Features of the formation of educational motivation in future nurses, depending on different forms of training in a medical college

Abstract

The article presents an analysis of the works of Russian and foreign scientists on the factors of effective professional activity of a nurse. During the analysis, a contradiction was found, according to which the main factor of effective professional activity of a nurse is traditionally assumed to have a high level of development of operational professionally important qualities, but empirical data do not correspond to this statement. Additionally, the features of the professional development of students depending on the form of training were considered, and an empirical study was conducted in order to determine the similarities and differences in the structure and dynamics of motivation for educational activities of future nurses studying in different forms of training. It was revealed that during the training period, future nurses in both forms of training (full-time and part-time) have negative dynamics in the content of teaching motives; motives aimed at active cognitive and transformative activity become less significant, and the motivational core is formed around those motives aimed at preserving psychological comfort. The regularities of the formation of the structure of educational motivation established using the systemogenetic approach made it possible to draw a number of important conclusions concerning the factors of effective nursing activity and to highlight the predominant determinant of the professionalisation of nurses – motivational professionally important qualities.