How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

Sharon L N M Tjin A Tsoi,Andries S Koster,Stéphanie Van Der Burgt,Rashmi A Kusurkar,Gerda Croiset,Anthonius De Boer

doi:10.1007/s10459-018-9812-7

Sharon L N M Tjin A Tsoi, Andries S Koster + Show 4 more

Open Access

https://doi.org/10.1007/s10459-018-9812-7

Copy DOI

Abstract

Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists’ basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (− 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals.

Highlights

Continuing education (CE) and continuing professional development (CPD) in healthcare workers have been identified as essential to secure safe and good quality healthcare (Towle 1998; Rouse 2004; Forsetlund et al 2009)
Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable continuing education (CE)/CPD system for pharmacists and other healthcare professionals
Of our constructed five hypotheses, we only found evidence for: (a) a part of hypothesis 2 [frustrating basic psychological needs (BPN) is associated with an increase in controlled motivation (CM), a decrease in well-being and a decrease in learning outcomes], (b) a part of hypothesis 4 [an increase in CM is associated with a decrease in well-being and learning outcomes

Summary

Introduction

Continuing education (CE) and continuing professional development (CPD) in healthcare workers have been identified as essential to secure safe and good quality healthcare (Towle 1998; Rouse 2004; Forsetlund et al 2009). Studies have reported a ‘lack of motivation’ as one of the main barriers for healthcare professionals to participate in CE/CPD or change their behavior (Lugtenberg et al 2009; Donyai et al 2011). Healthcare professionals are losing their motivation, because of increasing bureaucratic demands and regulations from governments and insurance companies (Gandi et al 2011; Newell and MacNeil 2011; Schaufeli 2014). Research on motivation in relation to professional development and the performance of healthcare professionals is limited

Objectives

Methods

Results

Conclusion