Objective-What stood out the most for me in reading the first four chapters was motivation. Barkley (2010) explains motivation as a reason we engage in a behavior.
Reflective-Why? Why and what? Why and what and how? These are all questions I ask about motivation. I would like to examine what has motivated me in the past and right now to return to school again; I always come up with different answers depending on my situation at the time. At times it was related to monetary rewards, yes, more money motivated me. At times it was for personal satisfaction, learning a new nursing skill to provide better care to the clients I was looking after. Both of these reasons fit into the behaviorist and need theories thoughts of motivation under extrinsic rewards or internal needs (Barkley, 2010). There is always some outcome to motivate me to take the class in the first place. To break down the process of motivation for each individual is totally mind-boggling, however I would like to believe for a classroom of students it is easier.
Interpretive- I am taking it further to say what motivates nursing students, I know it seems too easy, this is the population I know, I work with and I teach. Paying for the course shows some kind of desire for the information being provided, whether it is as part of a program such as nursing or an individual class such as physical assessment, goal theories refer to this as learning goals, trying to learn what is being taught to them (Barkley, 2010). What motivates people to enroll in nursing in the first place? Helping others, making a difference for people, following in the footsteps of others, financial and professional gain were examined by Usher, West, MacManus, Waqa, Stewart, Henry, & Redman-MacLaren (2013), when they researched the subject. Now I need to know how to keep the students motivated once they attend. I believe that if my instructor is excited about what they are teaching, I am more motivated to learn and stay engaged in the subject. Rugutt, & Chemosit (2009) expanded on the involvement of teachers or instructors, by saying their influence on student motivation includes, encouraging students in their pursuit for excellence, providing positive feedback, being involved in positive interactions, remaining enthusiastic and cultivating a positive classroom environment, all having a strong impact on academic motivation (C. C., 2009 p.18).
Decisional- Knowing what motivates people to get involved in nursing is only the start. As an instructor, I believe, I need to keep that motivation continuing. Finding out what motivated the students to come into nursing and remembering that information, I can use it to engage and encourage them. Developing a learning space that is positive and open to questions and idea, to facilitate the students in further education or research, to provide feedback and most of all maintain the enthusiasm of what I am teaching will provide the students with the best experience I can give them.
Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass
Rugutt, J., & Chemosit, C. C. (2009). What Motivates Students to Learn? Contribution of Student-to-Student Relations, Student-faculty Interaction and Critical Thinking Skills. Educational Research Quarterly, 32(3), 16-28.
Usher, K., West, C., MacManus, M., Waqa, S., Stewart, L., Henry, R., & … Redman-MacLaren, M. (2013). Motivations to nurse: An exploration of what motivates students in Pacific Island countries to enter nursing. International Journal Of Nursing Practice, 19(5), 447-454. doi:10.1111/ijn.12095