The Relationship between Learning Motivation and Self Efficacy in Clinical Competence among Nursing Students of Tabriz University of Medical Science

Abstract

Abstract: Introduction: self-efficacy and motivation are two important variable for occupational learning that leads to academic success. One of the goals of nursing education is motivating nurses to achieve necessary skills for offering appropriate and with regard to the relationship between self-efficacy and clinical competence and too relationship between the meaning of clinical quality and competence and also improving quality of nursing services by increasing clinical competence . despite the studies have been done on motivation and self-efficacy in clinical competence, the relationship between them is not clear, so we decide that do study aimed to assess these two variable and investigate relationship between them . Methods: descriptive-correlational method was applied for this study that was carried out in Tabriz medical university in academic year1391-1392. Science motivation questionnaire and self- efficacy for professional nursing competence was used to collect date .SMQ had 25 item which is designed in 5 areas homely inner motivation. Professional motivation, self-determination, self-efficacy, and score motivation and SEPNCQ include 181 items that were provided in six areas; namely relationship between nurse- patient, health development, disease injurtprevention,supportive care, rehabilitation care , and professional performance area. The data analyzed by descriptive and ferentialstatistics (ANOVA), Pearson) by SPSS software (version 17). Results: based on the finding, average score of learning motivation between nursing students is 67.89±14.12 which among its areas, professional motivations area (14.32±3.31) has the highest level, and area of self-determination (12.21±3049) has the lowest level. But relationship between age and learning motivation was not meaning full (p=0.85). Average level of self-efficacy in professional nursing competence is 68.10±14.50. among ratted areas, professional performance areas (73.02±16.42)has the highest level and health development areas (64.78±16.66) has the lowest there was a signification between learning motivation and self- efficacy in professional nursing competency(p<0.001) Discussion and conclusion: by considering the effective role of motivation in academic development, there is a need make solutions in order to increases learning motivation in students and also there should be more focus on motivation of students during study. By noticing that self-efficacy in professional nursing competence is at the middle level, it is required that nursing program improve based on achieving clinical competence in order to increase student self-efficacy. Also, gaining nursing competency should be added as a part of nursing assessments. Due to the significant relationship that there is between learning motivation and self-efficacy in professional nursing competency, can be concluded that of learning motivation caused increased self-efficacy in professional nursing student