivation and a
number of scholar have come up with a number
of theories to explain motivation. Some of these
theorist include;
 Abraham Maslow-Need drive theory
 Hertzberg F.-The two factor theory
 Porter and Lawler – Expectancy theory.
 The incentive theory of motivation
 Drive-reduction theory
 For this discussion only Maslow and Hertzberg
theories will be discussed
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12. Drive-reduction theories
Drive theory
 There are a number of drive theories.
 The Drive Reduction Theory grows out of the
concept that we have certain biological drives,
such as hunger.
 As time passes the strength of the drive
increases if it is not satisfied (in this case by
eating).
 Upon satisfying a drive the drive's strength is
reduced. the theory is based on diverse ideas
from the theories of Freud to the ideas of
feedback control systems, such as a thermostat
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13. The incentive theory of motivation
 A reward, tangible or intangible, is presented
after the occurrence of an action (i.e. behavior)
with the intent to cause the behavior to occur
again.
 This is done by associating positive meaning to
the behavior.
 Studies show that if the person receives the
reward immediately, the effect would be greater,
and decreases as duration lengthens.
 Repetitive action-reward combination can cause
the action to become habit.
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14. The incentive theory of motivation cont
 Motivation comes from two sources:
oneself, and other people. These two
sources are called intrinsic motivation and
extrinsic motivation, respectively.
 Applying proper motivational techniques
can be much harder than it seems.
Steven Kerr notes
 A reinforcer is different from reward, in
that reinforcement is intended to create a
measured increase in the rate of a
desirable behavior following the addition
of something
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15. Maslow’s Hierarchy of needs Theory
 He agued that human being have a
hierarchy of needs ranging from Physical,
Safety and social, Love and belonging,
self esteem and self actualization needs.
 He went on to say that the higher needs
emerge when the lower need have been
met e.g. Physical needs like food, sleep,
have to be met before safety and security
need are considered. For instance a man
may do some thing very dangerous in
order get food.
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16. Abraham Maslow’s hierarchy of human
needs cont
 Abraham Maslow's hierarchy of human
needs theory is one of the most widely
discussed theories of motivation.
 The theory can be summarized as follows:
 Human beings have wants and desires
which influence their behavior. Only
unsatisfied needs influence behavior,
satisfied needs do not.
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17. Abraham Maslow’s hierarchy of human
needs cont
 Since needs are many, they are arranged
in order of importance, from the basic to
the complex.
 The person advances to the next level of
needs only after the lower level need is at
least minimally satisfied.
 The further the progress up the hierarchy,
the more individuality, humanness and
psychological health a person will show.
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18. Abraham Maslow’s hierarchy of human
needs cont
 The needs, listed from basic
(lowest, earliest) to most complex
(highest, latest) are as follows:
 Physiological
 Safety and security
 Love and Belongingness
 Esteem
 Self actualization
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19. Maslow’s Hierarchy of needs continues
1. Physical Needs: These are considered
essential for survival and are the most
basic that every human being should
meet.
 They include food, air, fluids ,rest
,activity, elimination, maternal
response, etc.
 Sex is also regarded as a physical need
though not essential for individual
survival but group survival.
 These need may help to explain the
motivation behind any persons behavior.
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20. Maslow’s Hierarchy of needs continues
 If these needs are not met all other
need do not matter e.g. when a
person is thirsty nothing else matter
until this need for fluid is met, he
may stop what ever he is doing to
find the fluids to quench his thirsty.
 When a patient is incapacitated the
nurse must ensure that these needs
are met e.g. by feeding via nasal
gastric tube.
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21. Maslow’s Hierarchy of needs continues
2 . Safety and security needs: This implies
physical environment free from threats
and fear it also include dependable
social structure which is free from Bodily
harm, and wars. Protection from gems
and natural disasters including financial
security.
 This need dominates and are urgent in
disasters, emergencies, war ,disease
and injury.
 It is without any doubt that most of the
individuals actions may by motivated by
the need to meet safety and security
need.
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22. Maslow’s Hierarchy of needs continues
3. Love and belonging: Every person
would like to be loved and feel a
sense of belonging.
 This is met through our love
partners, parents and friends.
 If this is not met the person feels
unloved ,rejected abandoned and
restless..
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23. Maslow’s Hierarchy of needs continues
 This can be seen in patients such as
children's who feel unloved start
showing signs of maladjustment
and psychopathological tendencies .
 This can be addressed by ensuring
the availability of loved ones when
patients are hospitalized.
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24. Maslow’s Hierarchy of needs continues
4 Self esteem: This is the fourth in the
hierarchy of needs according to Maslow.
 This is concerned with self respect,
recognition, honor, status, independence
and freedom and dignity.
 When met the person feels a sense of
fulfillment, self worth, with a health self
concept and they feel that they are a
contributor to society.
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25. Maslow’s Hierarchy of needs continues
 If not met however the individual
has a feeling of inferiority and
hopelessness.
 They may end up with the
compensatory behavior
mechanisms.
 As a nurse you need to treat you
client with respecting order to
preserve their dignity.
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26. Maslow’s Hierarchy of needs continues
5.Self actualization: This is a stage of
self fulfillment and usually confined
to adults. At this stage a person will
have achieve all their goals. These
are usually financially and socially
independent.
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27. Conclusion
 Maslow postulated that every
individual would like to meet these
need and the desire to meet self
actualization may remain the
motivation behind their resilience in
whatever they are doing.
 Even patient will still maintain these
need despite being ill.
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28. Herzberg’s theory or two way theory of
motivation
 This theory was proposed by Fredrick
Hertzberg 1968.This theory was sparked
up by the research work of Brayfield and
Crocket.
 They modified their theory which was
closely related to Maslow's theory.
 Hertzberg intended to find a two factor
explanation of motivation related to
organizational policy and administration.
 The point considered were related to
;supervision, worker’s conditions, inter
personal relationships, salary status, job
security and personal life.
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29. Frederick Herzberg's two-factor theory
 Frederick Herzberg's two-factor theory,
aka intrinsic/extrinsic motivation,
concludes that certain factors in the
workplace result in job satisfaction, but if
absent, lead to dissatisfaction.
 The factors that motivate people can
change over their lifetime, but "respect
for me as a person" is one of the top
motivating factors at any stage of life.
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30. Frederick Herzberg's two-factor theory
cont
 He distinguished between:
 Motivators; (e.g. challenging work, recognition,
responsibility) which give positive satisfaction,
and
 Hygiene factors; (e.g. status, job security,
salary and fringe benefits) that do not motivate if
present, but, if absent, result in demotivation.
 The name Hygiene factors is used because, like
hygiene, the presence will not make you healthier,
but absence can cause health deterioration.
 The theory is sometimes called the "Motivator-
Hygiene Theory."
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31. Herzberg’s theory continues
 Hertzberg and his associate found these
to be dissatisfiers and not motives.
 They found that if they existed in large
quantity and quality in a working
environment they yield no dissatisfaction
however their lack would result in
dissatsfaction.
 Secondly Herzberg listed certain factors
which he called satisfiers, which were in
fact according to him real motivators.
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32. Herzberg’s theory continues
 All of them relates to jobs. there
existence at a place of work will yield a
feeling of satisfaction.
 The first factor were called “Maintenance”
or “Hygiene” factors.
 Their presence will; not directly motivate
people in an organization, however they
must be present in order to avoid
dissatisfaction.
 He also said motivation will not be
effective if these factors are missing
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33. Herzberg’s theory continues
 The second group of factor he came
up with he called it “Job content”
These were found to be real
motivator because they have the
[potential to yield a sense of
satisfaction.
 This theory clearly state that job
content job content must be up
graded in order to enhance the
feeling of job satisfaction and also
to keep the worker motivated
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34. Comparing Maslow and Herzberg
theories of motivation
Self actualization Challenging work,
achievement, growth
in the job
responsibility
Esteem or status Advanced recognition
of status
Love and belonging Interpersonal
relations,
organizational policy
and administrative
quality of supervision
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35. Comparing Maslow and Herzberg
theories of motivation
Security and safety Working conditions
and job security
Physiological needs Salary and personal
life
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36. Reasons for motivation
 Past events: Past events have a bearing
on motivation e.g. if a patient has
suffered from a particular disease like
malaria he may be motivated by the fear
of suffering or enduring the same pain
encountered in the past, hence may take
the prescribed drug.
 Purpose: This is another reason for
motivation. The purpose for undertaking
any activity may account for the the
resilience exhibited by someone.
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37. Reasons for motivation cont
 Emotional state or drive; This may
motivate an individual e.g. a drive
such hunger may be the reason for
motivation.
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38. Functions of motivation
 To relate biology to behaviour. As
biological beings we have a complex
internal mechanism that regulates our
bodily functions and help us survive. We
feel hunger ,thirsty etc.
 To account for behaviour variability. Why
is it possible for the same person to do
well on one occasion and poorly the next
day. Motivation motivate behavior while
its lack yields the opposite result.
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39. Functions of motivation cont
 Assigning responsibility for action:
Why would a person reject the use
of conventional medicine? or why
would a person reject transfusion?.
This action could have been
motivated by adherence to religious
belief.
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40. Relevance of motivation to nursing
practice
 In your practice you need to motivate
your clients in order to promote and
sustain desirable behaviour.
 Some actions by your clients will be
motivated by their beliefs e.g. refusing a
transfusion.
 Some of the pre operative patient who
have been starved may fail to adhere to
the instructions because they may be
overwhelmed by the hunger which may
act as a biological motivation.
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41. Relevance of motivation to nursing
practice cont
 Some of your clients with the same
problem may demonstrate
variability of behaviour.
The end
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