Integrated motivation-reflection approach to improve first-year nursing students’ learning: A quasi-experimental study

Abstract

Background

Tailored intervention programs may improve the motivation and reflective skills of first-year nursing students.

Aim

To examine an integrated learning approach for improving nursing students’ motivation and reflective skills.

Methods

A quasi-experimental design was employed with 104 nursing students. The control group used a conventional learning approach, while those in the experimental group received a motivation-reflection learning intervention. A t-test was used to determine mean differences in the outcomes of learning motivation and reflective ability between the groups overtime.

Results

The experimental group showed a significant decrease in learning motivation scores (−4.53) compared to the control group (+1.54), t (102) = 2.27, p = .03. No significant difference in reflective ability scores was found between groups, t (102) = 0.79, p = .43. Female students reported higher learning motivation scores than males, t (102) = 3.24, p = .00, but no gender differences were noted in reflective ability, t (102) = 0.49, p = .62.

Conclusions

The less improved learning motivation in the experimental group suggests that other factors affect motivation.