The Relationships among Learning Motivation, Perceived Achievement, and Actual Achievement on Nursing Skill Performance Assessment.
10.5977/jkasne.2017.23.1.48
- Author:
Eun Jung KIM
1
Author Information
1. Associate Professor, Division of Nursing, Research Institute of Nursing Science, Hallym University, Korea. ejerkim@hallym.ac.kr
- Publication Type:Original Article
- Keywords:
Nursing student;
Motivation;
Achievement;
Self-assessment;
Competence
- MeSH:
Checklist;
Humans;
Learning*;
Mental Competency;
Motivation*;
Nursing*;
Self-Assessment;
Students, Nursing
- From:Journal of Korean Academic Society of Nursing Education
2017;23(1):48-56
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors. METHODS: A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test. RESULTS: There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group. CONCLUSION: The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.
