Abstract
BackgroundAcademic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions.MethodsA pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables.ResultsFindings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control.ConclusionThe Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.
Highlights
Introduction and formulation of learning groupsThis was the first-day segment which was characterized by the introduction about the intervention process including descriptions of the objectives and the expected terminal behavior among students throughout in-out class learning activities
Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients [2]
The findings of this study demonstrate that a pedagogical innovation in the nature of collaborative learning from a problem-based facilitatory pedagogy among nursing students promises to improve their motivation to learn than the predominantly use of lecture-based learning approaches
Summary
Introduction and formulation of learning groupsThis was the first-day segment which was characterized by the introduction about the intervention process including descriptions of the objectives and the expected terminal behavior among students throughout in-out class learning activities. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions. Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients [2]. Nursing students’ differences in their academic and achievement motivation have been associated with the unethical and illegal practices, under standard care and malpractice they demonstrate in clinical settings when providing care to patients or clients [4]. Motivation to learn is a measure of nursing competence, which indicates that professional nurses are prepared to resolve nursing problems in a rapidly changing environment [6]
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