الفهرس 
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Abstract
Damanhour University
Faculty of Nursing
Nursing Administration Department
RELATIONSHIP BETWEEN NURSING
STUDENTS’ MOTIVATION TO LEARN AND
THEIR COMPETENCY SELF-EFFICACY AT
SECONDARY TECHNICAL SCHOOLS OF
NURSING.
A thesis submitted in partial fulfillment of the requirements for
the degree of master of Science
In
Nursing Administration
Presented by
Asmaa Gomaa El-Gaafarey Mohamed
B.Sc., Faculty of Nursing, Cairo University, 2002
2023
Damanhour University
Faculty of Nursing
Nursing Administration Department
Approval Sheet
RELATIONSHIP BETWEEN NURSING STUDENTS’
MOTIVATION TO LEARN AND THEIR COMPETENCY
SELF-EFFICACY AT SECONDARY TECHNICAL
SCHOOLS OF NURSING.
A Thesis Submitted by
Asmaa Gomaa El-Gaafarey Mohamed
B.Sc., Faculty of Nursing, Cairo University, 2002
For the Degree of master of Nursing Sciences
In
Nursing Administration
Examiners’ Committee
Approved
Prof. Neamat Mohamed El-sayed
Professor of Nursing Administration
Nursing Administration Department, Faculty of Nursing
Damanhour University
.......................
Prof. Wafaa Fathi Ahmed
Professor of Nursing Administration
Nursing Administration Department, Faculty of Nursing
Mansoura University
.......................
Prof. Reem Mabrouk Abd El Rahman
Professor of Nursing Administration
Nursing Administration Department, Faculty of Nursing
Damanhour University
………………….
Date of discussion: 21 /3/2023
Damanhour University
Faculty of Nursing
Nursing Administration Department
Supervisors’ Committee
RELATIONSHIP BETWEEN NURSING
STUDENTS’ MOTIVATION TO LEARN AND
THEIR COMPETENCY SELF-EFFICACY AT
SECONDARY TECHNICAL SCHOOLS OF
NURSING.
A thesis submitted by
Asmaa Gomaa El-Gaafarey Mohamed
B.Sc., Faculty of Nursing, Cairo University, 2002
Supervisors’ Committee
Signature
Prof. Neamat Mohamed El-sayed
Professor of Nursing Administration
Nursing Administration Department, Faculty of Nursing
Damanhour University
………
………
.
Dr. Heba Mohamed Alanwer
Lecturer of Nursing Administration
Nursing Administration Department, Faculty of Nursing
Alexandria University
………
……….
..
DECLARATION
I declare that no part of the work referred to in this thesis has been
submitted in support of an application for another degree or qualification of
this or any other university or other institution of learning.
Student’s Name: Asmaa Gomaa El-Gaafarey Mohamed
Signature: …………………………………
DEDICATION
Dedicated To
My dear father
My dear mother
My dear brothers
My dear sister
My dear husband
My precious children
(Shahd& Shaza & Abd Allah & Yazeed)
For their affection, love, support, and
encouragement that gives me a power to accomplish
this work
i
Acknowledgement
First, I would like to express my sincere thanks to Allah, the most beneficial, the
most compassionate and the most merciful for helping me to accomplish this work.
I would like to express my deep appreciation and respect to Prof. Neamat
Mohamed El-Sayed, Professor of Nursing Administration, Nursing Administration
Department, Faculty of Nursing, Damanhour University for the suggestion of the research
topic and the ideas. Also, for her support, guidance, and close supervision during the work
and for devoting much of her time and effort in the supervision of the thesis.
I would like to express my deepest gratitude to Dr. Heba Mohamed Alanwer,
Lecturer of Nursing Administration, Nursing Administration Department, Faculty of
Nursing, Alexandria University for her great support, guidance, supervision and advice
throughout the study and his encouragement during the preparation of the thesis.
The whole thanks to the schools managers and nursing students at Secondary
Technical Schools of Nursing for their help in this study.
Signature
Asmaa Gomaa El-Gaafarey Mohamed
ii
LIST OF CONTENTS
Chapter
Page
ACKNOWLEDGMENT .................................................................................................. i
LIST OF CONTENTS .................................................................................................... ii
LIST OF TABLES ......................................................................................................... iii
LIST OF FIGURES ....................................................................................................... iv
LIST OF ABBREVIATIONS ......................................................................................... v
I.
INTRODUCTION ................................................................................................. 1
II.
REVIEW OF LITERATURE ............................................................................... 4
III. MATERIALS AND METHODS ........................................................................ 18
IV. RESULTS ............................................................................................................. 22
V.
DISCUSSION ....................................................................................................... 38
VI. CONCLUSION AND RECOMMENDATIONS ............................................... 51
VII. SUMMARY .......................................................................................................... 53
VIII. REFERENCES .................................................................................................... 57
APPENDICES
IX. ARABIC SUMMARY ......................................................................................... 73
iii
LIST OF TABLES
Table
Page
(1)
Sample size distributed
18
(2)
Distribution of the studied nursing students, according to their personal
characteristics.
24
(3)
Distribution of the studied nursing students, according to the level of
motivation to learn (n=278).
25
(4)
Distribution of the studied nursing students, according to their total
motivation to learn mean scores (n=278).
26
(5)
The relationship between the studied nursing students‟ motivation to learn
levels and their personal characteristics.
27
(6)
Distribution of the studied nursing students, according to the level of
competency self- efficacy (n=278).
28
(7)
Distribution of the studied nursing students, according to their total
competency self- efficacy mean scores (n=278).
29
(8)
The relationship between the studied nursing students‟ competency self-
efficacy levels and their personal characteristics.
31
(9)
The relationship between the studied nursing students‟ competency self-
efficacy mean scores and their personal characteristics (n=278).
33
(10)
The relationship between the studied nursing students‟ motivation to learn
levels and their levels of nursing competency self-efficacy.
34
(11)
The relationship between the studied nursing students‟ mean score of
motivation to learn and their levels of competency self- efficacy (n=278).
35
(12)
Correlation matrix between the nursing students‟ motivation to learn and
their competency self-efficacy (n=278).
37
iv
LIST OF FIGURES
Page
Figure
6
Maslow’s A hierarchy (1954)
1.
7
Herzberg’s two- factor theory (1968)
2.
15
Conceptual Frame work of study
3.
25
Distribution of the studied nursing students, according to the total
level of motivation to learn
4.
28
Distribution of the studied nursing students, according to their level of
total competency self-efficacy
5.
v
LIST OF ABBREVIATIONS
CSE
Competency Self-Efficacy
EBP
Evidence-Based Practice
ICU
Intensive Care Unit
NCSE
Nursing Competency Self-Efficacy
OPD
Out Patient Department
Introduction
1
INTRODUCTION
Today, performance of nursing student requires a cognitive ability that includes
problem solving, decision-making, and clinical judgment. The motivation to learning
encouraged students to become active and independent and to take more responsibility for
their own learning process in clinical practice. Quality in nursing practice is dependent
upon educational preparation of nursing students to achieve competency self-efficacy. One
of the objectives of nursing education is training skillful nurses in order to protect the
health of community.(1-3) Education in nursing aims to prepare students to develop their
capabilities to enabling them to adapt their knowledge in relation to advances in both
nursing theory and practice. So, two of the important and effective factors of the learning is
motivation to learn and competency self-efficacy (CSE).( 4,5)
The relationship between motivation to learn and (CSE) are two important factors for
health science students especially nursing students leading to better learning outcomes,
increased retention of knowledge and depth of learning skills. Motivating to learn for
nursing students plays an important role in explaining of behaviors, predicting effects of
actions and guiding behavior to achieve objectives.(6,7) Bahari, Alharbi, and AleNazi
(2022)(8), indicated that high CSE can affect learning motivation in positive and negative
ways. On the whole, nursing students with competency self- efficacy are likely to make an
effort to complete the task and will continue to do so longer than those with low CSE. Lack
of motivation to learn and CSE is a hard problem for many nursing students, often
resulting in a concern about assessment, a lack of ability to succeed work in clinical area,
insufficient information for nursing science, decreased grads for nursing students and
insufficient effort to complete tasks.(9)
According to Martin (2008)(10), students‟ motivation to learn has been described as
students’ energy to learn work effectively and achieve to their ability at schools. It is also,
important not only because it apparently improves learning but also, because educators
knew that when learners are motivated during the learning process, things go more
smoothly, communication flows, anxiety decreases, creativity and learning are more
apparent.(11) According to Tohidi and Jabbari (2012)(12), motivation defined as powering
students to achieve high levels of performance and overcoming barriers. Moreover,
motivation to learn refers primarily to the quality of students’ cognitive engagement in the
learning activity and not the intensity of the effort they devote to it or the time they spend
on it. Motivation is one of the main factors in educational achievement.
According to Nilsen (2009)(13) motivation to learn is a vital aspect of learning where
nursing student is moved to do something by having excitement, interest and enthusiasm
towards learning. Ata (2014)(14) classified motivation to learn into main five dimensions
which is intrinsic motivation, extrinsic motivation, personal relevance of learning, self-
determination to learn nursing and anxiety about assessment. Intrinsic motivation refers
to nursing student takes an action through enjoying learning of nursing and discovery of
new things. Extrinsic motivation is based on motivational behavior such as rewards, or
avoiding pressure or punishment. Personal relevance of learning refers to the nursing
relation to regarding the student’s goals and learns to practical value. Self-determination
to learn nursing means put enough effort into learning the nursing and prepare well for
the nursing tests. Anxiety about assessment means tension of students association with
grading and students response to nursing tests.(15)
Introduction
2
Lee-Hsieh et al. (2003)(16), described motivation of learning as an essential factor in
effective nursing student performance. Growing motivation of learning by nursing
educator helps students with low academic performance to increase performance, attention,
increase academic achievement and the attainment of educational goals and skills;
therefore providing opportunities in the training setting of nursing students without stress is
a must. Also, nursing students require competency self-efficacy to enter their profession
and to accurately analyze each situation in their area of practice.
Nursing competency self-efficacy (NCSE) defined as a nursing student’s ability to
believe that they can effectively deal with or accomplish a task with some level of skill and
capability in dealing with daily life problems that will result in an anticipated outcome.(17)
Bhanndari et al. (2016)(18), divided NCSE into ten dimensions; management skills,
communication and collaboration, advocacy and ethical practice, clinical competence,
professional
accountability,
proficiency,
professional
advancement,
professional
responsibility, leadership, and self-assertiveness. Management skills are the ability to
provide care accordance with set standards of practice and use knowledge of other
disciplines useful in nursing e.g., computer. Communication and collaboration is the
ability to identify the discrepancies between verbal and non-verbal behavior of patient and
determine when consultation with other team members is required. Advocacy and ethical
practice pointed to maintain privacy, confidentiality while sharing the patient’s
information, can strongly advocate patients, families and community in meeting their
health needs.(19)
In the same trend, clinical competence indicated the ability to provide safe care and
an ability to correctly assess professional accountability focused on nursing students
taking responsibility for actions, omissions, mistakes proficiency indicates the essential
skills possessed by nursing students. Proficiency indicated the essential skills possessed by
nursing students and they can work hard in different clinical settings in different situations.
Professional advancement is based on update nursing students own knowledge and
competencies. Professional responsibility refers to manage workload appropriately and
the ethical and moral obligations for the nursing profession. Leadership pointed to nursing
students can make decisions and carry responsibilities within professionals. Lastly, self-
assertiveness indicated to accept criticism and express negative feeling about other
people.(20)
Again, CSE helps nursing students to decide how much effort they will expend on
tasks, how long they will continue when experiencing difficulties and how resilient they
will appear in harmful situations. The stronger their view of CSE, the better their effort,
perseverance and elasticity. It helps to reduce medical errors and increase patient safety
and help educators when they prepare their curriculum, as they suggest expected
competencies of the nursing students.(21)
Introduction
3
Aim of the Study
This study aims to investigate the relationship between nursing students‟ motivation
to learn and their competency self-efficacy at Secondary Technical Schools of Nursing.
Research question
What is the relationship between nursing students‟ motivation to learn and their
competency self-efficacy at Secondary Technical Schools of Nursing ?
Review of Literature
4
REVIEW OF LITERATURE
Todays, nursing students are the nub of the qualified nurses of tomorrow, who will
cooperate with their colleagues and other health care professionals on a daily basis and
provide the care for patients, families and society in the area of health and education. In the
future the acquirement of the skills and knowledge are considered the key to enhance
personal competence and satisfying relationships. Also, nursing students learn nursing
skills throughout nursing school and are expected to be proficient by the time of
training.(22) According to Saif (2014)(23) and Nick et al.(2015)(24), nursing students depend
on theoretical guidelines and clinical experiences to increase nursing student motivation to
learn, nursing knowledge, skills and improve sense of competency self-efficacy. The
nursing student needs direction and support to be perfect or to become competent in most
of the basic nursing skills such as in therapeutic patient/family communication,
professional accountability, taking vital signs, performing full body assessments and
administering patient medication.(25)
Definitions of motivation to learn
According to Glynn, Taasoobshirazi, and brickman (2009)(26), mentioned that the
term motivation refers to the goal individuals have, the ways in which individuals choose
the goals and the ways in which others try to change their behavior. In the light of this,
Brophy (2010)(27), defined motives as relatively general needs or desires that energize
people to initiate purposeful action sequences. Motives also, are hypothetical contrasts
used to explain why people do what they do. In general, motivation is the internal state that
arouses, directs and sustains students’ behavior toward achieving certain goals.
According to Nilsen (2009)(13) and David, Anthony, and Artino (2016)(28),
motivation to learn is a vital aspect of learning where a student is moved to do something
by having excitement, interest and enthusiasm towards learning. Students’ motivation to
learn is defined as the process through which goal-oriented activities are initiated and
sustained. Nursing students begin to shape their motivation to learn science during the first
year of school. Also, motivation to learn defined as a students’ tendency to find academic
activities significant worthwhile and to try to derive the intended academic benefits
from.(29)
Important of motivation to learn
Motivation to learn is important for health science students especially nursing
students leading to better learning outcomes such as; increased retention of knowledge and
depth of learning skills. Growing motivation of learning by nursing educator helps nursing
students with low academic performance to increase performance, attention, increase
academic achievement and the attainment of educational goals and skills; therefore
providing opportunities in the training setting of nursing students without stresses.(30)
Review of Literature
5
Theories of motivation to learn
There theories of nursing students motivation to learn were classified the following:
Reinforcement theory. In 1951 Hull suggested that success achieving goals and
rewards act as positive incentives and reinforcement, that behavior will be repeated until
become more or less unconscious reaction. Convert failures or punishments provide
negative reinforcement, suggesting that is necessary to seek alternative means of achieving
goals. A reinforcer is anything maintains the frequent a behavior when contingent on
performance of behavior. In the class room, behavioral views lead to carrot –and – stick
approaches: in which, teachers are advised to reinforce nursing students when they display
desired learning efforts and withhold reinforcement when they do not. For example,
awarding high grads, allowing access to some privilege, and awarding points that can be
exchanged for prizes.(31,32)
Need theories. Brophy (2004)(32), suggested that need theories were among the first
motivational theories explain behaviors as responses to needs. The needs may be either
innate or acquired e.g., hunger, thirst, self- preservation, and learned through experience
and developed to different degrees in different cultures and individuals e.g., achievement,
affiliation, and power. Need theories have been criticized for depending on logic that fails
to separate the hypothesized motive (need) from the behavior that it is his supposedly
explains e.g., nursing students who work hard because they are high in need for
achievement. Nevertheless, on need theory has remained popular and influential.
Abraham Maslow’s hierarchy. In 1954 Maslow who suggested that there are five
major need categories that apply to people in general, starting from physiological needs,
followed by safety and security, love and belonging, self-esteem to the need for self-
actualization. When a lower need is satisfied, the next highest become dominant and the
individual’s attention to satisfying this higher need. In the classroom, Maslow’s hierarchy
indicates that students who go to school tired or hungry are unlikely to become encouraged
in lessons nursing students do not always act in accordance with Maslow’s hierarchy; they
deprive themselves of sleep in order to study for a test, or become engrossed in an activity
and forget their fatigue, hunger, or problems. Even so, the hierarchy is a useful reminder
that, in order to motivate nursing students successfully, teachers may need to address their
needs along with higher needs associated with learning.(33,34)
Review of Literature
6
Figure (1): Maslow’s A hierarchy (1954) (33)
Douglas McGregor’s Theory X and Y. In 1960 Douglas showed that analysis of
the different views about how they should be motivated students. Theory X is the
traditional view that the normal students dislikes work and wishes to avoid responsibility.
Therefore, most nursing students must be controlled, directed, and threatened with
punishment to get them to forward adequate effort towards objectives. In contrast, theory
Y emphasizes that nursing students will operate self-direction in the service of objectives
to which they are committed and objectives associated with their rewards and
achievement.(35)
Herzberg two factor theory. In 1968 Herzberg concluded that there are two sets of
factors associated with motivational factors must be maintained to avoid job dissatisfaction
include items as: achievement, recognition, responsibility, and advancements. Maintenance
or hygiene factors include items as: working conditions, status, quality of supervision,
relationships with others. New nursing students can use Herzberg’s theory by evaluating
the maintenance factors in health care organization and in clinical setting if these
maintenance factors are not adequate, the nursing students may become easily dissatisfied
with the job.(36)
Review of Literature
7
Figure (2): Herzberg’s two- factor theory (1968)(36)
Vroom’s expectancy theory. In 1964 Vroom’s expectancy theory centers around
what nursing students want and promotion it. There are three variables for Vroom’s
motivation theory: a).The force or effort, force describes the amount effort one will exert to
reach goal. b). Valence, when nursing students are attracted to the goal or not attracted to
the goal. C). Expectancy, the perceived possibility that the goal will achieved. The more
effort they offer in to succeed, and the more certain they are of getting satisfying
reward.(37)
Goal theory. A goal is something individuals want to accomplish or want another
someone to accomplish. Goal theory focuses on the clarity, challenge, achievability,
directionality, accuracy, and feedback of goals.(38) Classroom applications of goal theory
emphasize: (a). Establishing supportive relationships and collaborative learning
arrangements that encourage nursing students to adopt learning goals. (b). Minimizing the
pressures for nursing students related to goals performance.In addition, nursing students
are expected to engage in activities with the goal of achieving their learning outcomes.(38,39)
Equity theory. In 1965 who showed that equity is to be treated fairly in comparison
with group of people. Nursing students will be better motivated if they are treated fairly
and equitably. Two forms of equity: (a). Distributive equity, which is concerned with
balance and fairness when nursing students feel they are rewarded in accordance with
contributions in comparison with others.(b). Procedural equity is concerned the perceptions
nursing students about the fairness with health care systems in such areas as performance
appraisal and discipline.(40,41)
Social learning theory. Bandura 1977 combined of behavioral, personal and
environmental aspects. It recognizes the significance of the basic behavioral as determinant
of future behavior but also, emphasizes the importance of internal psychological factors,
especially expectancies about the value of goals and the nursing student’s ability to reach
goals, supports the connection between social learning theory and academic achievement.
He indicates that social learning and self-efficacy can be influenced by nursing student‟s
educational experiences, upbringing, external influences, and social interactions. Social
learning theory also supports the connection between role modeling and imitation.(42,43)
Review of Literature
8
Types of motivation related to learn
There must be a motivation to learn for nursing students and from here there are
multiple types of motivation.
Incentive motivation when nursing student motivated to perform a task because of
the potential reward. Nursing students who are incentive motivated do not focus on the
process of achieving a goal so long as they get the reward. Nursing student can use
incentive motivation to increase his career progression and learning ability.(44)
Achievement motivation refers to a desire to performing tasks to achieve specific
objectives. This motivation entails nursing students more committing themself to a vision
and accomplishing the objectives more than getting the rewards.(45)
Power motivation can be a positive way of developing nursing student career, but it
can also lead to challenges. However, it is important to respect student‟s opinions about
their own learning, knowledge, and other personal choices. Nursing students with power
motivation will be concerned with having an impact on others.(46,47)
Fear motivation is a strong motivator, the fear of negative consequences can drive
nursing student to avoid an unpleasant experience as: when nursing student Fear of getting
low grad of markers, his or her increase the effort to avoid that.(48)
Affiliation motivation also known as ”social motivation” this motivation encourages
social interaction among students. A students who is driven by affiliation gets motivated by
the spirit of cooperation and by others accepting their desirable attitudes. Motivating
nursing students to be an active member within the team work and drive nursing students
to become more fulfillment and happiness to increasing nursing student dedication to
learning.(49)
Competence motivation, for this set of nursing students, their motivation comes
from being able to use their competence. Competence motivation pushes nursing students
to become highly proficient at what they do and allowing them to learning and
achievement.(50)
Attitude motivation, this is the motivation that drives nursing students to change
other student‟s perceptions or thoughts. Attitude motivated of nursing students seek to
enhance their interactions with other students by improving social engagements. It focuses
on making nursing students feel better about themselves and others.(51)
Expectancy motivation, this motive focuses on that nursing students should select
certain activities that are certainly to achieve the desired results.(52)
Dimensions or components of motivation to learn
Dimensions of nursing students motivation to learn they are five dimensions
according to Glynn et al.(2011), and developed by Ata (2014).(53,14)
First, intrinsic motivation refers to doing something become interesting or
enjoyable. In addition shown that intrinsic academic motivation results in better education
such as higher academic performances,better quality of learning increased persistence and
Review of Literature
9
effort in studies and better psychological adjustment of nursing students. Intrinsic
motivation, refer to accomplishing pleasure through enjoy learning of nursing, fulfillment
and discovery of new things. Intrinsic motivation, refers to motivation that is driven by a
challenges or enjoyment in the task itself and exists within the nursing students without
external pressure.(54)
Second, extrinsic motivation based on motivational behavior aimed at achieving
tangible reward or avoiding punishment (for example a desired grade). Extrinsic
motivation, comes from outside of the student and it is connected to the excuses used by
nursing students to study as: rewards like money and grades, punishment and Competition.
Extrinsic motivation encourages the nursing student to win. Moreover, positive extrinsic
motivation help student to do better than the other students on the nursing tests, earning
good nursing grade is important to nursing students, help student get a good job, the degree
student get in nursing will affect his overall grade point average, and extrinsic motivation
can help student career.(55)
Third, personal relevance of learning refers to the nursing relation to regarding the
student’s goals and learns to practical value. The contribute for Learn nursing science and
use it will be helpful to students to all their life.(8,19) Personal relevance of learning the term
relevance typically refers to learning experiences that are either directly applicable to the
personal aspirations, interests, or cultural experiences of students (personal relevance) or
that are connected some issues and problems (life relevance), which is directly related to
the success of nursing students. Personal relevance of learning drives nursing students to
act only to satisfy curiosity and/or desire to master the content or activity.(56)
Fourth, self determination to learn nursing which involve put enough effort into
learning the nursing and prepare well for the nursing tests. Self determination to learn
nursing depends use strategies that ensure learn the nursing well and if having trouble
learning the nursing or don’t understand the nursing,try to why and know the fault.
According to the theory of self-determination (SDT), different motivations reflect different
degrees that have absorbed the value and organization of desirable behavior and seek to
”motivate” nursing students to learn and can influence their responses of nursing
skills.(57,58)
Fifth, anxiety about assessment means tension nursing students association with
grading and their response to nursing tests. In this dimension nursing students discover
feeling nervous about how will do on nursing tests and become anxious when it is time to
take nursing tests. Anxiety is a critical factor affecting student learning. Anxiety described
as affecting each areas of learning, affecting nursing students’ cognitive, emotional,
psychological and social performance.(59,60)
Factors influence the development of nursing students’ motivation to learn
Brophy (1986)(61), pointed out that motivation to learn is a competence acquired
through general experience but more stimulated through Factors influence the development
of students’ motivation to learn, they are:
Students environment shapes the initial constellation of attitudes and relations they
develop toward learning. When their nursing students natural curiosity about the areas of
practice and clinical setting. Nursing students should be encouraging exploration, and
familiarizing them with resources that can enlarge their world, they are giving nursing
Review of Literature
10
students the message that learning is worthwhile and frequently interesting and satisfying.
When nursing students are raised in environment that nurtures a sense of self-worth,
competence, autonomy, and self-efficacy, they will be more to accept the risks in learning.
Conversely, when nursing students do not view themselves as competent and able, their
ability to engage in academically challenging, ability to tolerate and cope with failure are
greatly decrease.(62)
Nursing students beliefs about successes and failures once nursing students start
school, they begin forming beliefs about their school-related successes and failures. The
sources to which nursing students attribute their successes (commonly effort, ability, luck,
or level of task difficulty) and failures (often lack of ability or lack of effort) have
important implications for how they approach and cope with learning situations to increase
successes and avoid failures.(63)
Teachers beliefs about learning and the nature of the expectations the beliefs
teachers themselves about teaching and learning and the nature of the expectations they
hold for nursing students. Also, teachers exert a powerful influence and notes nursing
students expect to learn from teachers and expect them to learn subjects.(64)
Interact school goals with classroom climate and practices refers to school wide
goals, policies, and procedures interact with classroom climate and practices to affirm or
changes nursing students’ learning related attitudes, beliefs and developing behaviour.(65,66)
Strategies to enhance motivation to learn
Promoting self-discipline is the ability to control thoughts, speech, and performance
to attain the desired achievement to increase self-motivation among nursing students and
improve achievement. The importance of self-discipline showed that in daily routine
knowledge acquisition processes was vital in improving learning outcomes.(67)
Goal orientation is valued outcomes that nursing students hope to attain when they
engage in specific behaviours. Furthermore, to guide their activities, nursing students use
long-term goals and short term goals, which might be intrinsic aspirations such as personal
development and extrinsic aspirations such as work to achieve academic success.(68)
Time management is effective in increasing nursing students‟ self- motivation and
how to increase the self-motivation to learn among nursing students through they aware of
time, prepare time table that they actually use, make good use of their time, and avoid
procrastination.(69)
Autonomy-supportive teaching and learning environment helping to increase
nursing students‟ motivation to learn. They could consult their peers, stop discouraging one
another and hold group discussions. In addition, They should have fellow to helping them
not to miss anything. strategies for increasing nursing students‟ motivation to learn include
promoting mastery learning, creating a school culture that emphasizes the importance of
academic achievement, involving parents in efforts to increase student motivation and
consistent communication of academic purposes and expectations.(70)
Review of Literature
11
Definitions of competency self-Efficacy
Miyoshi (2012)(71), defined competency self-efficacy as the belief that one can
effectively carry out a behavior when required in an effort to produce a desired outcome.
Also, Stump, Husman, and, Brem (2012)(72), and Alavi (2014)(73), defined competency self-
efficacy as the belief in one‟s ability to take actions to manage a future situation. As well
as Rogers (2017)(17), defined competency self-efficacy as a student’s ability to believe that
they can effectively deal with or accomplish a task with some level of skill and capability
in dealing with daily life problems that will result in an anticipated outcome.
Important of nursing competency self-efficacy
According to Hudson (2013)(74), NCSE helps nursing students to decide how much
effort they will expend on tasks, how long they will continue when experiencing
difficulties and how resilient they will appear in harmful situations. The stronger their view
of competency self-efficacy, the better their effort, perseverance and elasticity. It is helping
to reduce medical errors, increase patient safety and help educators when they prepare their
curriculum as they suggest expected competencies of the nursing students.(75) Also, it is a
good indicator to predict nursing students‟ performance in clinical practice.(76) Increasing
competency self-efficacy may foster independence, confidence, and nursing students are
more active the efforts and to persist longer in those efforts than, those with low
competency self-efficacy. Nursing students competency self-efficacy can influence and
modify behavior and improve academic achievement.(77)
Sources of competency self-efficacy
There are four sources of competency self-efficacy strategies teachers can utilize to
build competency self-efficacy of nursing students.
mastery Experiences, success directly impacts the way nursing students think about
themselves. Succeeding in a task boosts confidence, increases the likelihood of achieving
student similar tasks again and we gain a sense of „mastery‟ over it. Failure, on the other
hand, does just the opposite. It breaks students confidence and leaves us in self-doubt.
Building efficacy through self-mastery requires resilience to manage expectations about
success and accept failure positively. Nursing student who succeed after overcoming the
obstacles and recuperating from the breakdown have a strong sense of self-belief
efficacy.(78)
Vicarious Experiences and modeling experiences, the second source of efficacy
roots from nursing students seeing others around us, especially people who we can relate to
watching similar people succeed or hearing their success stories motivate us to believe that
if they could, we can too. Role models have a vital role to play in building competency
self-efficacy. Those are the people we follow, admire, and want to replicate their actions,
principles, and achievements indirectly. Nursing students are more willing to put in efforts
and work in the direction that role models show us.(79)
Emotional and Physical Experiences, the implies we receive from our mind and
body at any given moment and the way we perceive these cues shape our sense of self. Our
present mental and physical states influence self-efficacy to a great extent. For example, a
depressed student, or nursing student who is fighting with a rough disease, is less likely to
Review of Literature
12
feel confident, competency and optimistic about themselves. Negative experiences and
stress make us vulnerable whereas positive experiences and happiness make us feel good
about ourselves. Level of emotional stimulation can make an energizing feeling that can
give to strong performance. Students understand results of their activities and use these
interpretations to build up beliefs about their ability to perform following tasks or
activities.(80)
Theoretical foundation
Bandura ( 2001)(81), pointed that social learning theory, supports the idea that people
learn from one another via concepts of observing the behaviors of others through:
instruction, modeling, and imitation from previous experience. Many behaviors are
socially motivated and are part of learned behaviors rather than an innate trait. Factors that
affect human behavior that are also part of the foundation of this theory include:
behavioral, environmental and personal.
Brown (2012)(82), success or failure in a task influences the amount of effort
expended in current and future tasks. Bandura is known for his social learning theory. He
is quite different from other learning theorists who look at learning as a direct result of
conditioning, reinforcement, and punishment. Competency self-efficacy refers to an
individual’s belief in his or her capacity to execute behaviors necessary to produce specific
performance attainments.
Wagner (2014)(83), pointed out interactions with others have a direct impact on how a
person views themselves and their own capabilities to handle potential difficulties and
situations that they encounter. This theoretical framework helps to illustrate the connection
between nursing students and others.
Kennedy et al. (2015)(84), developed nursing competency self-efficacy scale
(NCSES), showed that nursing students how to perform clinical skills, informed of their
importance and implications in patient care, and given opportunities to practice those skills
and demonstrate competence. Past personal success and watching the success and/or
failure of others influence confidence in one‟s own success in current and future tasks; the
same could be said of nursing students and their ability to perform clinical skills compared
to their perceived ability.
Oetker-Black et al. (2016)(85), pointed to clinical self-efficacy among nursing
students can be affected by the vicarious experiences they encounter as they practice and
perform clinical skills together. Clinical skills should increase in difficulty as students
move through a nursing program with students mastering more challenging skills while
maintaining competence in fundamental clinical skills.
Abdrbo (2017)(86), posited that human behavior is driven by a sense of purpose, or
agency, and that decisions made to attempt or avoid a task that are made deliberately.
Competency self-efficacy influences agentic, purposeful behavior; He was noted that
purposeful behavior is vital in seeking out learning opportunities without fear of failure.
Agentic behavior demonstrates confidence that decisions made will be based on reactive
thought and responsiveness to the surrounding environment and available information.
Review of Literature
13
Dimensions of nursing competency self-efficacy
Figure (3) illustrate research conceptual framework of ten dimensions of nursing
competency self-efficacy include; management skills, communication and collaboration,
advocacy and ethical practice, clinical competence, professional accountability,
proficiency, professional advancement, professional responsibility, leadership and self-
assertiveness.
Management skills. Abd El-Rahman, Hosny and Ata (2018)(87), and Che Hassan,
Jusoh, and Abdul Nurumal (2020)(88), proved that nursing student is ability to provide care
accordance with set standards of practice and use knowledge of other disciplines useful in
nursing e.g., computer. Management skills refer to ask the responsible person for adequate
resources, make good use of cost reduction strategies, and provide participate in effective
human resource planning and management. Make good use of appropriate channels of
referral (e.g., transfer cases), make good practice decisions in the absence of agency
policies and procedures.
Communication and collaboration. Emich (2018)(89), communication and
collaboration when nursing student is able to identify the discrepancies between verbal and
non-verbal behavior of patient and determine when consultation with other team members
is required. Identify cause for patient’s reluctance or his troubled behavior. Practice non-
threatening confrontation (disagreement) of patient. Recognize the patient’s transference
feelings such as affection, hostility and jealousy. Support the nursing team and make use of
effective conflict resolution strategies.(90)
Advocacy and ethical practice. Haddad and Geiger (2019)(91), pointed to nursing
student maintain privacy, confidentiality while sharing the patient’s information, can
strongly advocate patients, families and community in meeting their health needs.
Implement infection control strategies, safe biomedical waste management practices (e.g.,
safe disposable of waste) and efficient energy use. Maintain professional boundaries
without violating nurse patient relationship. Expose serious wrong doing to public or
authority such as negligence and malpractice. Can nursing student stand up for his or her
rights. Ask assistance whenever needed.
Clinical competence. Indicated the ability to provide safe care and an ability to
correctly assess and critically think through the best options for care utilizing evidence-
based practice. Identify the needs of patients. Prepare clients for diagnostic procedures and
treatments (e.g., colonoscopy). Identify the uniqueness of each individual in their response
to treatment outcome. Clinical competency for nursing student is the ability to provide safe
care in a manner that views a larger perspective of the patient, ability to accurately assess
and critically think through the best options for care using evidence-based practice.(92)
Professional accountability. Focused on nursing students taking responsibility for
actions, omissions, mistakes and upholding resolve ethical dilemmas effectively e.g.,
restraining. Acknowledge honestly about work did not completely and assess contribution
realistically. Make best use of current knowledge in practice. The accountability of the
profession is considered in terms of compliance with all specific rules and regulations,
supporting and improving the efficiency and professional knowledge of nursing
students.(93)
Review of Literature
14
Proficiency. Involved identify current health problems and issues and equivalent
professional knowledge of nursing students. Proficiency pointed to demonstrate an
awareness of emergency preparedness planning. Implement therapeutic interventions
safely (e.g., intravenous therapy, drainage tubes), work hard in different clinical settings
(e.g., OPD, emergency and ICU) and identify situations (e.g., acute crisis) which need
immediate assistance.(94)
Professional advancement. Based on update nursing students own knowledge and
competencies and actively participate in research activities. Professional advancement
protect human rights while advancing the knowledge (e.g., research, confidentiality, and
privacy), make valuable contribution in development of nursing practice, and practice
nursing without discrimination of caste, creed, religion, and culture …..etc.(95)
Professional responsibility refers to nursing students manage workload
appropriately and the ethical and moral obligations for the nursing profession. Nursing
students ability to be ready to bear professional responsibilities appropriately, fix
accountability for actions and decisions focus on integrate quality improvement principles
and activities into nursing practice.(96)
Leadership. Pointed to nursing students can carry responsibilities within
professional and legal boundaries. Nursing students can describe question unclear or
questionable orders, decisions or actions made by other health care team members, make
rational decisions based on possibilities and best interest of patient.(97)
Leadership is not a role or function description but activity. The leader is anyone
who may be in a position to influence other individuals. They are not defined by title, age,
position or experience. Student leaders worked collaboratively in their relationships with
students and as advocacy. Effective responses are preferred to address new and old
problems.(98)
Self-assertiveness. Mohebbi et al.(2011)(99), and Mushtaq (2018)(100), indicated to
accept criticism and express negative feeling about other people. Nursing student can say
”NO” for unprofessional or unreasonable demands. Accept criticism without being
defensive. One of the social skills that plays an important role in the interpersonal
communication is assertiveness. Assertiveness is a type of relationship that helps nursing
student protect their rights without underestimating and attacking the rights of others as
well as express thoughts, feelings, and opinions in a clear, honest and appropriate way.
Conceptual framework
Measuring relationship between nursing students motivation to learn and competency
self-efficacy are two of the most influential factors that affect student‟s academic
performance and clinical success which is reflected in their effort and persistence in facing
hard situation. Motivating to learn for nursing students plays an important role in
explaining of behaviors, predicting effects of actions and guiding behavior to achieve
objectives. Nursing student motivation to learn and competence self-efficacious students
show to participate more readily, work hard, persist longer and have fewer adverse
emotional reactions where they encounter difficult situation and learning will be more open
during schooling.(101)
Review of Literature
15
Figure (3): Conceptual Frame work of study(14,18)
Nursing students‟ motivation to learn and their competency self-efficacy reflected in
their continuous effort and persistence in facing barriers like activity choice and level of
effort. According to Maraghi et al. (2018)(102), nursing students’ successful learning and
performance in courses and across all aspects of a curriculum are to a great extent
dependent on their level of motivation to learn and competency self-efficacy. Lack of
motivation to learn and poor competency self-efficacy is a difficult problem for many
nursing students, often resulting in severe anxiety about assessment, a lack of ability to
work in clinical area, insufficient information for nursing science and low grads for nursing
students. High motivation to learn and competency self-efficacy is related to improve
nursing student‟s perception, ability to attain a specific objective, active, and regular
attendance, increase creativeness, and performance.(103)
Competency self-efficacy related to nursing education
The relevance of research related to competency self-efficacy that building initiatives
in nursing education. Competency self-efficacy for nursing can be increased by many of
the interactions we consider established practice such as verbally student learning,
providing positive feedback and positively supporting contributions to lectures.(104)
Participation in the classroom or clinical setting can be fostered through application
activities such as role-play, clinical simulation, and kinesthetic learning practices.
Increased levels of clinical proficiency can be seen with increased exposure to practice of
clinical skills in the nursing curriculum through classroom social interactions with groups
and teamwork. Competency self-efficacy can be enhanced by showed greater strategic
flexibility in the search of solutions and achieved higher intellectual performance. Nursing
students were more accurate in evaluating the quality of their performances than were
students of equal cognitive ability who were led to believe they deficiency of
capabilities.(105,106)
Zimmerman (2008)(107), competency self-efficacy enhances performance by growing
the challenge of self-set goals and increasing the levels of effort that is expended and
strengthening persistence among nursing students. Develop teacher self-efficacy need to
believe in their ability to make a difference to student learning. Teachers‟ sense of self-
efficacy influences students‟ self-efficacy beliefs. Also, about how self-efficacy beliefs
helped student overcome a setback or failure, and have nursing students tell, or write,
share, competency self-efficacy, and achievement stories.
Review of Literature
16
Factors influencing competency self-efficacy
Nursing student‟s competency self-efficacy can be influenced by four main factors
which are performance outcomes, indirect experiences, verbal persuasion, and
physiological condition.
The performance factors. Can affect competency self-efficacy as they are based on
nursing student‟s experiences or achievements. The experience of success can increase the
perception or expectation of mastery, while the experience of failure will reduce it.(108)
The indirect experiences factor. Can influence nursing students competency self-
efficacy through social modeling. Competency self-efficacy can be shaped by seeing
nursing students in the surroundings, with the same situation, capable of success or
mastering skills such as peers who finished the job well or got good results in the test by
making the nursing students around them as models they can increase their confidence
towards their own abilities to achieve the same success.(109)
Verbal persuasion. Sawari, Ghazali and Mansor (2015)(110), nursing students
competency self-efficacy can be explained by the role of teachers in motivating students to
learn. Through verbal persuasion and guidance from teachers in performing a task, nursing
students will be more motivated to perform the task well and develop it to achievement
competency.
Physiological condition and psychological situation. Dinther, Dochy and Segers
(2011)(111), student competency self-efficacy can also be influenced by the physiological
condition, psychological situation and emotional state of a students. Positive emotional
states can enhance student‟s competency self-efficacy while negative emotions can lower
student‟s self-confidence. a peaceful school environment and healthy nursing student can
generate positive state moods and emotions.
Strategies to enhance competency self-efficacy
Promote task accomplishment and success. mastery experience, or a student‟s
experience of succeeding in tasks, is the most important source of nursing students self-
efficacy beliefs. Once nursing students experience an improvement in performance or an
achievement, feelings of efficacy are enhanced, enabling them to facing further learning
challenges.(112)
Encourage peer modeling. This is the second most important influence on self-
efficacy beliefs. Peer modeling is more effective than teacher modeling, especially as some
students may doubt they can ever attain the teacher‟s level of competence. However,
choose peer models carefully. The best peer models are those that make errors at first and
express doubt about their self-efficacy “I‟m not sure I can do this”. The teacher supports
these peer nursing students by giving motivate, and the model then successfully completes
the task.(113)
Promote daily problem solving opportunities. The problems should be easy, but
non-routine. Nursing students will become comfortable and more confident and able to
move to more challenging problems. Feeling that important learning has been achieved
further enhances students‟ competency self efficacy beliefs. The impact of challenge on
Review of Literature
17
nursing students‟ sense of competency self-efficacy depends on students‟ perceived
autonomy and choice, their knowledge and skills, as well as the support they receive from
their teacher and peers.(114)
Foster goal setting and provide meaningful feedback. Make feedback frequent,
detailed and positive. Feedback emphasizing students goal progress and highlighting
personal capacities in order to increase nursing students‟ self-efficacy. Feedback should
refer to what nursing students are learning rather than simply evaluating their answers as
correct or incorrect. When nursing students give an incorrect response, examine thinking
processes to ascertain why they misunderstood, so as to further support the student‟s
competency self efficacy.(115)
Use self-assessment. Write comments or questions in the last few minutes of class.
This encourages nursing students to think about what they do/do not understand and helps
them see how they are learning. Nursing students tell every day how they are progressing
and what they learned the day before and need to be convinced that they can learn and are
learning.(116)
Support students’ affirmation rather than reinterpret difficulty or failure.
Nursing students may be better able to accept difficulties if they have affirmed other
aspects of self which strengthen their sense of self-efficacy. This might be by engaging in
interactions with friends and peers, or participating in extra-curricular activities or sports
such as students write self-affirming statements consisting of brief thoughts on their most
important values, characteristics, relationships, and goals.(117)
Studies related to motivation to learn and competency self-efficacy.
Internationally, there are many studies investigated competency self-efficacy and
motivation to learn. A study was done in Iran by Hassankhani et al. (2015)(118), to study the
relationship between self-efficacy and learning motivation among nursing students and
revealed a positive relationship between learning motivation and self-efficacy. Also, study
was found in china by Zhang et al. (2015)(119), to examine the relationship between self-
efficacy and achievement motivation of student nurses and revealed that low self-efficacy
among student nurses and a positive relationship between self-efficacy and achievement
motivation. Another study, was conducted in Turkey by Sarıkoc and Oksuz (2017)(120), to
investigate academic motivation and academic self-efficacy of nursing students and
revealed a positive relationship between the intrinsic, extrinsic motivation and self-efficacy
of nursing students.
In Egypt, a study was conducted by Ata (2014)(14), to assess the relationship between
assertiveness, satisfaction, commitment and motivation to learning and revealed that,
majority of nursing students perceived a moderate level of assertiveness, satisfaction,
commitment and motivation to learn. Also, another study, was conducted by Kassem,
Elsayed, and Elsayed (2015)(121), to investigate relationship between bullying behaviors
and self-efficacy among nursing students and found that majority of nursing students had
mild self-efficacy. There is a negative relationship between bullying behavior and self-
efficacy among nursing students.
Materials and Methods
18
MATERIALS AND METHODS
I. MATERIALS
Research design:
A descriptive, correlational research design was used in this study.
Setting of the study:
This study was conducted in 6 schools (3 female-3 male) out of 19 Secondary
Nursing Technical Schools in Kafr El-Shikh governorate. These schools were chosen
according to the inclusion criteria that these schools are the only schools which have third
secondary grade.
Subjects of the study:
This study included nursing students number were 278 (134 female and 144 male)
out of 1010 nursing students by using EPi Info7program(122) see table (1). The equation of
sample size: quantitative n =
σ = population size =1010 (487 females + 523 males). Confidence level = 95%.
D = sample error accepted =5%. n = sample size =278.
Table (1): Sample size were distributed as follows:
Total
Distribution of
selected males
nursing students
across three grades
Distribution of
selected female
nursing students
across three grades
Total number of nursing
students in selected
School
32
First grade =16
First grade = 16
Kafr El-Sheikh females’ school
(188 students), males‟
school(161students)
28
Second grade=11
Second grade =17
36
Third grade =17
Third grade = 19
96
44
52
total
33
First grade =𝟏7
First grade =𝟏𝟔
Bila females‟ school (211 students),
males ’school (218 students)
45
Second grade=𝟐4
Second grade =21
40
Third grade =𝟏𝟗
Third grade = 𝟐𝟏
118
60
58
total
21
First grade =𝟏𝟏
First grade =𝟏0
El- Reyad females‟ school
(88 students), males’ school (144
students)
18
Second grade =𝟏𝟎
Second grade = 𝟖
25
Third grade =𝟏𝟗
Third grade = 𝟔
64
40
24
total
278
144
134
Total
Those students will be selected randomly from each school through ideal bowel
method.
Materials and Methods
19
Tools of the study
The study utilized two tools for data collection:
Tool Ӏ: Motivation to learn questionnaire:
This questionnaire was developed by Glynn et al. (2011)(53), and adapted by Ata
(2014)(14), to measure nursing students‟ motivation to learn. It contains 25 items divided
into five dimensions; intrinsic motivation (5 items), extrinsic motivation (5 items),
personal relevance of learning (5 items), self-determination to learn nursing (5 items), and
anxiety about assessment (5 items). Responses were measured using 5 point Likert Scale
ranging from (1) never to (5) always. The overall score of ranging from ( 25 to 125)
categorized as; from (25-57 score) indicate low motivation to learn, from (58-91 score)
indicate moderate motivation to learn and from (92-12score) indicate high motivation to
learn. (Appendix I)
Tool ӀӀ: Nursing competency self-efficacy scale (NCSE):
This scale was developed by Bhandari et al. (2016)(18), to measure competency self-
efficacy. It consists of 51 items divided into 10 dimensionsas follows; management skills
(7 items), communication and collaboration (7 items), advocacy and ethical practice (7
items ), clinical competence (4 items), professional accountability (5 items), proficiency (6
items), professional advancement (5 items), professional responsibility (4 items),
leadership (3 items), and self-assertiveness (3 items). Responses were measured on 5 point
Likert Scale ranging from definitely cannot do (1) to definitely can do (5). The overall
score ranging from (51- 255) categorized as; from (51-118 score) indicate low NCSE, from
(119-186 score) indicate moderate NCSE and from (187-255 score) indicate high NCSE.
(Appendix I)
In addition to personal characteristics that were developed by the researcher includes:
age, gender, school, academic year, work during studying, entering the school on a
personal desire, and percentage in previous exam. (Appendix I)
Materials and Methods
20
II. METHODS
1. An official permission was obtained from Dean Faculty of Nursing, Damanhour
University and the responsible authorities of the study settings after explanation the
purpose of the study.
2. The two tools were translated into Arabic, and were tested for their content validity
by seven experts in the field of the study and accordingly, the necessary
modifications were done. (Appendix III)
3. The reliability of the two tools was tested statistically using Cronbach‟s alpha
coefficient test. The result of Cronbach‟s Alpha Coefficient test proved to be
reliable for motivation to learn (0.896) and (NCSE) (0.923); indicated very good
and excellent reliability, respectively.
4. A pilot study was carried out for 10% the total sample size of nursing students
(n=28), who were not included in the study subjects in order to check and ensure
the clarity and feasibility of the tools and to identify obstacles and problems that
may be encountered during data collection and the necessary modifications were
done.
5. Data collection for this study was conducted by the researcher through hand
delivered questionnaire to nursing students at their nursing schools after explaining
the aim of the study. Every nursing students took about (15) to (20) minutes to fill
the two tools. Data collection took two month from 1-10-2020 to 1-12-2020, where
one nursing students schools were interviewed weekly.
6. Data obtained was analyzed using the appropriate statistical tests.
Ethical Considerations:
The research approval was obtained from Ethics Committee, Faculty of Nursing,
Damanhur university for research approval.
An informed oral consent was obtained from the study subject after explanation of
the aim of the study.
Privacy, confidentiality and the right to refuse to participate or withdraw from the
study were assured during the study.
Anonymity regarding data collected was maintained.
Materials and Methods
21
Statistical analysis:
1. The collected data was coded and entered in a special format to be suitable for
computer feeding. Following data entry, checking and verification process were
carried out in order to avoid any errors.
2. Data was analyzed using the statistical package for social science SPSS (version
25).
3. The following statistical analysis measures were used:
a. Descriptive statistical measures, which included: numbers, percentages, and
averages (Minimum, Maximum, Arithmetic mean ( X ), Standard deviation (SD)
and Correlation Matrix).
b. Statistical analysis tests, which included: Chi square, student T test and
ANOVA test.
• Chi square test.
where:
c = Degrees of freedom
O = Observed value (s)
E = Expected value (s)
• t Student T Test.
In this, t is the t-value, ̅1 and ̅1 are the means of the two groups being compared, 2
is the pooled standard error of the two groups, and 1 and 2 are the number of
observations in each of the groups.
- The reliability tests were confirmed by using the chronbach’s Alpha Coefficient test.
- Statistically significant at p ≤ 0.05.
Results
22
RESULTS
The present study is mainly concerned with investigating the relationship between
nursing students‟ motivation to learn and their competency self-efficacy at Secondary
Technical Schools of Nursing.
The results of the present study will be presented in the following tables:
Table (2):
Distribution of the studied nursing students, according to their personal
characteristics.
Table (3):
Distribution of the studied nursing students, according to the level of
motivation to learn.
Table (4):
Distribution of the studied nursing students, according to their total
motivation to learn mean scores.
Table (5):
The relationship between the studied nursing students‟ motivation to learn
levels and their personal characteristics.
(table 6 ):
Distribution of the studied nursing students, according to the level of
competency self- efficacy.
Table (7):
Distribution of the studied nursing students, according to their total
competency self- efficacy mean scores.
Table (8):
The relationship between the studied nursing students‟ competency self-
efficacy levels and their personal characteristics.
Table (9):
The relationship between the studied nursing students‟ competency self-
efficacy mean scores and their personal characteristics.
Table (10):
The relationship between the studied nursing students‟ motivation to learn
levels and their levels of nursing competency self-efficacy.
Table (11): The relationship between the studied nursing students‟ mean score of
motivation to learn and their levels of competency self- efficacy.
Table (12):
Correlation matrix between the nursing students‟ motivation to learn and
their competency self-efficacy.
Results
23
Table (2): Distribution of the studied nursing students, according to their
personal characteristics
Table 2 shows the distribution of the nursing students according to their personal
characteristics. According to their age; the mean age of nursing students were 16.01±
0.869, the highest percentage of them (35.6%) had from16 to less than 17 year’s old; while
the minority of them (3.6%) had from 14 to less than 15 year’s old. Pertaining to gender;
more than half of them (51.8%) were male.
Regarding to them school, 42.4% of them were in Bila schools, 34.5% were in Kafr
El Sheikh schools and 23.1% were in El Reyad schools. In relation to academic year, more
than two third of them (36.4%) were in the third academic year; while 30.9% of nursing
students were in first academic year.
Additionally, majority of them 95.3% haven’t work during education and the
majority (86.3%) of them declared that they entering the school on a personal desire.
Concerning percentage in pervious exam more than half (56.1%) of the nursing students
had 90.0% while 19.8% of them had 70% to less than 80%.
Results
24
Table (2):
Distribution of the studied nursing students, according to their personal
characteristics
Total
N=278
Nursing ,,students’ characteristics
%
No.
Age (years)
3.6
27.0
35.6
33.8
10
75
99
94
14-
15-
16-
≥17
Min – Max 14 – 18 Mean ± SD 16.01±0.869
Gender
51.8
48.2
144
134
Male
Female
School
42.4
34.5
23.1
118
96
64
Bila ( Male and Female school)
Kafr El Sheikh ( Male and Female school)
El Reyad ( Male and Female school)
Academic year
30.9
32.7
36.4
86
91
101
First
Second
Third
Work during education
4.7
95.3
13
265
Yes
No
Entering the school on a personal desire
86.3
13.7
240
38
Yes
No
Percentage in pervious exam
19.8
24.1
56.1
55
67
156
70%
80%
≥90%
Min – Max 70– 99 Mean ± SD 90.07±9.273
Results
25
Table (3): Distribution of the studied nursing students, according to the
level of motivation to learn (n=278)
Table 3 and figure 4 displays that majority of nursing students (87.8%) got high
level of total motivation to learn; while minority of them 1.4% of them got low level of
total motivation to learn. At the same time, the highest percentage of nursing students got
high levels (80.6 %, 89.9 %, and 85.6 %) regarding all dimensions of motivation to learn;
intrinsic motivation, extrinsic motivation, and personal relevance of learning respectively.
While, more than three quarters (78.4 %) of them had high of self-determination to learn
nursing and less than half (45.7%) of them had high anxiety level regarding assessment.
Table (3): Distribution of the studied nursing students, according to the level of
motivation to learn (n = 278)
Items
Levels of motivation to learn
Low
Moderate
High
No.
%
No.
%
No.
%
Intrinsic motivation
8
2.9
46
16.5
224
80.6
Extrinsic motivation
4
1.4
24
8.7
250
89.9
Personal relevance of learning
2
0.7
38
13.7
238
85.6
Self-determination to learn nursing
10
3.6
50
18.0
218
78.4
Anxiety about assessment
25
9.0
126
45.3
127
45.7
Total motivation to learn
4
1.4
30
10.8
244
87.8
Figure (4):
Distribution of the studied nursing students, according to the total level
of motivation to learn
1.4%
10.8%
87.8%
Low
Moderate
High
Distribution of the studied nursing students, according to the total level of
motivation to learn
Results
26
Table (4): Distribution of the studied nursing students, according to their
total motivation to learn mean scores (n=278)
Table 4 reveals that the total mean percent score of nursing students perceptions of
motivation to learn was high (82.72%). They perceived that the highest mean score of
dimensions related to motivation to learn were extrinsic motivation following by personal
relevance of learning (88.89 %, 86.69 %) followed by intrinsic motivation (84.24%), self-
determination to learn nursing (82.16%) and finally anxiety about assessment (71.61%).
Table (4):
Distribution of the studied nursing students, according to their total
motivation to learn mean scores (n=278)
Items
Mean Scores
Mean
Percentage
Score
Rank
Min- Max
Mean ± SD
Intrinsic motivation
5-25
21.06 ± 3.881
84.24%
3
Extrinsic motivation
9-25
22.22 ± 2.985
88.89%
1
Personal relevance of learning
10-25
21.67 ± 3.104
86.69%
2
Self-determination to learn nursing
5-25
20.54 ± 3.837
82.16%
4
Anxiety about assessment
5-25
17.90 ± 4.636
71.61%
5
Total Motivation to Learn
46-125 103.40 ± 13.196 82.72%
Low motivation to learn (25-57 score), moderate motivation to learn (58-91 score)
and high motivation to learn (92-125 score).
Results
27
Table (5): The relationship between the studied nursing students’
motivation to learn levels and their personal characteristics.
Table 5 shows that no statistically significant relation between nursing students‟
motivation to learn levels and their personal characteristics.
Table (5):
The relationship between the studied nursing students’ motivation to
learn levels and their personal characteristics
Test of
significance
Total
N=278
Levels of motivation to learn
Items
High
(N=244)
Moderate
(N=30)
Low
(N=4)
%
No.
%
No.
%
No.
%
No.
Age
X2=3.236
P=0.779
3.6
27.0
35.6
33.8
10
75
99
94
100.0
90.7
86.9
85.1
10
68
86
80
0.0
8.0
11.1
13.8
0
6
11
13
0.0
1.3
2.0
1.1
0
1
2
1
14-
15-
16-
≥17
Gender
X2= 0.922
P=0.631
51.8
48.2
144
134
86.8
88.8
125
119
11.1
10.4
16
14
2.1
0.7
3
1
Male
Female
School
X2= 1.236
P=0.868
42.4
34.5
23.0
118
96
64
85.6
90.6
87.5
101
87
56
12.7
8.3
10.9
15
8
7
1.7
1.0
1.6
2
1
1
Bila (Male and Female school)
Kafr El Sheikh (Male and Female
school)
El Reyad(Male and Female school)
Academic year
X2= 6.516
P=0.164
30.9
32.7
36.4
86
91
101
91.9
90.1
82.2
79
82
83
7.0
7.7
16.8
6
7
17
1.2
2.2
1.0
1
2
1
First
Second
Third
Work during education
X2= 1.900
P=0.387
4.7
95.3
13
265
100.0
87.2
13
231
0.0
11.3
0
30
0.0
1.5
0
4
Yes
No
Entering the school on a personal
desire
X2= 5.735
P=0.057
86.3
13.7
240
38
87.5
89.5
210
34
11.7
5.3
28
2
0.8
5.3
2
2
Yes
No
Percentage in pervious exam
X2= 3.784
P=0.436
19.8
24.1
56.1
55
67
156
89.1
86.6
87.8
49
58
137
10.9
13.4
9.6
6
9
15
0.0
0.0
2.6
0
0
4
70-%
80-%
≥90%
X2 Chi Square Test * Statistically significant at p ≤ 0.05
Results
28
Table (6): Distribution of the studied nursing students, according to the
level of competency self-efficacy (n=278)
Table 6 and figure 5 displays that majority of nursing students (91.7 %) get high
level of total competency self-efficacy and moderate level (8.3%) of total competency self-
efficacy. At the same time, the highest percentage of nursing students got high level
(91.7%) regarding professional advancement following by advocacy and ethical practice,
clinical competence, professional accountability respectively (89.6%,89.6%,89.6%)
followed by professional responsibility, proficiency, leadership and communication and
collaboration respectively (87.8% , 87.4%, 86.3% , 82.4 %). On the other hand, less than
three quarters of the nursing students had high level of competency self-efficacy
concerning self-assertiveness and management skills respectively (73.0% and 71.6%).
Table (6):
Distribution of the studied nursing students, according to the level of
competency self-efficacy (n =278)
Items
Levels of competency self-efficacy
Low
Moderate
High
No.
%
No.
%
No.
%
Management skills
0
0.0
79
28.4
199
71.6
Communication and collaboration
0
0.0
49
17.6
229
82.4
Advocacy and ethical practice
0
0.0
29
10.4
249
89.6
Clinical competence
0
0.0
29
10.4
249
89.6
Professional accountability
8
2.9
21
7.6
249
89.6
Proficiency
6
2.2
29
10.4
243
87.4
Professional advancement
4
1.4
19
6.8
255
91.7
Professional responsibility
7
2.5
27
9.7
244
87.8
Leadership
4
1.4
34
12.2
240
86.3
Self-assertiveness
19
6.8
56
20.1
203
73.0
Levels of total competency self-efficacy
0
0.0
23
8.3
255
91.7
Figure (5):
Distribution of the studied nursing students, according to their level of
total competency self-efficacy
0.0%
8.3%
91.7%
Low
Moderate
High
Distribution of the studied nursing students, according to their level of total
competency self efficacy
Results
29
Table (7): Distribution of the studied nursing students, according to their
total competency self-efficacy mean scores (n=278)
Table 7 reveals that the total mean percent score of nursing students‟ perception of
competency self-efficacy was high (85.80%). They perceived that the highest mean score
of dimensions related to competency self-efficacy were advocacy and ethical practice
(89.30%) followed by clinical competence (89.12%), professional advancement (88.88%),
professional accountability (87.18%), professional responsibility (86.28%), communication
and collaboration (85.63%), proficiency (85.05%), leadership (84.96%), management skills
(81.86%) and finally, self-assertiveness (77.15%).
Table (7):
Distribution of the studied nursing students, according to their total
competency self- efficacy mean scores (n =278)
Items
Mean Scores
Mean
Percentage
Score
Rank
Min- Max
Mean ± SD
Management skills
17-35
28.65 ± 3.887
81.86%
9
Communication and collaboration
17-35
29.97 ± 3.827
85.63%
6
Advocacy and ethical practice
21-35
31.26 ± 3.128
89.30%
1
Clinical competence
10-20
17.82 ± 2.180
89.12%
2
Professional accountability
5-25
21.79 ± 3.656
87.18%
4
Proficiency
6-30
25.51 ± 4.209
85.05%
7
Professional advancement
5-25
22.22 ± 3.198
88.88%
3
Professional responsibility
8-20
17.26 ± 2.982
86.28%
5
Leadership
5-15
12.74 ± 1.924
84.96%
8
Self-assertiveness
3-15
11.57 ± 2.593
77.15%
10
Total competency self-efficacy
124-253
218.80 ± 23.857
85.80%
Low NCSE (51-118 score), moderate NCSE (119-186 score) and high NCSE (187-
255score).
Results
30
Table (8): The relationship between the studied nursing students’
competency self-efficacy levels and their personal characteristics
Table 8 shows the relationship of nursing students according to the age14 years old
100% and compared to 91.5 % of nursing students aged of 17 years and more had high
level of nursing competency self-efficacy. Also, pertaining to gender 94.0 % of the female
students had high nursing competency self-efficacy compared to 89.6 % of the male
students. Moreover , regarding to school the highest level of Kafr El Sheikh schools and
Bila schools respectively (93.8% and 90.7%) compared to El Reyad schools 90.6%.
Also, regarding to academic year the highest percentage of first and second year
students (93.0 % and 93.4 % respectively) had high level of competency self-efficacy
compared to 89.1% of the third year students. Furthermore, high competency self-efficacy
was more work during education 92. 3% and those who entering the school on a personal
desire 92. 9 % compared to who not entering the school on a personal desire 84.2%.
Regarding to percentage in previous exam 90.9% of the nursing students who had less than
80.0% success rate had high level of competency self-efficacy, compared to 91.7% of
those who had 90.0% percentage and more.
Results
31
Table (8):
The relationship between the studied nursing students’ competency
self-efficacy levels and their personal characteristics
Test of
significance
Total
N=278
Levels of nursing
competency self-efficacy
Items
High
(N=255)
Moderate
(N=23)
%
No.
%
No.
%
No.
Age
X2=1.004
P=0.800
3.6
27.0
35.6
33.8
10
75
99
94
100.0
92.0
90.9
91.5
10
69
90
86
0.0
8.0
9.1
8.5
0
6
9
8
14-
15-
16-
≥17
Gender
X2= 1.808
P=0.179
51.8
48.2
144
134
89.6
94.0
129
126
10.4
6.0
15
8
Male
Female
School
X2= 0.791
P=0.673
42.4
34.5
23.1
118
96
64
90.7
93.8
90.6
107
90
58
9.3
6.2
9.4
11
6
6
Bila (Male and Female school)
Kafr El Sheikh(Male and Female
school)
El Reyad (Male and Female school)
Academic year
X2= 1.441
P=0.487
30.9
32.7
36.4
86
91
101
93.0
93.4
89.1
80
85
90
7.0
6.6
10.9
6
6
11
First
Second
Third
Work during education
X2 = 0.9380
P = .006*
4.7
95.3
13
265
92.3
91.7
12
243
7.7
8.3
1
22
Yes
No
Entering the school on a personal
desire
X2= 3.277
P=0.070
86.3
13.7
240
38
92.9
84.2
223
32
7.1
15.8
17
6
Yes
No
Percentage in pervious exam
X2= 0.107
P=0.948
19.8
24.1
56.1
55
67
156
90.9
92.5
91.7
50
62
143
9.1
7.5
8.3
5
5
13
70%
80%
≥ 90%
X2 Chi Square Test * Statistically significant at p ≤ 0.05
Results
32
Table (9): The relationship between the studied nursing students’
competency self-efficacy mean scores and their personal characteristics
(n=278)
Table 9 shows the relationship between the studied nursing students‟ competency
self-efficacy mean scores and their personal characteristics. Regarding age, higher nursing
students competency self-efficacy mean score was noticed among those aged 14 years
compared to those students aged 17 years and more (223.70 ± 9.730) followed by 15years
which had mean (220.40± 21.02) aged 17 (218.34 ± 25.35).
Also, a statistically significant relationship was found between competency self-
efficacy and nursing students‟ gender (t = 5.898 p = 0.016) where it was higher in female
students compared to male students ( 222. 37 ± 19.79 and 215. 48 ± 26.74 respectively).
Moreover, regarding to school the highest mean score of Kafr El Sheikh schools
(220.93±21.06) compared to Bila and El Reyad schools (217.89±25.42, 217.89±25.42
respectively).
Additionally, higher nursing students competency self-efficacy mean score was
noticed to academic year is among first year students compared to third year nursing
students (221.23 ± 20. 25 and 215. 10 ± 26.29 respectively). Furthermore, higher
competency self-efficacy mean scores were found among nursing students who reported
work during education (225.08 ± 16.47) and those who entering the school on a personal
desire (219.50 ± 26.88). Lastly, regarding percentage in previous exam higher competency
self-efficacy (220.58 ± 23.27) was found among the students with 90 percentage and more
success rate compared to those with less than 80% success rate (217.33±30.04).
Results
33
Table (9):
The relationship between the studied nursing students’ competency
self-efficacy mean scores and their personal characteristics (n= 278)
Test of
significance
Mean Scores of nursing
competency self-efficacy
Items
Mean ± S. D
Age
F=0.355
P=0.786
223.70±9.730
220.40±21.02
217.54±25.49
218.34±25.35
14-
15-
16-
≥17
Gender
t= 5.898
P=0.016*
215.48±26.74
222.37±19.79
Male
Female
School
F= 0.593
P=0.554
217.89±25.42
220.93±21.06
217.30±24.96
Bila (Male and Female school)
Kafr El Sheikh (Male and Female
school)
El Reyad (Male and Female
school)
Academic year
F= 1.939
P=0.146
221.23±20.25
220.62±23.92
215.10±26.29
First
Second
Third
Work during education
t= 0.943
P=0.332
225.08±16.47
218.49±24.14
Yes
No
Entering the school on a personal
desire
t= 0.038
P=0.847
219.50±26.88
218.69±23.40
Yes
No
Percentage in pervious exam
F= 1.039
P=0.355
217.33±30.04
215.88±18.99
220.58±23.27
70%
80%
≥90%
t Student T Test F ANOVA test * Statistically significant at p ≤ 0.05
Results
34
Table (10): The relationship between the studied nursing students’
motivation to learn levels and their levels of competency self-efficacy
Table 10 shows a statistically significant relationship was noticed between
motivation to learn and nursing competency self-efficacy (x2 = 84.238 p = 0.000) where the
vast majority (92.5 %) of those with high competency self-efficacy had high level of
motivation to learn compared to 34.8% of those with moderate nursing competency self-
efficacy.
Table (10): The relationship between the studied nursing students’ motivation to
learn levels and their levels of competency self-efficacy
Test of
significance
Total
N=278
Levels of motivation to learn
Items
High
(N=244)
Moderate
(N=30)
Low
(N=4)
%
No.
%
No.
%
No.
%
No.
Levels of NCSE
X2=84.238
P=0.000*
8.3
91.7
23
255
34.8
92.5
8
236
47.8
7.5
11
19
17.4
0.0
4
0
Moderate
High
X2 Chi Square Test * Statistically significant at p ≤ 0.05
Results
35
Table (11): The relationship between the studied nursing students’ mean
score of motivation to learn and their levels of competency self-efficacy
(n=278)
Table 11 shows that higher motivation to learn mean score was found among those
nursing students’ with high level of competency self-efficacy compared to those with
moderate level (105.49 ± 9.808 and 80.22 ± 21.66 respectively), with a statically
significant relationship between them (f. 106.995, p = 0.000).
Table (11): The relationship between the studied nursing students’ mean score of
motivation to learn and their levels of competency self-efficacy (n=278)
Test of
significance
Mean scores of motivation to learn
Items
Mean ± S. D
Levels of NCSE
F=106.995
P=0.000*
80.22±21.66
105.49±9.808
Moderate
High
t Student T Test * Statistically significant at p ≤ 0.05
Results
36
Table (12): Correlation matrix between the nursing students’ motivation
to learn and their competency self-efficacy (n=278)
Table 12 was noticed that total nursing students motivation to learn had moderate
statistically significant correlation with intrinsic motivation ( r = 0.523 p = 0.000), extrinsic
motivation (r = 0.635 p = 0.000), professional accountability (r = 0.486 p = 0.000),
proficiency (r = 0.609 p = 0.000), professional advancement ( r = 0.595 p = 0.000 ),
professional responsibility (r = 0.479 p = 0.000), and leadership (r = 0.468 p = 0.000),
while it had low statistically significant correlation with advocacy and ethical practice ( r =
0.299 p = 0.000 ), clinical competence (r = 0.447 p = 0.000), and self-assertiveness (r =
0.199 p = 0.001).
The same table reveals that total nursing competency self-efficacy had moderate
statistically significant correlation with intrinsic motivation (r = 0.638 p = 0.000) extrinsic
motivation (r = 0.548 p = 0.000 ), personal relevance of learning (r = 0.566 p = 0.000), and
self-determination to learn nursing ( r = 0.620 p = 0.000).
Lastly , a moderate statistically significant correlation was found between total
motivation to learn and nursing competency self-efficacy (r = 0.648 p = 0.000).
Also, management skills D1 had statistically significant correlation with intrinsic
motivation M1, extrinsic motivation M2, personal relevance of learning M3, self-
determination to learn nursing M4, anxiety about assessment M5 and total motivation to
learn which had (r = 0.490 p = 0.000), (r = 0.465 p = 0.000), (r = 0.430 p = 0.000), (r =
0.405 p = 0.000), (r = 0.154 p = 0.010)and (r = 0.523 p = 0.000), respectively.
Additionally, communication and collaboration D2 had statistically significant
correlation with intrinsic motivation M1, extrinsic motivation M2, personal relevance of
learning M3, self-determination to learn nursing M4, and total motivation to learn which
had (r = 0.586 p = 0.000), (r = 0.500 p = 0.000), (r = 0.523 p = 0.000), (r = 0.694 p =
0.000), and (r = 0.635 p = 0.000), respectively but anxiety about assessment M5 had no
significant. Relationship between advocacy and ethical practice D3 and all dimensions
gave statistically significant correlation except anxiety about assessment M5 had no
significant. While clinical competence D4, professional accountability D5, proficiency D6,
professional advancement D7, professional responsibility D8, leadership D9, and self-
assertiveness D10 gave the same results.
Finally, total competency self-efficacy had statistically significant correlation with
intrinsic motivation M1, extrinsic motivation M2, personal relevance of learning M3, self-
determination to learn nursing M4 (r = 0.638 p = 0.000), (r = 0.548 p = 0.000), (r = 0.566 p
= 0.000), (r = 0.620 p = 0.000) respectively, and total motivation to learn which had
(r = 0.648 p = 0.000), respectively while anxiety about assessment M5 had no significant.
Results
37
Table (12): Correlation matrix between the nursing students’ motivation to learn
and nursing competency self-efficacy(n =278)
Items
M1
M2
M3
M4
M5
Total
motivation to
learn
D1
r
0.490
0.465
0.430
0.405
0.154
0.523
P
0.000*
0.000*
0.000*
0.000*
0.010*
0.000*
D2
r
0.586
0.500
0.523
0.694
0.069
0.635
P
0.000*
0.000*
0.000*
0.000*
0.249
0.000*
D3
r
0.286
0.295
0.298
0.245
0.018
0.299
P
0.000*
0.000*
0.000*
0.000*
0.760
0.000*
D4
r
0.417
0.454
0.372
0.377
0.070
0.447
P
0.000*
0.000*
0.000*
0.000*
0.242
0.000*
D5
r
0.539
0.353
0.430
0.488
0.014
0.486
P
0.000*
0.000*
0.000*
0.000*
0.814
0.000*
D6
r
0.632
0.504
0.620
0.577
0.013
0.609
P
0.000*
0.000*
0.000*
0.000*
0.827
0.000*
D7
r
0.636
0.514
0.467
0.635
0.008
0.595
P
0.000*
0.000*
0.000*
0.000*
0.900
0.000*
D8
r
0.489
0.361
0.438
0.465
0.043
0.479
P
0.000*
0.000*
0.000*
0.000*
0.472
0.000*
D9
r
0.449
0.451
0.383
0.518
0.019
0.468
P
0.000*
0.000*
0.000*
0.000*
0.753
0.000*
D10
r
0.109
0.171
0.137
0.134
0.007
0.199
P
0.069
0.004*
0.022*
0.025*
0.199
0.001*
Total nursing
competency
self-efficacy
r
0.638
0.548
0.566
0.620
0.065
0.648
P
0.000*
0.000*
0.000*
0.000*
0.276
0.000*
M1= intrinsic motivation, M2= extrinsic motivation, M3= personal relevance of learning, M4= self-
determination to learn nursing, M5= anxiety about assessment
D1= management skills, D2= communication and collaboration, D3= advocacy and ethical practice, D4=
clinical competence, D5= professional accountability, D6= proficiency, D7= professional
advancement, D8= professional responsibility, D9= leadership, D10= self-assertiveness
r =
Pearson correlation * Significant p at ≤0.05
r ≥0.9 very high correlation r 0.7-<0.9 high correlation r 0.5-<0.7 moderate correlation r < 0.5 low
correlation
Discussion
38
DISCUSSION
Nursing students‟ motivation to learn has proved to be related to the successful
outcome of education lead to an academic degree as well as a professional degree.
Accordingly, acquirement of clinical competency begins when first entering the field of
nursing and continues until the end of an individual’s period of working. Thus, nursing
students rely on theoretical guidelines and clinical experiences to gain knowledge of
nursing and a sense of competency self-efficacy. As well as, Nursing student’s competency
self-efficacy is necessary for having positive feeling about learning experiences and
developing motivation to learn. Therefore, the aim of this study was investigate the
relationship between nursing students’ motivation to learn and their competency self-
efficacy at secondary technical schools of nursing.(123,124)
Nursing students motivation to learn
The result of this study showed that the majority of nursing students get high level of
total motivation to learn and high mean score. This findings may be related to highly
motivated nursing students to do better than the other students on the nursing tests. Nursing
students believe earning good nursing grade is important and learning nursing can help get
a good job. Learning nursing help nursing students in their career and achieving goals and
the nursing learn relates to nursing students personal goals these causes is reflected from
dimensions intrinsic motivation, extrinsic motivation, personal relevance of learning, self-
determination to learn nursing, and anxiety about assessment.
This result is supported with a study was done in Sweden, by Stomberg and Nilsson
(2010)(125), and in Turkey, by Aktaş and Sancar (2021)(126), who explored the variation in
nursing students‟ motivation found that nursing students have higher motivation to learn
motivated by the opinion that nursing was safe job and get good nursing grade. Also, This
result is consistent a study conducted in Turkey, by Özbek, Eroğlu and Donmuş (2017)(127),
and Dogan, Tarhan and Sunal (2018)(128), showed that high levels of motivation among
nursing students impact their desire to acquire new knowledge/skills. However, this result
is inconsistent by a study was conducted in China, among nursing students by Lee
(2013)(129), who found that more than half of nursing students had a moderate level of
motivation to learn. Likewise, a study carried out Malaysia, by Chan and Norlizah
(2017)(130), in Sri Lanka, by De Silva, Khatibi and Azam (2018)(131), who pointed out to
moderately level of motivation to learn among nursing students as indicator to the average
level of overall motivation.
There are five dimensions, extrinsic motivation, personal relevance of learning,
intrinsic motivation, self-determination to learn nursing, anxiety about assessment.
Regarding to first dimension, extrinsic motivation, the present study indicated that
extrinsic motivation to learn scored the highest percentage at highest level and high mean
percent score of motivation to learn because extrinsic motivation occurs in a response to
external incentive such as the expectation of rewards or punishments, possibility of
promotion in to do better than the other students on the nursing tests, or acquisition of a
good nursing grade to nursing students, learning nursing can help their get a good job and
learning nursing can help their career.
Discussion
39
This result agreed with a study was done in the USA, by Mathewson (2019)(132), who
found that extrinsic motivation occurs in a response to external stimulation as: possibility
of promotion in the workplace after graduate and who reported that it was slightly higher
than intrinsic motivation due to intrinsic motivators can be the key to student achievement
but extrinsic motivation dominates classrooms. In contrast the study was done in Iran, by
Saeedi and Parvizy (2019)(133), who demonstrated that extrinsic motivation to learn scored
the low percentage, result may be referred that school systems could gradually decrease
students’ curiosity and interest in learning.
Regarding to the second dimension, personal relevance of learning, got high level
of total motivation to learn and mean percent score of nursing students perceptions of
motivation to learn was high because nursing students think about how to benefit from the
science of nursing and that it will be important and related to his personal goals. This result
is supported with a study was done in Saudi, by Alotaibi (2016)(134), who revealed Personal
relevance of learning directly applicable to the personal aspirations, interests, or cultural
experiences of students (personal relevance) or that are connected in some way to real-
world issues, problems, and contexts (life relevance), which is directly related to the
success of students in nursing schools and motivation to learn is related to improve nursing
student‟s perception, ability to attain a specific objective, active and regular attendance,
increase creativeness and performance.
This result is consistent with a study was done in USA, by Hegarty (2011)(135), who
revealed that total mean percent score of nursing students perceptions of motivation to
learn a positive significant relationship due to influence learning strategies and higher
levels of student achievement. However, this result is inconsistent with a study was done in
Nigeria, by Olufemi, Adediran, and Oyediran (2018)(136), who revealed that among nursing
students were moderate level of relevance learning, personal relevance of learning, and
self-regulating about motivation to learn.
Regarding to the third dimension, intrinsic motivation, got high level of total
motivation to learn and mean percent score of nursing students perceptions of motivation
to learn was high due to nursing students enjoy learning the nursing, find learning nursing
interesting and understanding nursing gives a sense of accomplishment. This result is
supported with a study was done in Canada, by Timer and Clauson (2011)(137), who
revealed that nursing students will not be successful without qualities like motivation to
learn. Motivation to learn is an indicator of academic proficiency and clinical success and
found a positive relationship nursing students between academic motivation to learn and
student achievement.
This result is consistent with a study was done in USA, by Rose (2011)(138), who
revealed that Intrinsically motivated nursing students were more likely to be satisfied with
their chosen major life and self-directed learning, and intrinsic motivation refers to
performing an activity for personal pleasure and the satisfaction derived from the activity
itself; it is characterized by feelings of excitement, interest, happiness, curiosity this could
be supported by establishing a motivation system. This result is inconsistent with a study
was done in Australia, by Ross, Perkins, and Bodey (2016)(139), who revealed that results of
intrinsic motivation negative for extrinsic motivation.
Discussion
40
Regarding to the fourth dimension, self-determination to learn nursing, nursing
students motivation to learn dimensions is more than three quarters of nursing students had
high of self-determination to learn nursing and high mean score of nursing students due to
nursing students put enough effort into learning the nursing and use strategies that ensure
nursing students learn the nursing well and nursing students who studying at school of
nursing which enhanced the student‟s personality development, and prepares them for a
broader scope of practice.
This result is supported with a study was done in Iran, by Rafii, Saeedi, and Parvizy
(2019)(140), and in Egypt, by Gaballa et al.(2021)(141), who reported that self-determination
have impaction of the motivation of nursing students. Increase the nursing students‟ self-
determination toward nursing as a profession to be chosen and the nursing student hade
high self-determination with highest mean percentage this result may be due to nursing
students were used Visual learning as learning method which enhances self-assessment and
determines defect. Also, who pointed a great part of nursing students motivation to learn
reflected upon the academic track of nursing students used self-study learning method and
clinical team work and the pursuit of fulfilling basic psychological needs for competency,
self-determination, autonomy, consequently a higher social integration, wellness,
commitment, and achievement.
This study contraindicated with a study was done in Italy, by Messineo, Allegra and
Seta (2019)(142), who carried out a study about investigate the relations between
motivations for choosing nursing studies their self-determination perspective. Motivating
factors remained recognized of the learners with high independent and low controlled.
Self-determination is a broad construct that can range from high to low.
Regarding to the last dimension; anxiety about assessment, nursing students
motivation to learn dimensions is less than half of them had high anxiety level regarding
assessment related to nursing students will do on nursing tests due to students worry about
failing the nursing tests and become nursing students anxious when it is time to take
nursing tests. Anxiety can act as an activator of the learning process, making it successful
and effective because it mobilizes the attention, memory, and intellectual abilities of the
nursing students.
This result is supported with a study was done in Iran by Li et al.(2015)(143),who
reported less than half of nursing students have severe anxiety from secondary technique
school as independent variables is determined as the influence factors leading to anxiety.
These results indicate that the nursing student‟s average level of anxiety positively affects
both academic performance and motivation. Also, a study was done in Jordan by Ruz, Al-
Akash and Jarrah (2018)(144), who reported that low grade point average achievements
nursing students are minimal may lead to further anxiety, anger, depression,
discouragement, absenteeism, poor performance. Congruent with this finding, a study was
done in Egypt, by El-awady, Seada, and Abd-El hady (2022)(145), who reported clinical
anxiety was nearly half of the sample the most frequently reported stressors were fear of
future, anxiety and depression, increased class workload.
In contrast a study was done in Greece, by Papazisis et al.(2008)(146), and with a
study in United Arab Emirate, by Al Majali (2020)(147), who revealed that the level of
anxiety does not affect the students’ self-motivation Also, a study in China, by Liu
(2022)(148), who reported that nursing students perceived stress and anxiety, most of them
in mild levels and very high levels of stress who reported nursing students need in their
effort and persistence in facing hard situations.
Discussion
41
Relationship between nursing students’ motivation to learn and their
personal characteristics.
The result of this study indicated that there were no statistically significant relations
between nursing students’ motivation to learn and their personal characteristics. This result
may be related to nursing student’ motivation to learn doesn‟t depend on their students’
personal characteristics and may be referred to some factors as using traditional teaching
methods in addition to teacher attitude in class may be non-effect on nursing students.
This finding is supported with a study was done in Switzerland, by Zeyer (2018)(149),
who showed that non-significant difference of personal characteristics such as gender and
work during study had no direct effect on motivation to learn and no statistically
significant. This finding in agreement with a study was conducted in Iran, by Ziba et al.
(2018)(150), who found that there was no statistically significant relation between students’
motivation to learn and their personal characteristic, but indicated that personal
characteristics are one of the most important determinants of nursing students‟ behavior
and motivation to learn.
However, this study is inconsistent with a study was done in Indonesia, by Ariani
(2013)(151), and in Egypt, by Mahmoud, Adam, and AbdeIrazeka (2020)(152), who pointed
out to moderately level of motivation to learn among nursing students as indicator to the
average level of overall motivation who revealed that many factors could interfere with
students’ motivation to learn. Personal characteristics may be influence of a sense of
motivation to learn as: age, gender and working during study that, impact is not the same in
all nursing students.
Nursing students competency self-efficacy (NCSE)
The present study revealed that the majority of nursing students got high level of
total NCSE and high mean score of total NCSE. This finding may be attributed to that
nursing students identify the discrepancies between verbal and non-verbal behavior of
patient and support the nursing team, nursing students provided nursing care accordance
with set standards of practice as: the patient‟s consent to the nursing procedures and use
knowledge of other useful disciplines in nursing as: computer, physics and sociology.
This result supported with a study was done in Indonesia, by Herliani et al.
(2018)(153), who revealed that more than half of the participants had a high score of CSE in
clinical practice that concluded positive significant relationship. Another study in Egypt,
by Ibrahim, Abdelaziz, and Akel (2019)(154), who mentioned that the majority of nursing
students perceived that they have a high level of CSE due to nursing students have
capabilities and talents to achieve their targets from the clinical training experiences.
Strong CSE is associated with proficient nursing practice and academic improvement.
Moreover, this result is consistent with Azmoude et al. (2017)(155),in East Iran, who
revealed that more than half of the participants has a high score of self-efficacy in
implementing evidence-based practice (EBP) in clinical practice who indicated self-
efficacy is the belief that a students have ability to effectively deal with or accomplish a
task with some level of skill and capability in dealing with daily life problems.
Discussion
42
This result is inconsistent with a study was done in Iran, by Parsa-Yekta Ramezani
and Khaton (2007)(156), and by González, Fonseca, and Bermeo (2021)(157) in Colombia,
which was performed to study with nursing students. It reported that most students had
moderate clinical competence and mentioned that contradict on the relationship between
the learning motivation and self-efficacy of nursing students which indicated that students‟
self-efficacy for professional nursing competency was at an mild level.
At the same time, the highest percentage of NCSE dimensions got high level is
professional advancement because nursing students update their own knowledge and
competencies, actively participate in research activities and the highest mean score of
dimensions related to NCSE were advocacy and ethical practice because nursing students
carry out practices nursing without discrimination of caste, creed, religion, culture …..etc
and maintain professional boundaries without violating nurse patient relationship related to
highest mean score of advocacy and ethical practice. This result supported with a study
was done in Egypt, by Saleh (2019)(158), to explore relationship between nursing Students‟
clinical learning environment satisfaction, their self-efficacy and academic achievement
who revealed that professional advancement, and advocacy and ethical practice more than
two thirds of nursing students were satisfied about their learning experiences from the
clinical learning, the clinical instructors provided orientation to students about what has to
be done and advocate patients, families and community in meeting their health needs in
clinical setting.
This result is consistent with a study was done in Ghana, by Kyei et al, (2014)(159),
who stated that the majority of students perceived their clinical learning environment as
rich in learning experiences because they exposed to different clinical training experiences
and have a high CSE level in all nursing activities and tasks in the clinical training to
application policy of Advocacy, ethical practice and professional advancement increase.
Moreover, this result is inconsistent with a study was done in Iran, by Kharameh et al.
(2018)(160), stated that students with learning difficulties had a low self-efficacy levels,
professional advancement, advocacy and ethical practice dimensions, and low achievement
due to their decreased expectations and incompetence of nursing students decreases their
ability to achieve educational goals and had a negative effect on professional advancement.
Regarding to the dimensions of NCSE it is proved that advocacy and ethical
practice, clinical competence and professional accountability dimensions were high
level because nursing students are keen to increase their efficiency through implement
infection control strategies, safe biomedical waste management practices, efficient energy
use, maintain privacy, confidentiality while sharing the patient’s information and nursing
students can stand up for rights through advocacy and ethical practice. Nursing students
prepare clients for diagnostic procedures and treatments during identify the needs of
patients and identify the uniqueness of each individual in their response to treatment
outcome through clinical competence, accordingly application of professional
accountability through acknowledge honestly about work when did not complete, report
mistakes, errors and accountability.
This result is supported with a study was done in Malaysia, by Ludin and Fathullah
(2017)(161), who revealed that effect development NCSE dimensions as: advocacy and
ethical practice, clinical competence and professional accountability dimensions perceived
by nursing students in both the actual and preferred form of dimensions was high. Also,
Discussion
43
this result is agreement with Khan et al. (2020)(162), in Pakistan, who mentioned that
clinical practice, advocacy and ethical practice and professional accountability helps to
develop the competence and self-efficacy in nursing students to promotion healthcare,
provide the services required to patients, families and community in meeting their health
needs.
However, this result is inconsistent with a study was done in Egypt, by Mohamed
and Morsi (2019)(163), who reported weak CSE and their sub dimensions of advocacy and
ethical practice, clinical competence and professional accountability among nursing
students may lead to several unconstructive consequences, such as lack of ethical practice,
clinical competence, self-esteem and poor clinical judgment. In such a case, the nursing
students can‟t deal with clinical problems and unable to manage work responsibilities and
accountabilities.
Also, present study revealed that high level of NCSE and have high mean score
regarding to the following dimensions professional responsibility, proficiency,
leadership and communication and collaboration. This may be attributed to high NCSE
related to previous dimensions help nursing students to succeed in their studies, practice
and driving force enabling nursing students to perform a given role effectively and as a
major factor in increasing their clinical performance.
This result is compatible with a study was done in Pakistan, by Shabnum, Hussain
and Majeed (2018)(164), who found the high CSE that perceived by nursing students is
feeling of leader, independence, self-control, and self-confidence over work situations and
the surrounding environment due to increase sense of professional responsibility,
proficiency, leadership and communication and collaboration. However, this result is
inconsistent with a study was done in Iran, by Zengin et al. (2014)(165), who revealed that
low mean score of competency self-efficacy among nursing students, direct to poor
achievement of professional qualifications and accordingly the gap between the knowledge
and application will be increased. Furthermore, a low standard of patient care will take
place.
On the other hand, less than three quarters of the nursing students had high level of
NCSE concerning self-assertiveness, management skills dimensions, and the lowest
mean score of the sub-scales of NCSE were self-assertiveness because not easy for nursing
students the express negative feeling about other people. Also, management skills of
nursing students use knowledge of other useful disciplines in nursing. Participate students
in effective human resource planning and management. Nursing students make good use of
appropriate channels of referral.
This result is consistent with a study was done in Iran by Mehrabizadehe, Taghavi
and Attari (2009)(166), who revealed that opportunity of career advancement which
contribute in enhance nursing students feeling of self-assertiveness, belonging to the work
family and increase level of competency, self-efficacy. Nursing students participate in
effective with colleagues, teachers, supervisors to good planned and participate in patients
care decisions and policy. Nursing students training in assertiveness, management skills
and lead up to the reducing of anxiety as well as to the increase of skills, academic
performance and outgrowth level of NCSE.
Discussion
44
Conversely, this finding disagreed with a study was done in Egypt, by Ibrahim
(2011)(167), who studied factors affecting assertiveness among student nurses found that the
assertiveness level of nursing students was low. In the same line Maheshwari and Gill
(2015)(168), in USA, who studied the relationship between assertiveness and self-esteem
among nursing students found that the level of assertiveness was low and management
skills decrease may be related to understand lack of time, manage their emotions, also there
are some misunderstand that empathy students are weak, haven’t the ability to control
themselves and can’t operate communication with other. Also, a study conducted in Egypt,
by Abdel Monem, Sleem, and Abd El Aleem (2017)(169), to explore the relation between
nurse educators‟ emotional intelligence and student nurses‟ assertiveness and found that
three quarter of nursing students had low level of assertiveness and decrease management
skills and practice.
Relationship between NCSE and their personal characteristics.
Regarding to gender, this finding of current study showed that a statistically
significant relationship between NCSE and nursing students‟ gender, female students had
higher mean score compared to male students due to female students are more persistent
and trained in nursing skills and nursing sciences and female nursing students’ choice of
nursing education depends on the fact that they consider that the nursing profession offers
job security and opportunity as well as the desire to care others.
This result is supported with a study was done in Iran, by Haririan et al. (2021)(170),
who suggested that the overall mean self-efficacy scores in female nursing students was
higher compared to male nursing students who revealed that female students’ interest and
commitment vary during their education and the accessibility of work both nationally and
abroad. Nursing profession is an attractive job especially for female students. Also, this
result consistent in Egypt, by Ata et al. (2015)(171), and another study in Iran, by Soudagar,
Rambod and Beheshtipour (2015)(172), showed that female nursing students had the highest
percentage rather than male students and that may be as a result of nursing nature that is
more suitable for women character of caring people. Beside, males are recently joining to
nursing profession.
In contrast, the present results disagree with the study in Iran, by Jalil
et al.(2019)(173), and in Slovenia,by Prosen (2022)(174) which examined the relationship
between self-efficacy beliefs and achievement motivation found that the self-efficacy
scores of the male nursing students were higher than those of the female nursing students
who revealed that male student nurses have higher confidence up to the nursing practice
and are accepted and supported by more people. Another explanation is that male student
nurses may often be encouraged by nurse managers compared with females nurses but
male students in nursing career are still in minimal proportion. However, findings obtained
in Iran, by Inanlou et al.(2020)(175), which state that gender has no influence on self-
efficacy levels. While, the National Association of Student Nurses in 2012 claimed that
male student nurses still have a view of negative stereotypes in nursing. In the same line,
men in the East face negative sanctions‟ when selecting a career habitually kept back for
females such as nursing.
Discussion
45
Regarding to work during education due to nursing students desire to increase
experience and application training and information from school to reality like nursing
science, challenges for nursing students, get a good job and significantly work learning
new things throw it and may be related to poor financial status for nursing students. This
result is supported in Egypt, by Abd El-Halem et al.(2011)(176), and in Turkey, by Elibol
and Seren (2017)(177), who revealed that Highlighted that students have many chances in
nursing work before and after graduation this shows that they are confident about the
nursing profession due to the ease to find a job and said that the majority chose the nursing
profession. Support and encouragement were identified as being important for nursing
students self-efficacy and positive career outcomes for students making career choices.
This result is consistent with a study was done in Britain, by Lauder et al. (2008)(178),
who revealed that majority of nursing students like to work to increase skills and economic
outcome. This result is harmony with those of study in Finlanda, by Mäenpää et al. (2019
)(179), who revealed a slight minority of the students were not working during their studies,
whereas the majority of the nursing students were working had part-time jobs and full-time
jobs. The groups differed from each other in terms of their work status. This result in the
same line with other study in Iran, by Motahari, Rahimibashar, and Ghasemnegad
(2020)(180), who reported that nursing students recognize nursing as a caring profession and
opportunity to assist people gain a better health. The findings also displayed that the
majority of junior nurse students were proud of nursing.
Notwithstanding, the studies was conducted in Egypt, by Gaber and Mostafa
(2013)(181), this studies revealed that the nursing profession is a critical job in the
community and there is a serious deficiency in the nursing workforce. Also, was determine
the image of nursing as a profession among nursing students and interns. The results
showed that the availability of work and financial reward were the least mentioned reason
among nursing students and students turn attention by changing the topic of nursing work
in front of others.
Relationship between total nursing students’ motivation to learn and
NCSE.
The result of this study shows a statistically significant relationship between total
nursing students’ motivation to learn levels and levels of NCSE both were high. Also,
this study indicated a statistically significant relationship between nursing students’
motivation to learn mean score and their levels of NCSE may be related to the effect of
motivation to learn on competency self-efficacy and vice versa, nursing students beliefs
about their abilities has an effect on meeting professional needs and serve as a core cause
of student action. NCSE are more willing to attend academic activities, resulting in more
effort, more persistence and reactions less negative when facing hard situations. Items such
as experiences, opportunities, environment, personal characteristics, motivation and
theoretical knowledge creates nursing students believe in their own abilities to enhance
their success skills and academic achievement that reflected competency self-efficacy
correlation with intrinsic motivation, extrinsic motivation, personal relevance to learning
and self-determination to learn nursing.
Discussion
46
This result is supported by a study was conducted by Bifftu et al. (2016)(182), which
examined the clinical NCSE in Ethiopia who reported that about half of the participants
perceived themselves as having high clinical competence and high motive due to the
quality of clinical training and instructors‟ close observation of students‟ performance in
the clinical area and improve nursing students. Also, a study was done in Iran, by Yeh et
al. (2019)(183), who revealed that a positive relationship between personal relevance to
learning, self-determination and self-efficacy of nursing students and showed that a
positive relationship between intrinsic and extrinsic motivation and self-efficacy of female
nursing students.
This result is consistent by studies were done in Turkey, by Yardimci et
al.(2017)(184), and Ariff1 et al. (2022)(185), who revealed that relation between self-efficacy
and learning motivation was positive and significant, that have indicated that the
appropriate use of motivational strategies results in higher levels of motivation to learn and
NCSE. Increase learning motivation associated with the promotion of self-efficacy in
nursing students. The relationship between the learning motivation and self-efficacy
subscales was significant, too. This finding agreed with a study was done in Egypt, by El-
Sayed, Abd-Elhamid and Mousa (2021)(186), to explore the relationship between academic
motivation, academic self-efficacy and perceived social support among undergraduate
nursing students who showed that significant positive correlations between students‟
academic motivation and both their academic self-efficacy and perceived social support.
Most of nursing students had moderate levels of academic motivation and academic self-
efficacy that revealed a positive relationship between the intrinsic, extrinsic motivation and
self-efficacy of nursing students.
Also, the finding of this study is inconsistent with a study was conducted in Saudi, by
Alosaimi (2021)(187), who found that perceived motivation and self-efficacy the nursing
students was moderate to low and mean score is low who pointed to a lack of effective
communication among nursing students to meet the needs and deficiency skills. It goes
along with a study was done in Indonesia, by Husain (2014)(188), to explore a correlation
between self-efficacy and academic motivation among undergraduate students. Motivation
to learn was associated with theories concerning low expectancy and/or value low self-
efficacy and learned helplessness. Also, this study is inconsistent with a study was done in
Australia, by Ryan and Deci (2020) (189), who revealed that low category of a motivation to
learn refers to a state in which neither intrinsic nor extrinsic factors energize action.
Nursing students experiencing low a motivation either do not see the connection between
their behavior and the expected result and/or feel incapable of doing the work.
On the other hand regarding to correlation between nursing students‟
motivation to learn and NCSE of subscales dimensions. This result revealed that was a
positive and moderate statistically significant correlations related to many nursing students
are drawn to the profession because of a sincere desire to help others. Nursing students can
get a renewed sense of motivation very day as they continue to provide caring and service
to the patients in clinical areas.
Concerning of nursing students‟ motivation to learn and professional
accountability, the present study showed positive significant correlation between nursing
students‟ motivation to learn and professional accountability as one dimensions of NCSE.
This result may be related to nursing students success in professional courses and practice
Discussion
47
to stressors in the clinical setting. Nursing students appears to continue stress through
academic workload, working with patients and grading systems to ensuring professionals
practice in a sound and sustainable manner. Nursing students maintain accountability for
their practices and held accountable for any deficiencies in their professional activities.
This result is compatible with a study was done in Turkey, by Nartgün and Çakır
(2014)(190), who revealed that the American Nursing Association’s Code of ethics
professional accountability as being “answerable to oneself and others for one’s own
actions”. Not only do we hold high clinical practice and ethical standards for ourselves, but
we must also be willing to accept professional responsibility when deviations.(191) This
result is inconsistent with a study was done in England, by Wigfield, Tonks, and Klauda
(2016)(192), who revealed that nursing students‟ fear of making mistakes in the clinical area
and nursing students‟ professional accountability is adversely affected by motivation to
learn nursing.
Concerning of nursing students‟ motivation to learn and proficiency. There is
positive correlation between nursing students‟ motivation to learn and proficiency
dimension. This result may be related to motivation generates educational progress and
academic success, lowers the rate of academic failure and enhances the proficiency of
students which, in turn, increases the level of motivation. This result is supported by with a
study was done in China, by Shen, Chen and Hu (2014)(193), who revealed that nursing
education requires staying up-to-date with the rapid advances in science and technology
and raising nursing students level to become professional and respond to society‟s health
care needs.
This result is consistent with a study was done in Turkey, by Karadağ, pekmezci and
Sapçı (2015)(194) and by El-Demerdash, El Said and Ata (2019)(195), in Egypt, who revealed
that proficiency among nursing students reflected fewer reasons to acquire skills and
positive proficiency in motivation effect on stronger beliefs about their capabilities to
produce designated levels of academic performance. While, this result is inconsistent with
a study was done in Iran, by Elahi, Alhani and Ahmadi (2012) (196), who revealed that
teachers‟ efficacy, weakness of evaluation and professional skills has made the students
not to have appropriate capability and proficiency feeling in caring of the patients. Also,
another one of the nursing students‟ problems is gap of the theoretical lessons and clinical
training.
Concerning of nursing students‟ motivation to learn and professional
advancement. There is positive correlation between nursing students‟ motivation to learn
and professional advancement. This may be related to when nursing students choose their
profession based on their own desires and abilities, they have high levels of professional
motivation, successful and happy, gain positive perceptions of the profession, have greater
desire to learn, and can effectively determine their learning needs and sources and develop
learning strategies.
This result is supported with a study was done in Saudi, by Al Moteri (2019)(197),
who revealed that professional development requires equipping graduating nursing
students with needed abilities to continue to learn and supporting nursing students‟
continuous life-long learning as professional nurses are one of the requirements for nurse
teacher. This result is consistent with a study was done in Turkey, by Gün and Denat
(2020)(198), who demonstrated that promoting teachers‟ professional skills can increase
Discussion
48
nursing students‟ capability and competency in an effective educational system which
impacts the development of their professional advancement. In the same line with a study
was done in Saudi, by Alzahrani (2021)(199), who indicates that nursing students are
positively and highly confident about their capability regarding the nursing profession.
This result is inconsistent with a study was done in Brazil, by De Paula, Machado and
Machado (2021)(200), who revealed that many students have little interest in nursing
professional advancement and low advancement.
Concerning of nursing students’ motivation to learn and professional
responsibility. There is positive correlation between nursing students‟ motivation to learn
and professional responsibility. This may be related to nursing students‟ professional
responsibility with sufficient motivation, the professional knowledge and skills.
Responsibilities specific to nursing students can be acquired during the nursing education
process and manage workload appropriately. Professional responsibility for nursing
students means teaching, advising, supervising, mentoring, evaluating, coaching, or doing
research with students.
This result is supported with a study was done in Turkey, by Avdal (2013)(201), who
revealed that Professional responsibility applies to those professionals as simulation for
nursing students making judgments, applying their unique skills, and reaching informed
decisions for others. This result is consistent with a study was done in six European
countries in the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain, by Visiers-
Jiménez et al.(2022)(202), who revealed that nursing student motivation to learn dealt with
the students’ desire to participate in the learning process and the reasons or goals
underlying involvement or non-involvement in academic activities and desire to get
responsibility. While, this result is inconsistent with a study was done in Taiwan, by Lin et
al. (2010)(203), who revealed that nursing students not motivate to develop their ability and
aspiration to learn. Poor motivating them to change, develop their personal, social and
professional skills to the best of their ability. Nursing students were highly anxious about
professional responsibility and assessments that could negatively affect their motivation to
learn.
Concerning of nursing students‟ motivation to learn and leadership. There is
Positive correlation between nursing students‟ motivation to learn and leadership. This
may attributed to motivation for learning nursing students is a core of leadership and
necessary to face high level challenges to put out thoughts into action and pave the way to
a visibility of a goal. Motivation to learn and leadership are enhances self-confidence, self-
esteem, job satisfaction, job performance, vision and carry responsibilities within
professional and legal boundaries. This result is supported with a study was done in Korea,
by Lee, Lee, Kim (2015)(204) and in Britain, by Jack et al.(2022)(205), who revealed that
positive correlations between nursing students to leadership and their motivation of
learning. Nursing students` demonstrates to those around them that their work is valued
those team members are going to feel more motivated to tackle the next task.
This result is consistent with a study was done in South Africa, by Breed, Downing
and Ally (2020)(206), who revealed that successful learning activities promote strong
motivation of leadership. It facilitates nursing students to actively engage with the learning
content characterised by optimism, team efficacy, mutual supportiveness and good
humour.(207) This result is inconsistent with a study that was done in Filipin, Saudi and
Discussion
49
Thailand, by Adib et al. (2019)(208), who revealed that learning activities without
motivation tend to convey the unexpected effect as leaders students´ are typically held
accountable to motivate their team. In fact, leaders nursing students‟ to motivate their peers
which is quite challenging, because students are already motivated or their carelessness.
Concerning of nursing students’ motivation to learn and advocacy and ethical
practice, clinical competence and self-assertiveness dimensions. Although, nursing
students‟ motivation to learn was found to have low but significant correlations with
advocacy and ethical practice, clinical competence and self-assertiveness dimensions due
to the degree of competency that perceived by nursing students influencing their
motivational behaviors to do tasks. Motivation to learn is significant correlation with
advocacy and ethical practice dimension because nursing students maintain privacy and
confidentiality while sharing the patient’s information, and strongly advocate patients,
families and community in meeting their health needs. Motivation to learn is significant
correlation with clinical competence dimension because nursing students practice evidence
based health care as: Practice based on nursing knowledge and identify the needs of
patients. Motivation to learn is significant correlation with self-assertiveness dimension
because nursing students can express assertively negative feeling about other people.
This result is supported with a study was done in Sweden by Bengtsson, Ohlsson
(2010)(209), who revealed that nursing students’ motivation to learn significant correlations
with advocacy and ethical practice dimension by expose serious wrong doing to public or
authority such as negligence and malpractice. Nursing students work to review
performance and improved through clinical competence dimension by identify the
uniqueness of each individual in their response to treatment outcome and self-assertiveness
dimension related to doing a tasks successfully and assessing the performance
spontaneously. This result is compatible with a study that was done in Portugal, by Martins
et al. (2021)(210), who indicated that nursing students positively when take more attention to
technical preparation, placing critical judgment and decision making increase competency
and skills practice.
This result is inconsistent with a study that was done in USA, by Beauvais et al.
(2014)(211), who revealed that a weak relationship between the components of motivation
and a multi-dimensional of self-efficacy which can be attributed to the precision of nursing
students in reporting their average mark and motivation to learning by building
communication between educator and nursing students. Studies have determined that
students do not know enough about advocacy and ethical practice, clinical competence and
self-assertiveness and that cause them a few fear, stress, and lack of self-confidence.
While, correlation between NCSE and anxiety about assessment. Present study
shows that no statistically significant relation between NCSE and anxiety about assessment
related to the effect of anxiety and emotions on the students‟ academic outcomes both in
the classroom and clinical settings is still limited because nursing students stability and
balance when facing nursing tests as: nursing students don’t worry about failing the nursing
tests and don’t feeling of anxious and nervous when do it is time to take nursing tests due
to the levels of care given to the nursing students and frequent examinations and hence
emphasize that personal factors and competency self-efficacy of the nursing students can
predict better performance.
Discussion
50
This result is supported with a study was done in Turkey, by Aciksoz, Uzun and
Arslan (2016)(212), who revealed that no significant correlation between the self-efficacy,
anxiety and clinical stress because balance multiple works, career adjustment and family
responsibilities with the long study hours that are required for success. This result is
compatible with a study was done in Saudi Arabia, by Alyami et al. (2017)(213), who found
no direct correlations between stress, anxiety and academic performance. Also, a study was
done in New Zealand, by Chin et al. (2017)(214), who revealed that no correlation was
identified between academic performance and perceived stress levels due to a large of
nursing student focus on academic achievement and need to get high grads.
This result is inconsistent with a study was done in Philippine, by Cayubit (2014)(215),
who revealed that a significant association between stress, anxiety and students’ academic
achievement with negative correlation. Also, a study was done in China, by Wang and
Rashid (2021)(216), and in Malaysia, by Hidayati et al. (2022)(217), showed that a negative
relationship between self-efficacy, nursing students‟ anxiety of tests and anxiety level of
the first-year. High levels of stress results in undesirable outcomes, including poor memory
and concentration, which lead to ineffective learning and poor academic performance.
High levels of stress are also associated with reduced self- efficacy among students.
Conclusion and Recommendations
51
CONCLUSION AND RECOMMENDATIONS
The result of the present study revealed that, there was most of the nursing students
had high levels of motivation to learn and high levels of competency self-efficacy. A
statistically significant relationship was observed between nursing students‟ motivation to
learn and their competency self-efficacy at Secondary Technical Schools of Nursing.
In the light of the results of the current study, the following
recommendations can be suggested:
A. Schools managers should:
• Modify the plans to increase the motivation to learn among nursing students and the
effectiveness of competency self-efficacy, so that the schools managers pay more
attention to the individual and environmental factors.
• Carry out regular visits to nursing schools to enhance the good skills of nursing
students to remove misconceptions through seminars, brochures and advertisements
to establish the importance of motivation to learn and competency self-efficacy.
• Conduct frequent training programs to prepare new nurse educators to how assess the
needs and skills of nursing students to increase motivation to learn and improve
competency self-efficacy continuously.
B. The nurse educators should:
• Motivate regulation in clinical areas to gain a deeper understanding of the causes,
levels of motivation to learn, and competency self-efficacy toward nursing students.
• Take measures to create a peaceful environment, nursing students feel comfortable,
and secure therefore positive feeling toward the learning climate and environment
can increase positive emotions like enjoyment, pride, and hope in the students during
learning which leads academic success.
• Concern with nursing students’ perception toward motivation for learning and
competency self-efficacy to encouragement competition and achievement between
nursing students.
c. The nursing students should:
• Provide continuous adequate and constructive feedback of nursing students about
themselves and their academic achievement is needed to motivate them and increase
competency self-efficacy.
• Establish motivation system for nursing students’ achievements such as written
acknowledgement for students good behavior in nursing clinical area and/or for
effective interaction in classroom under their supervision.
• Divide students into small groups to provide chance for each student to deal with the
equipment and apply training procedures and maintaining appropriate clinical
practice to improve communication skills, teamwork abilities, and efficiency through
their choice of each other.
Conclusion and Recommendations
52
Future/ further studies that should be conducted:
• Identify obstacles that have an effect on opportunities for increase and development
of motivation to learn and competency self-efficacy toward nursing students.
• Examine the impact of others types of motivation to learn and competency self-
efficacy on nursing students’ achievement.
• Develop strategies to motivate nursing students to learn and their competency self-
efficacy.
Summary
53
SUMMARY
Motivation to learn and competency self-efficacy are two of the most influential
factors that affect nursing students academic performance and clinical success which is
reflected in their effort and persistence in facing hard situation. Lack of motivation to learn
and poor competency self-efficacy is a difficult problem for many nursing students, often
resulting in severe anxiety about assessment, a lack of ability to work in clinical area,
insufficient information for nursing science and low grads for nursing students.
Aim of the study:
Investigate the relationship between nursing students’ motivation to learn and their
competency self-efficacy at Secondary Technical Schools of Nursing.
Study design:
Descriptive correlational design was utilized to conduct this study.
Setting of the study:
The study was conducted in 6 schools (3 female –3 male) out of 19 Secondary
Nursing Technical Schools in Kafr El-Shikh governorate. These schools were chosen
according to the inclusion criteria that these schools are the only schools which have third
secondary grade.
Subjects of the study:
This study included: nursing students number are 278 (134 female and 144 male)
out of 1010 nursing students in the mentioned setting. Kafr El-Shikh females ’school
(N=52), Bila females’ school (N=58), and El-Reyad females‟ school (N=24). Kafr El-Shikh
males‟ school (N=44), Bila males‟ school (N=60), and El- Reyad males ’school (N=40) by
using EPi Info7program.
Tools of the study
The study utilized two tools for data collection:
Tool Ӏ: Motivation to learn questionnaire:
This questionnaire was developed by Glynn et al. (2011), and adapted by Ata (2014)
to measure nursing students‟ motivation to learn. It contains 25 items divided into five
dimensions; intrinsic motivation (5 items), extrinsic motivation (5 items), personal
relevance of learning (5 items), self-determination to learn nursing (5 items), and anxiety
about assessment (5 items). (Appendix I)
Tool ӀӀ: Nursing competency self-efficacy scale (NCSE):
This scale was developed by Bhandari et al. (2016), to measure competency self-
efficacy. It consists of 51 items divided into 10 dimensionsas follows; management skills
(7 items), communication and collaboration (7 items), advocacy and ethical practice (7
Summary
54
items), clinical competence (4 items), professional accountability (5 items), proficiency (6
items), professional advancement (5 items), professional responsibility (4 items),
leadership (3 items), and self-assertiveness (3 items). (Appendix I)
In addition to personal characteristics that were developed by the researcher includes:
age, gender, school, academic year, work during studying, entering the school on a
personal desire and percentage in previous exam. (Appendix I)
Methods:
7. An official permission was obtained from Dean Faculty of Nursing, Damanhour
University and the responsible authorities of the study settings after explanation the
purpose of the study.
8. The two tools were translated into Arabic, and were tested for their content validity
by seven experts in the field of the study and accordingly, the necessary
modifications were done. (Appendix III)
9. The reliability of the two tools was tested statistically using Cronbach‟s alpha
coefficient test. The result of Cronbach‟s Alpha Coefficient test proved to be
reliable for motivation to learn (0.896) and (NCSE) (0.923). indicating very good
and excellent reliability, respectively.
10. A pilot study was carried out for 10% the total sample size of nursing students (n =
28), who were not included in the study subjects in order to check and ensure the
clarity and feasibility of the tools and to identify obstacles and problems that may
be encountered during data collection and the necessary modifications were done.
11. Data collection for this study was conducted by the researcher through hand
delivered questionnaire to nursing students at their nursing schools after explaining
the aim of the study. Every nursing students took about (15) to (20) minutes to fill
the two tools. Data collection took two month from 1-10-2020 to 1-12-2020, where
one nursing students schools were interviewed weekly.
12. Data obtained was analyzed using the appropriate statistical tests.
The main results of the present study were as follows:
1. There is a statistically significant relationship among total nursing students‟
motivation to learn and total NCSE.
2. There is a highly statistically significant relationship between total nursing students‟
motivation to learn and all its dimensions.
3. There is a highly statistically significant relationship between total NCSE and all its
dimensions.
4. There is a statistically significant relationship between all nursing students‟
motivation to learn dimensions and total NCSE.
5. There is a statistically significant relationship between all NCSE dimensions and
total nursing students‟ motivation to learn.
Summary
55
6. There is a moderate statistically significant correlation between total motivation to
learn and NCSE.
7. There is a moderate statistically significant correlation between total NCSE
except anxiety about assessment no significant correlation.
8. There were no statistically significant relationship between nursing students‟
motivation to learn and all personal characteristics.
9. There were no statistically significant relationship between NCSE and all personal
characteristics except gender and working during education.
In the light of the results of the current study, the following
recommendations can be suggested:
A. Schools managers should:
• Modify the plans to increase the motivation to learn among nursing students and the
effectiveness of competency self-efficacy, so that the schools managers pay more
attention to the individual and environmental factors.
• Carry out regular visits to nursing schools to enhance the good skills of nursing
students to remove misconceptions through seminars, brochures and advertisements
to establish the importance of motivation to learn and competency self-efficacy.
• Conduct frequent training programs to prepare new nurse educators to how assess
the needs and skills of nursing students to increase motivation to learn and improve
competency self-efficacy continuously.
B. The nurse educators should:
• Motivate regulation in clinical areas to gain a deeper understanding of the causes
and levels of motivation to learn and competency self-efficacy toward nursing
students.
• Take measures to create a peaceful environment, nursing students feel comfortable,
and secure therefore positive feeling toward the learning climate and environment
can increase positive emotions like enjoyment, pride, and hope in the students
during learning which leads academic success.
• Concern with nursing students’ perception toward motivation for learning, and
competency self-efficacy to encouragement competition and achievement between
nursing students.
c. The nursing students should:
• Provide continuous adequate and constructive feedback of nursing students about
themselves and their academic achievement is needed to motivate them and
increase competency self-efficacy.
• Establish motivation system for nursing students’ achievements such as written
acknowledgement for students good behavior in nursing clinical area and/or for
effective interaction in classroom under their supervision.
Summary
56
• Dividing students into small groups to provide chance for each student to deal with
the equipment and apply training procedures and maintaining appropriate clinical
practice to improve communication skills, teamwork abilities, and efficiency
through their choice of each other.
Future/ further studies that should be conducted:
• Identify obstacles that have an effect on opportunities for increase and development
of motivation to learn and competency self-efficacy toward nursing students.
• Examine the impact of the other types of motivation to learn and competency self-
efficacy on nursing students’ achievement.
• Develop strategies to motivate nursing students to learn and their competency self-
efficacy.
References
57
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Appendices
1
Appendix I
Relationship between nursing students’ motivation to learn and their competency
self-efficacy at Secondary Technical Schools of Nursing.
This study aims to: Investigate the relationship between nursing students‟ motivation to
learn and their competency self-efficacy at Secondary Technical Schools of Nursing.
Personal characteristics
Personal data
Age: ……………………………………………..
Gender:
☐ Male ☐ Female
School:
Academic year: …………………………………………
☐ First year ☐ Second year ☐ Third year
Work during studying: …………………………………
☐Yes ☐No
Entering the school on a personal desire:
☐Yes ☐No
Percentage in previous exam:…………………………..
Appendices
2
Part I
Motivation to learn Questionnaire
1-Intrinsic motivation
Never
1
Rarely
2
Sometimes
3
often
4
Always
5
1
I enjoy learning the nursing..
2
The nursing I learn is more important to
me than the grad I receive.
3
I fined learning the nursing interesting.
4
I like nursing that challenges me.
5
Understanding the nursing gives me a
sense of accomplishment.
2-Extrinsic motivation
6
I like to do better than the other students
on the nursing tests.
7
Earning good nursing grade is
important to me.
8
Learning nursing can help me get a
good job.
9
The degree I get in nursing will affect
my overall grade point average.
10
Learning nursing can help my career.
3-Personal relevance of learning
11
The nursing I learn relates to my
personal goals.
12
The nursing I learn will be helpful to
me.
13
I think about how I will use the nursing
I learn.
14
The nursing I learn is relevant to my
life.
15
The nursing I learn has practical value
for me.
Appendices
3
Always
5
often
4
Sometimes
3
Rarely
2
Never
1
4-Self determination to learn nursing
items
I put enough effort into learning the
nursing.
16
If I am having trouble learning the
nursing, I try to figure out why.
17
I use strategies that ensure I learn the
nursing well.
18
It is my fault, if I do not understand the
nursing.
19
I prepare well for the nursing tests and
labs.
20
5-Anxiety about assessment
I am nervous about how I will do on
nursing tests.
21
I become anxious when it is time to
take nursing tests.
22
I worry about failing the nursing tests.
23
I am concerned that the other students
are better than me in nursing.
24
I hate taking the nursing tests
25
Appendices
4
Part II
Nursing Competency Self-Efficacy scale (NCSE)
Definitely
can do
5
Probably
can do
4
May be
can do
3
Probably
cannot
do
2
Definitely
cannot do
1
1-Management Skills.
I use knowledge of other useful
disciplines in nursing (e.g., Computer,
physics and sociology).
1
I provide nursing care accordance with
set standards of practice (e.g., The
patient‟s consent to the nursing
procedures).
2
I ask the responsible person for
adequate resources.
3
I make good use of cost reduction
strategies (e.g., Available payment
methods).
4
I participate in effective human
resource planning and management.
5
I make good use of appropriate
channels of referral (e.g., Transfer
cases).
6
I make good practice decisions in the
absence of agency policies and
procedures.
7
2- Communication and Collaboration.
I identify cause for patient’s reluctance
or his troubled behavior.
8
I identify the discrepancies between
verbal and non- verbal behavior of
patient.
9
I practice non-threatening confrontation
(disagreement) of patient.
10
I recognize the patient’s transferencial
feelings such as affection, hostility and
jealousy.
11
I support the nursing team.
12
I make use of effective conflict
resolution strategies.
13
I determine when consultation with
other team members is required.
14
3- Advocacy and Ethical Practice.
I implement infection control
strategies, safe biomedical waste
management practices (e.g., safe
disposable of waste) and efficient
energy use.
15
Appendices
5
I maintain professional boundaries
without violating nurse patient
relationship.
16
I maintain privacy and confidentiality
while sharing the patient’s information.
17
I strongly advocate patients, families,
community in meeting their health
needs.
18
I expose serious wrong doing to public
or authority such as negligence and
malpractice.
19
I can stand up for my rights.
20
I ask assistance whenever needed.
21
4-Clinical Competence.
I identify the needs of patients.
22
I practice evidence based health care
(e.g., Practice based on nursing
knowledge).
23
I prepare clients for diagnostic
procedures and treatments (e.g.,
colonoscopy).
24
I identify the uniqueness of each
individual in their response to
treatment outcome.
25
5- Professional Accountability.
I acknowledge honestly about work I
did not complete.
26
I assess my contribution realistically.
27
I report mistakes and errors, including
my own.
28
I make best use of current knowledge
in practice.
29
I identify and resolve ethical dilemmas
effectively (e.g., restraining, forceful
medication).
30
6- Proficiency.
I identify current health problems and
issues.
31
I have equivalent professional
knowledge as of other nurses.
32
I demonstrate an awareness of
emergency preparedness planning .
33
I implement therapeutic interventions
safely (e.g., intravenous therapy,
drainage tubes).
34
I work in different clinical settings
(e.g., OPD, emergency and ICU).
35
I identify situations (e.g., acute crisis)
which need immediate assistance.
36
Appendices
6
7- Professional Advancement.
I update my own knowledge and
competencies.
37
I actively participate in research
activities.
38
I protect human rights while advancing
the knowledge (e.g. research,
confidentiality, privacy).
39
I make valuable contribution in
development of nursing practice.
40
I practice nursing without
discrimination of caste, creed, religion,
culture …..etc.
41
8-Professional Responsibility.
I manage workload appropriately.
42
I am ready to bear professional
responsibilities appropriately.
43
I fix accountability for my actions and
decisions.
44
I integrate quality improvement
principles and activities into nursing
practice.
45
9- Leadership
I question unclear or questionable
orders, decisions or actions made by
other health care team members.
46
I make rational decisions based on
possibilities and best interest of
patient.
47
I provide nursing care and carry
responsibilities within professional and
legal boundaries.
48
10- Self Assertiveness
I assertively express negative feeling
about other people.
49
I assertively say ”NO” for
unprofessional or unreasonable
demands.
50
I accept criticism without being
defensive.
51
Appendices
7
Appendix II
ضٌزًتنا صراذي بلاطن ٌاٍثتسا جراًتسإ
حللاعنا حظفاحًت ضٌزًتهن حٍُفنا حٌىَاثنا صراذًنات حٍتاذنا ىهتءافك حٍناعف و ضٌزًتنا بلاطن ىهعتهن حٍعفاذنا ٍٍت
خٍشنا زفك.
حسارذنا فذه : ُٙرءبفو خ١ٍػبفٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خللاؼٌا ٟظمر ٌٟإ خٍاهلٌا ٖن٘ فلٙر
.غ٠وّزٌٍ خ١ٕفٌا خ٠ٛٔبضٌا ًهالٌّبث خ١رانٌا
يشٌشع نراشًنا ًف ثحثنا، ْلأ ه٠أه ُِٙ الع ٖنٌٙ ،خٍاهلٌا ِٓ هٍؼف َٛمر ٟرلػبَّث ٟف ٖن٘ خٍاهلٌا .
1- .......................................... :ٌَٓا
2- ) ( ٟضٔأ ) ( ووم :ٌٕغٌا
3- :خٍهلٌّا ………..……………….
4- :خ١ٍاهلٌا خٌَٕا ) ( يٚأ ) ( شٌبص ) ( ٟٔبص
5- :خٍاهلٌا ءبٕصأ ًّؼٌا ) ( لا ) ( ُؼٔ
6- خ١ظقشٌا خجغوٌبث خٍهلٌّا يٛفك: ) ( لا ) ( ُؼٔ
7- كثبٌَا ْبؾزِلإا ٟف خ٠ٛئٌّا خجٌَٕا… :…………………..
دبٔب١جٌا خ١ظقشٌا
Appendices
8
(
1
) ىهعتهن حٍعفاذنا ٌاٍثتسا
ٌ١مر ٟزٌا وطبٕؼٌا ٍٝػ ٜٛزؾ٠ ْب١جزٍلاا ان٘ ٍُؼزٌا خ١ؼفاك ٞٛزَِ خعهك ٌٝإ و١شر ْأ ِهِٕ ٛعهأ
دبثبعلإا ٖن٘ ِٓ و١قر هٍؼف ِٓ .خٍّع ًىٌ خمفاٌّٛا َلػ ٚأ خمفاٌّٛا
1- اًلثأ 2- اهكبٔ3- بٔب١ؽا4- بًجٌبغ5- بًّئاك
و جراــــــــــــثعنا اًذتأ
(1)
اًرداَ
(2)
اًَاٍحأ
(3)
اًثناغ
(4 )
اًًئاد
(5)
ىهعتنا حٍعفاد
حٍهخاد عفاود :ًلًوأ
1 .غ٠وّزٌا ٍُؼزث غزّزٍا
2 .بٙ١ٍػ ًظؽأ ٟزٌا خعهلٌا ِٓ ٌٟ خجٌَٕبث ُ٘أ غ٠وّزٌا ٍُؼر
3 .َبّز٘لاٌ اًو١ضِ غ٠وّزٌا ٍُؼر لعأ
4 .ٌٟ خجٌَٕبث بً٠لؾر وجزؼ٠ ٞنٌا غ٠وّزٌا ٍُػ تؽأ
5 .ىبغٔلابث اًهٛؼش ٟٕؾّٕ٠ غ٠وّزٌا ٍُػ ُٙف
حٍخراخ عفاود : اًٍَاث
6 ِٓ ًؼفأ ْٛوأ ْأ كٚأ.غ٠وّزٌا داهبجزفا ٟف ٓ٠وف٢ا ةلاطٌا
7 .ٌٟ خجٌَٕبث ُِٙ غ٠وّزٌا ٟف حل١ع خعهك ٍٟػ يٛظؾٌا
8 .حل١ع خف١ظٚ ٍٟػ يٛظؾٌا ٟف ٟٔلػبَ٠ ْأ ٓىّ٠ غ٠وّزٌا ٍُؼر
9 ٟربعهك ؾٍٛزِ ٟف وصؤزٍ غ٠وّزٌا ٟف بٙ١ٍػ ًظؽأ ٟزٌا خعهلٌا
. خ١ٌبّعلإا
11 غ٠وّزٌا ٍُؼر. ٟزِٕٙ ٟف لػبَ٠ ْأ ٓىّ٠
ىهعتهن حٍصخش عفاود : اًثًناث
11 .خ١ظقشٌا ٟفال٘أث خللاػ ٌٗ ٍّٗؼرأ ٞنٌا غ٠وّزٌا
12 .ٌٟ ٗجٌَٕبث ال١فِ ْٛى١ٍ ٍّٗؼرأ ٞنٌا غ٠وّزٌا
13 .ٍّٗؼرأ ٞنٌا غ٠وّزٌا ِٓ حكبفزٍلإا خ١ف١و ٟف وىفأ
14 خٍط ٌٗ ٍّٗؼرأ ٞنٌا غ٠وّزٌا.ٟرب١ؾث
15 .ٌٟ خجٌَٕبث خ١ٍّػ خّ١ل ٌٗ ٍّٗؼرأ ٞنٌا غ٠وّزٌا
ضٌزًتنا ىهعتن زٍصًنا ذٌذحت : اًعتار
16 .ٍُؼزٌا ٟف لٙغٌا ينثأ
17 . ٍُؼزٌا ٟف خثٛؼط ذٙعاٚ امإ تجٌَا خفوؼِ يٚبؽأ
18 اًل١ع غ٠وّزٌا ٍُؼرأ ٟٕٔأ لوؤر ٟزٌا دب١غ١راوزٍلاا َلقزٍا
19 غ٠وّزٌا ُٙفا ٌُ امإ ِٟٕ أطف ٗٔأ.
21 .خ١ٍّؼٌاٚ خ٠وظٌٕا غ٠وّزٌا داهبجزفلا اًل١ع لؼزٍأ
ىٍٍمتنا ٍي كهمنا عفاود :اًسياخ
21 . داهبجزفلإا ٟف ٍٗؼفأٍ بِّ ورٛزِ بٔأ
22 .غ٠وّزٌا داهبجزفا لػِٛ ٓ١ؾ٠ بِلٕػ اًورٛزِ ؼجطأ
23 ٟثٍٛه ْأشث كٍلأ.غ٠وّزٌا داهبجزفا ٟف
24 .غ٠وّزٌا ٟف ِٟٕ ًؼفأ ٓ٠وف٢ا ةلاطٌا ْأ ِٓ كٍمٌبث وؼشأ
25 .غ٠وّزٌا داهبجزفا ءاوعإ ٖووأ
Appendices
9
(
2صاٍمي ) حٍتاذنا جءافكنا حٍهعاف
ان٘ ْب١جزٍلاا ٜٛزؾ٠ ٍٝػ وطبٕؼٌا ٟزٌا ٌ١مر ٌٝا ٞا لِ ٜ ٞلٌ خ١رانٌا حءبفىٌا خ١ٍػبف ٞٛزَِ غ٠وّزٌا ةلاؽ
ٛعهأ ِهِٕ ٌٝإ و١شر ْأ خعهك خمفاٌّٛا ٚأ َلػ خمفاٌّٛا ًىٌ خٍّع. ِٓ هٍؼف و١قر ِٓ ٖن٘ بثبعلإاد
1- اًياًت عٍطتسأ لً 2- لً لاًتحا عٍطتسأ3- عٍطتسأ اًتر4- عٍطتسأ لاًتحا 5- اًياًت عٍطتسأ
و جراـــــــثعنا
لً
عٍطتسأ
اًياًت
(1)
لاًتحا
لً
عٍطتسأ
(2)
اًتر
عٍطتسأ
(3)
لاًتحا
عٍطتسأ
(4)
عٍطتسأ
اًياًت
(5)
حٍتاذنا جءافكنا حٍهعاف
1- حٌرادإ خاراهي
1 ًضِ( غ٠وّزٌا ٟف حل١فٌّا ٜوفلأا دبظظقزٌا ٟف دبٍِٛؼٌّا َلقزٍأ
ورٛ١جّىٌا) عبّزعلاا ٍُػٚ ءب٠ي١فٌاٚ.
2 ًضِ( حكلؾٌّا خٍهبٌّّا و١٠بؼٌّ بًمفٚ خ١ؼ٠وّزٌا خ٠بػوٌا َللأ خمفاِٛ
.)خ١ؼ٠وّزٌا داءاوعلإا ٍٟػ غ٠وٌّا
3 .خ١فبىٌا كهاٌّٛا يٚؤٌَّا ِٓ تٍؽأ
4 .)حوفٛزٌّا غفلٌا قوؽ ًضِ ( ف١ٌبىزٌا ِٓ لؾٌا دب١غ١راوزٍا ِٓ ل١فزٍأ
5 .خٌبؼفٌا خ٠وشجٌا كهاٌّٛا حهاكإٚ ؾ١طقر ٟف نهبشأ
6 .)دلابؾٌا ً٠ٛؾر ًضِ( خجٍبٌّٕا خ١ؼعوٌّا دإٛمٌا ِٓ ل١فزٍأ
7 داءاوعإٚ دبٍب١ٍ كٛعٚ َلػ ٟف دبٍهبٌّّا يٛؽ حل١ع داهاول نقرأ
.خٍَؤٌّا
2- ٌواعتناو مصاىتنا
8 ٚأ غ٠وٌّا عبٕزِا ءاهٚ تجٌَا كلؽأةوطؼٌّا ٗوٍٍٛ
9 .غ٠وٌٍّ ٟظفٌٍا و١غٚ ٟظفٌٍا نٌٍَٛا ٓ١ث قٚوفٌا كلؽأ
11 .غ٠وٌّا غِ )فلاف( خ٠ل٠لٙر و١غ خٙعاِٛ ًهبِأ
11 .حو١غٌاٚ ءالؼٌاٚ حكٌّٛا ًضِ حو١غزٌّا غ٠وٌّا وػبشِ ٍٝػ فوؼرأ
12 .غ٠وّزٌا ك٠وف ُػكأ
13 دب١غ١راوزٍلاا َلقزٍأ.دبػايٌٕا ًؾٌ خٌبؼفٌا
14 .بًثٍٛطِ ٓ٠وف٢ا ك٠وفٌا ءبؼػأ غِ هٚبشزٌا ْٛى٠ ٝزِ كلؽأ
3- حٍللاخلأا حسراًًناو جىعذنا
15 خ٠ٛ١ؾٌا خ١جطٌا دب٠بفٌٕا حهاكإ دبٍهبِّٚ ، ٜٚلؼٌا خؾفبىِ دب١غ١راوزٍا نفٔأ
يبؼفٌا َالقزٍلااٚ )دب٠بفٌٕا ِٓ ِٓ٢ا ضٍقزٌا ًضِ( خِٕ٢ا.خلبطٌٍ
16 .غ٠وٌّبث عوٌّّا خللاػ نبٙزٔا ْٚك خ١ٌّٕٙا كٚلؾٌا ٍٝػ عفبؽأ
17 .غ٠وٌّا دبٍِٛؼِ خوهبشِ ءبٕصأ خ٠وٌَاٚ خ١طٛظقٌا ٍٝػ عفبؽأ
18 .خ١ؾظٌا ُٙربعب١زؽا خ١جٍزٌ غّزغٌّاٚ دلائبؼٌاٚ ٝػوٌّا ٓػ حلشث غفاكأ
19 / هّٛٙغٌٍ خئؽبقٌا يبّػلأا فشوأ ءٍٛٚ يبّ٘لإا ًضِ خطٌٍَا
.فوظزٌا
21 .ٟلٛمؽ ٓػ عبفلٌا غ١طزٍأ
21 .خعبؾٌا ذػك بٍّو حلػبٌَّا تٍؽأ
4- حٌزٌزسنا جءافكنا
22 .ٝػوٌّا دبعب١زؽا كلؽأ
23 ًضِ( خٌكلأا ٍٝػ خّئبمٌا خ١ؾظٌا خ٠بػوٌا ًهبِأ ٍٝػ خ١ٕجٌّا خٍهبٌّّا
.) خ١ؼ٠وّزٌا خفوؼٌّا
24 .)ٌْٛٛمٌا هبظِٕ ًضِ( دبعلاؼٌاٚ ض١قشزٌا داءاوعلإ ٟػوٌّا يٙعأ
25 .طلاؼٌا ظئبزٌٕ كوف ًو خثبغزٍا كلؽأ
Appendices
10
و جراـــــــثعنا
لً
عٍطتسأ
اًياًت
(1)
لاًتحا
لً
عٍطتسأ
(2)
اًتر
عٍطتسأ
(3)
لاًتحا
عٍطتسأ
(4)
عٍطتسأ
اًياًت
(5)
5- حٍُهًنا حنءاسًنا
26 .ٍّٗوأ ٌُ ٞنٌا ًّؼٌا ٓػ قلظث سلؾرأ
27 .ٟؼلاٚ ًىشث ٟزّ٘بَِ ُ١لأ
28 هٌم ٟف بّث ءبطفلأا ٓػ غٍثا.ٟئبطفأ
29 .خٍهبٌّّا ٟف خض٠لؾٌا خفوؼٌّا ِٓ ل١فزٍأ
31 خ٠ٚكلأاٚ ، ل١١مزٌا ًضِ( يبؼف ٛؾٔ ٍٝػ خ١للافلأا دلاؼؼٌّا ًؽأٚ كلؽأ
)خ٠هبجعلإا
6- ءافكناج
31 .خ١ٌبؾٌا خ١ؾظٌا ب٠بؼمٌاٚ دلاىشٌّا ٍٝػ فوؼرأ
32 .ٓ٠وف٢ا ٓ١ػوٌّّا ًضِ خٍصبِّ خ١ِٕٙ خفوؼِ ٞلٌ
33 .اهاٛطٌٍ ت٘أزٌا ؾ١طقزث ٟػٌٛا وٙظأ
34 ت١ثبٔأٚ ل٠هٌٛا ك٠وؽ ٓػ طلاؼٌا : ًضِ( ْبِأث خ١علاؼٌا دلافلزٌا نفٔأ
.) ف٠وظزٌا
35 ٚ اهاٛطٌا ٚ خ١عهبقٌا داكب١ؼٌا ًضِ( خفٍزقِ خ٠و٠وٍ ٓوبِأ ٟف ًّػأ
.) حيووٌّا خ٠بٕؼٌا
36 .خ٠هٛف حلػبَِ ٌٝإ طبزؾر ٟزٌا ) خئعبفٌّا خِىلأا( ًضِ فلاٌّٛا كلؽأ
7- ًُهًنا وذمتنا
37 .خطبقٌا ٟراءبفوٚ ٟزفوؼِ سلؽأ
38 .خ١ضؾجٌا خطشٔلأا ٟف ؽبشٕث نهبشأ
39 ّٟؽأ ، خ٠وٌَاٚ ، شؾجٌا ًضِ( خفوؼٌّا و٠ٛطر ءبٕصأ ْبَٔلإا قٛمؽ
.) خ١طٛظقٌا
41 .غ٠وّزٌا خٍهبِّ و٠ٛطر ٟف خّ١ل خّ٘بَِ َللأ
41 ٓ٠لٌا ٚأ حل١مؼٌا ٚأ دبمجطٌا ٟف ي١١ّر ْٚك غ٠وّزٌا ًهبِأ ْأ غ١طزٍأ
خفبمضٌا ٚأ.ـٌا........
8- حٍنوؤسًناحٍُهًنا
42 .تٍبِٕ ًىشث ًّؼٌا ءتػ و٠كأ
43 تٍبِٕ ًىشث خ١ٌّٕٙا دب١ٌٚؤٌَّا ًّؾزٌ كالؼزٍا ٍٝػ بٔأ.
44 .ٟراهاولٚ ٌٟبؼفأ ٓػ ٟز١ٌٛئَِ ل٠لؾر غ١طزٍأ
45 .غ٠وّزٌا خٍهبِّ ٟف حكٛغٌا ٓ١َؾر خطشٔأٚ اكبجِ ظِكأ
9- جداٍمنا
46 داهاول ٚأ وِاٚأ ٟف يأٍأ َبل بٙ١ف نٛىشِ ٚأ خؾػاٚ و١غ يبّػأ ٚأ
.خ١ؾظٌا خ٠بػوٌا ك٠وف ٟف ْٚوفآ ءبؼػأ بٙث
47 .غ٠وٌّا خجغهٚ دلابّزؽلإا ٍٝػ خ١ٕجِ خ١مطِٕ داهاول نقرأ
48 ٌّٟٕٙا لػاٛمٌا هبؽإ ٟف دب١ٌٚؤٌَّا ًّؾرأٚ خ١ؼ٠وّزٌا خ٠بػوٌا وفٚأ
.خ١ٔٛٔبمٌاٚ
11 - خاذنا ذٍكأت
49 ٓ٠وف٢ا ٖبغر خ١جٌٍَا وػبشٌّا ٓػ َيؾث وجػأ.
51 .خججَِ و١غٌا ٚأ خ١ٌّٕٙا و١غ تٌبطٌٍّ ”لا” َيؾث يٛلأ
51 .ٟػبفك ْٛوأ ْأ ْٚك لمٌٕا ًجمرأ
ًوىشلإٌ اثبغزٍخ
Appendices
11
APPENDIX III
LIST OF JURY EXPERT NAMES COMMITTEE
Thesis title:
Relationship between nursing students’ motivation to learn and their competency self-
efficacy at Secondary Technical Schools of Nursing.
Academic Experts
Scientific Degree
Prof. Azaa Hassen
Professor of Nursing Administration, Faculty of
Nursing-Alexandria University.
Prof. Gehan Galal El-Bialy
Professor of Nursing Administration, Faculty of
Nursing-Alexandria University.
Prof. Nevine Hassan
Professor of Nursing Education, Faculty of Nursing-
Damanhour University.
Prof. Karima Ahemed
Professor of Nursing Administration, Faculty of
Nursing- Tanta University.
Assis. Prof. Dr. safaa zahran
Assistant Professor of Nursing Education, Faculty of
Nursing- Damanhour University.
Assis. Prof .Dr. Doaa El Demerdash
Assistant Professor of Nursing Education, Faculty of
Nursing- Damanhour University.
Dr . Nadia Hassan
Lecturer of Nursing Administration, Faculty of
Nursing- Alexandria University.
Appendices
12
APPENDIX IV
Table (1):
Distribution of the studied students according to their motivation to
learn (by question):
Always
Often
Sometimes
Seldom
Never
Items
%
No.
%
No.
%
No.
%
No.
%
No.
Intrinsic motivation
36.0
100
40.6
113
17.3
48
22
6
4.0
11
1.
I enjoy learning the nursing.
53.2
148
25.9
72
11.2
31
3.2
9
.6.5
18
2. Learning
nursing
is
more
important to me than the grad I
receive.
68.0
189
12.9
36
6.8
19
8.6
24
3.6
10
3. I
find
learning
nursing
interesting.
50.0
139
23.0
64
20.5
57
2.2
6
4.3
12
4. I like nursing science that
challenges me.
64.4
179
19.4
54
12.2
34
1.8
5
2.2
6
5. Understanding nursing gives
me a sense of accomplishment.
Extrinsic motivation
69.1
192
20.5
57
6.1
17
1.8
5
2.5
7
6. I like to do better than the
other students on the nursing
tests.
74.1
206
15.8
44
5.4
15
3.2
9
1.4
4
7. Earning good nursing grade is
important to me.
70.1
195
19.4
54
6.1
17
3.6
10
.7
2
8. Learning nursing can help me
get a good job.
43.5
121
29,9
83
21.2
59
1.8
5
3.6
10
9. The degree I get in nursing will
affect my overall grade point
average.
71.2
198
15.5
43
8.3
23
2.2
6
2.9
8
10.
Learning nursing can help
my career.
Personal relevance of learning
49.6
138
31.7
88
12.2
34
2.2
6
4.3
12
11. The nursing I learn relates to
my personal goals.
70.5
196
17.3
48
7.6
21
2.5
7
2.2
6
12. The nursing I learn will be
helpful to me.
78.1
217
13.7
38
4.0
11
2.5
7
1.8
5
13. I think about how I will use
the nursing I learn.
43.2
120
29.5
82
18.7
52
5.0
14
3.6
10
14. The nursing I learn is relevant
to my life.
54.0
150
26.6
74
15.5
43
1.8
5
2.2
6
15. The nursing I learn has
practical value for me.
Self- determination to learn
nursing
60.1
167
27.0
75
9.4
26
0
0
3.6
10
16. I put enough effort into
learning the nursing.
Appendices
13
Table (1) : Cont.
Always
Often
Sometimes
Seldom
Never
Items
%
No.
%
No.
%
No.
%
No.
%
No.
54.0
150
20.1
56
20.1
56
2.2
6
3.6
10
17. If
I
am
having
trouble
learning the nursing, I try to
figure out why.
35.3
98
39.6
110
10.8
30
9.4
26
5.0
14
18. I use strategies that ensure I
learn the nursing well.
34.5
96
30.6
85
14.4
40
4.7
13
15.8
44
19. It is my fault, if I do not
understand the nursing.
63.3
176
21.9
61
10.4
29
1.4
4
2.9
8
20. I prepare well for the nursing
tests and labs.
Anxiety about assessment
42.4
118
18.3
51
21.6
60
9.0
25
8.6
24
21. I am nervous about how I will
do on nursing tests.
34.5
96
29.5
82
21.2
59
7.9
22
6.8
19
22. I become anxious when it is
time to take nursing tests.
55.4
154
11.9
33
12.6
35
12.
9
36
7.2
20
23. I worry about failing the
nursing tests.
25.5
71
28.4
79
26.4
74
8.6
24
10.8
30
24. I am concerned that the other
students are better than me in
nursing.
18.7
52
22.7
63
19.8
55
9.4
26
29.5
82
25. I hate taking the nursing tests.
Appendices
14
Table (2):
Distribution of the studied students according to their competency self -
efficacy (by question):
Definitely
can do
Probably
can do
May be can
do
Probably
cannot do
Definitely
cannot do
Items
%
No.
%
No.
%
No.
%
No.
%
No.
Management skills
31.3
87
43.5
121
16.5
46
4.3
12
4.3
12
1. I use knowledge of other useful
disciplines in nursing (e.g. Computer).
64.7
180
25.9
72
9.4
26
0
0
0
0
2. I provide nursing care accordance with
set standards of practice (e.g. The
patient‟s consent to the nursing
procedures).
58.6
163
22.3
62
11.5
32
6.5
18
1.1
3
3. I ask the responsible person for
adequate resources.
37.1
103
31.3
87
22.3
62
5.4
15
4.0
11
4.Statement 44. I make good use of cost
reduction strategies (e.g. Available
payment methods).
29.9
83
36.3
101
20.9
58
6.8
19
6.1
17
5. I participate in effective human
resource planning and management.
44.2
123
25.2
70
21.6
60
6.5
18
2.5
7
6. I make good use of appropriate
channels of referral (e.g. Transfer
cases).
44.2
123
33.8
94
15.5
43
5.0
14
1.4
4
7. I make good practice decisions in the
absence
of
agency
policies
and
procedures.
Communication and collaboration
48.2
134
35.3
98
12.9
36
2.9
8
.7
2
8. I identify cause for patient’s reluctance
or his troubled behavior.
67.6
188
20.5
57
6.1
17
3.2
9
2.5
7
9. I identify the discrepancies between
verbal and non- verbal behavior of
patient.
38.1
106
24.1
67
21.2
59
5.4
15
11.
2
31
10.
I practice non-threatening
confrontation (disagreement) of
patient.
56.5
157
29.1
81
11.2
31
1.1
3
2.2
6
11.
I recognize the patient’s
transferencial feelings such as
affection, hostility and jealousy.
65.8
183
23.4
65
6.5
18
2.2
6
2.2
6
12.
I support the nursing team.
51.8
144
26.6
74
11.9
33
8.3
23
1.4
4
13.
I make use of effective conflict
resolution strategies.
64.7
180
20.9
58
9.4
26
5.0
14
0
0
14.
I determine when consultation with
other team members is required.
Advocacy and ethical practices
66.5
185
25.2
70
6.1
17
2.2
6
0
0
15.
I
implement
infection
control
strategies, safe biomedical waste
management practices (e.g. safe
disposable of waste) and efficient
energy use.
72.7
202
23.0
64
2.9
8
0
0
1.4
4
16.
I maintain professional boundaries
without violating nurse patient
relationship.
Appendices
15
Table (2) : Cont.
Definitely
can do
Probably
can do
May be can do
Probably
cannot do
Definitely
cannot do
Items
%
No.
%
No.
%
No.
%
No.
%
No.
75.9
211
18.7
52
5.0
14
.4
1
0
0
17.
I
maintain
privacy
and
confidentiality while sharing
the patient’s information.
58.3
162
25.5
71
12.6
35
2.5
7
1.1
3
18. I strongly advocate patients,
families,
community
in
meeting their health needs.
38.1
106
37.4
104
19.1
53
4.3
12
1.1
3
19. I expose serious wrong doing
to public or authority such as
negligence and malpractice.
76.3
212
12.2
34
7.6
21
2.9
8
1.1
3
20. I can stand up for my rights.
51.8
144
30.9
86
14.0
39
1.4
4
1.8
5
21. I ask assistance whenever needed.
Clinical competence
69.4
193
24.1
67
5.0
14
1.4
4
0
0
22. I identify the needs of patients.
50.0
139
34.9
97
10.1
28
2.9
8
2.2
6
23. I practice evidence based
health care (e.g. Practice
based on nursing knowledge)
63.3
176
28.4
79
6.5
18
.7
2
1.1
3
24. I prepare clients for diagnostic
procedures and treatments
(e.g. colonoscopy).
55.8
155
34.2
95
7.2
20
1.1
3
1.8
5
25. I identify the uniqueness of each
individual in their response to
treatment outcome.
Professional accountability
73.4
204
15.8
44
5.8
16
.7
2
4.3
12
26. I acknowledge honestly about
work I did not complete.
41.7
116
38.8
108
13.7
38
3.6
10
2.2
6
27. I assess my contribution
realistically.
61.2
170
25.9
72
6.5
18
3.6
10
2.9
8
28. I report mistakes and errors,
including my own mistakes.
64.4
179
27.3
76
3.6
10
0
0
4.7
13
29. I make best use of current
knowledge in practice.
49.3
137
35.6
99
10.1
28
2.2
6
2.9
8
30. I identify and resolve ethical
dilemmas effectively (e.g.
restraining, forceful
medication).
Proficiency
56.8
158
29.5
82
10.8
30
2.2
6
.7
2
31.
I
identify
current
health
problems and issues.
51.1
142
34.9
97
8.6
24
2.2
6
3.2
9
32. I have equivalent professional
knowledge as of other nurses.
50.4
140
29.5
82
16.5
46
.7
2
2.9
8
33. I demonstrate an awareness
of emergency preparedness
planning.
60.8
169
24.1
67
10.1
28
.7
2
4.3
12
34.
I
implement
therapeutic
interventions
safely
(e.g.
intravenous therapy, drainage
tubes).
Appendices
16
Table (2) : Cont.
Definitely
can do
Probably
can do
May be can
do
Probably
cannot do
Definitely
cannot do
Items
%
No.
%
No.
%
No.
%
No.
%
No.
44.6
124
34.2
95
14.0
39
3.2
9
4.0
11
35.
I work in different clinical
settings (e.g. OPD, emergency
and ICU).
43.9
122
36.3
101
12.9
36
.7
2
6.1
17
36.
I identify situations (e.g. acute
crisis) which need immediate
assistance.
Professional advancement
68.0
189
22.3
62
7.2
20
1.1
3
1.4
4
37.
I update my own knowledge
and competencies.
49.6
138
37.1
103
9.4
26
1.1
3
2.9
8
38.
I
actively
participate
in
research activities.
66.9
186
25.5
71
4.0
11
1.4
4
2.2
6
39.
I protect human rights while
advancing the knowledge (e.g.
research, confidentiality,
privacy).
58.6
163
26.3
73
9.0
25
3.2
9
2.9
8
40.
I make valuable contribution in
development of nursing
practice.
65.5
182
25.5
71
5.4
15
.7
2
2.9
8
41.
I practice nursing without
discrimination of caste, creed,
religion, culture …..etc.
Professional responsibility
51.8
144
27.7
77
13.7
38
4.3
12
2.5
7
42.
I manage workload
appropriately.
48.9
136
36.7
102
7.2
20
4.7
13
2.5
7
43.
I am ready to bear professional
responsibilities appropriately.
66.9
186
18.3
51
8.3
23
4.0
11
2.5
7
44.
I fix accountability for my
actions and decisions.
57.2
159
28.4
79
9.7
27
2.2
6
2.5
7
45.
I integrate quality
improvement principles and
activities into nursing practice.
Leadership
49.3
137
36.3
101
9.4
26
4.0
11
1.1
3
46.
I
question
unclear
or
questionable orders, decisions
or actions made by other health
care team members.
42.8
119
38.1
106
11.9
33
4.0
11
3.2
9
47.
I make rational decisions based
on
possibilities
and
best
interest of patient.
52.9
147
34.2
95
8.3
23
1.8
5
2.9
8
48.
I provide nursing care and
carry responsibilities within
professional
and
legal
boundaries.
Self-assertiveness
36.7
102
33.1
92
18.7
52
6.8
19
4.7
13
49.
I assertively express negative
feeling about other people.
34.5
96
34.5
96
18.7
52
3.6
10
8.6
24
50.
I assertively say ”NO” for
unprofessional or unreasonable
demands.
38
106
33.5
93
13.7
38
4.0
11
10.8
30
51.
I accept criticism without being
defensive.
Appendices
17
Table (3):
The relationship between the studied nursing students’ motivation to
learn mean scores and their personal characteristics:
Test of Significance
Mean Scores of motivation to
learn
Items
Mean ± S. D
Age
F=2.775
P=0.042*
111.10±3.957
105.85±11.42
102.39±13.72
101.68±14.14
14-
15-
16-
≥17
Gender
t= 0.738
P=0.391
102.74±14.29
104.10±11.91
Male
Female
School
F= 0.567
P=0.568
102.42±13.91
104.23±12.10
103.95±13.49
Bila (Male and Female school)
Kafr El Sheikh (Male and Female school)
El Reyad (Male and Female school)
Academic year
F= 5.130
P=0.006*
106.80±11.13
103.18±12.98
100.70±14.42
First
Second
Third
Work during education
t= 2.140
P=0.145
108.62±8.665
103.14±13.34
Yes
No
Entering the school on a personal desire
t= 0.015
P=0.904
103.44±12.69
103.16±16.20
Yes
No
Percentage in pervious exam
F= 0.785
P=0.457
101.55±12.34
103.22±11.09
104.13±14.28
70%
80%
≥90%
t Student T Test F ANOVA test * Statistically significant at p ≤ 0.05
اصخهًن ًتزعنا
37
صخهًناًتزعنا
ّٟ٠كبولأا ءاكلأا ٍٝػ وصؤر ٟزٌا ًِاٛؼٌا وضوأ ِٓ بّ٘ غ٠وّزٌا خجٍؽ ٞلٌ خ١رانٌا حءبفىٌا خ١ٍػبفٚ ٍُؼزٌٍ خ١ؼفالٌا
غفالٌا ٌٝإ هبمزفلاا لؼ٠ .خجؼظٌا فلاٌّٛا خٙعاِٛ ٟف ُٙروثبضِٚ ُ٘كٛٙع ٟف ٌىؼٕ٠ ٞنٌا ٞو٠وٌَا ػبغٌٕاٚ تٌبطٌٍ
ِ خ١رانٌا حءبفىٌا خ١ٍػبف فؼػٚ ٍُؼزٌٍ ْأشث ل٠لش كٍل ٌٝإ بًجٌبغ ٞكؤ٠ بِّ ، غ٠وّزٌا ةلاؽ ِٓ ل٠لؼٌٍ خجؼط خٍىش
دبعهلٌا عبفقٔاٚ غ٠وّزٌا ٍَٛؼٌ دبٍِٛؼٌّا خ٠بفو َلػٚ ، ٞو٠وٌَا يبغٌّا ٟف ًّؼٌا ٍٝػ حهلمٌا ٟف ضمٔٚ ، ُ١١مزٌا
.غ٠وّزٌا ةلاطٌ
:حسارذنا فذه
ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خللاؼٌا ٟظمر ٌٝا خٍاهلٌا فلٙر خ٠ٛٔبضٌا ًهالٌّبث خ١رانٌا ُٙرءبفو خ١ٍػبفٚ غ٠وّزٌا ةلاطٌ
.غ٠وّزٌٍ خ١ٕفٌا
:حسارذنا حهُي
ُر َالقزٍا ُ١ّظر ٝفطٚ ٟؽبجرها ن١فٕزٌ ٖن٘ خٍاهلٌا.
:حسارذنا ٌاكي
خٍاهلٌا ٖن٘ ذ٠وعأ ٟف6( ًهالِ3 سبٔإ- 3 ًطأ ِٓ )هٛوم19 خظفبؾّث غ٠وّزٌٍ خ١ٕف خ٠ٛٔبص خٍهلِ
ـ١شٌا وفوٟزٌاٚ لعٛ٠ .خضٌبضٌا خلوفٌا بٙ٠لٌ
:حسارذنا حٍُع
ُ٘كلػٚ غ٠وّزٌا ةلاؽ ٍٟػ خٍاهلٌا خٕ١ػ ًّزشر278 ًطأ ِٓ1111 ( غ٠وّزٌا ةلاؽ ِٓ134 ٚ سبٔإ
144 ُ٘كلػ( ـ١شٌا وفو دبٕث خٍهلِ ، ـ١شٌاوفو خظفبؾّث خٍاهلٌا ذّرٚ .)هٛوم52 دبٕجٌٍ لا١ث خٍهلِ ،خجٌبؽ )
ُ٘كلػ(58لِٚ ،خجٌبؽ ) ُ٘كلػ( دبٕجٌٍ عب٠وٌا خٍه24 ُ٘كلػ( ٓ١ٕث ـ١شٌا وفو خٍهلِ .خجٌبؽ )44 خٍهلِ ،تٌبؽ )
ُ٘كلػ( ٓ١ٕث لا١ث61 ُ٘كلػ( ٓ١ٕث عب٠وٌا خٍهلِٚ ،تٌبؽ )41تٌبؽ ).
حسارذنا خاودأ:
: بّ٘ٚ خٍاهلٌا ٖن٘ ٟف ٓ١راكأ َالقزٍا ُر
ٌاٍثتسا : ًنولأا جادلأا ىهعتهن حٍعفاذنا:
ِٓ ٖو٠ٛطر ُرْٚوفآٚ ٓ١ٍع ٌُبؼٌا ًجل (2111 خطٍاٛث ٗض٠لؾر ُرٚ ) ( بطػ ٌُبؼٌا2114 ٞٛزَِ ًب١مٌ )
ٍٟػ ٞٛزؾ٠ٚ غ٠وّزٌا ةلاؽ ٞلٌ ٍُؼزٌٍ خ١ؼفالٌا25 اًوظٕػ كبؼثأ خَّف ٌٝإ خَّمِ :ٟ٘ٚ خ١ػوف( خ١ٍفاك غفاٚك5
( خ١عهبف غفاٚك ، )وطبٕػ5 ( ٍُؼزٌٍ خ١ظقش غفاٚك ، )وطبٕػ5 ل٠لؾر ،)وطبٕػ ( غ٠وّزٌا ٍُؼزٌ و١ظٌّا5
( ُ١١مزٌا ِٓ كٍمٌا غفاٚكٚ ،)وطبٕػ5 .)وطبٕػ (ِٓ ػٚاوز٠ ٞنٌاٚ ٍٟبّقٌا دوى١ٌ ًب١مِ ٍٟػ كٚكوٌا ًب١ل ُر1) الثا
ٌٟإ (5بًّئاك ).
:)حٍَاثنا( جادلأاصاٍمي : حٍتاذنا جءافكنا حٍهعاف
( ْٚوفآٚ ٞهالٔبٙث ًجل ِٓ حاكلأا ٖن٘ و٠ٛطر ُر2116 ّٓؼز٠ خ١رانٌا حءبفىٌا خ١ٍػبف ٞٛزَِ ًب١مٌ )51
اًوظٕػ ٌٝإ خَّمِ11 كبؼثأ خ١ػوفٌٟبزٌا ٛؾٌٕا ٍٝػ :( خ٠هاكإ داهبِٙ7 ( ْٚبؼزٌاٚ ًطاٛزٌا ،)وطبٕػ 7 ،)وطبٕػ
خ١للافلأا خٍهبٌّّاٚ عبفلٌا(7( خ٠و٠وٌَا حءبفىٌا ، )وطبٕػ4 ( خ١ٌّٕٙا خٌءبٌَّا ، )وطبٕػ5 ( حءبفىٌا ، )وطبٕػ6
( ٌّٟٕٙا َلمزٌا ،)وطبٕػ5 ( خ١ٌّٕٙا خ١ٌٚؤٌَّا ،)وطبٕػ4 ( حكب١مٌا ،)وطبٕػ3 دانٌا ل١وأر ٚ )وطبٕػ) 3 .)وطبٕػ
(ِٓ ػٚاوز٠ ٞنٌاٚ ٍٟبّقٌا دوى١ٌ ًب١مِ ٍٟػ كٚكوٌا ًب١ل ُر1) ٌٟإ بًًِبّر غ١طزٍأ لا (5بًِبّر غ١طزٍأ ).
اصخهًن ًتزعنا
37
ث خ١ظقشٌا ضئبظقٌا ْب١جزٍا ءبشٔإ ُر ،هٌم ٌٝإ خفبػلإبغ٠وّزٌا ةلاطٌ دبٔب١جٌا غّغٌ شؽبجٌا ًجل ِٓ
خجٌَٕاٚ خ١ظقشٌا خجغوٌبث خٍهلٌّا يٛفك ٚ خٍاهلٌا ءبٕصأ ًّؼٌاٚ خ١ٍاهلٌا خٌَٕا ٚ خٍهلٌّاٚ ٌٕغٌا ٚوّؼٌا :ًّشر
.كثبٌَا ْبؾزِلاا ٟف خ٠ٛئٌّا
: خاَاٍثنا عًخ قزط
1- يٛظؾٌا ُر ٓوبِأ ٓػ خٌٚؤٌَّا دبٙغٌاٚ هِٕٛٙك خؼِبع غ٠وّزٌا خ١ٍو ل١ّػ ِٓ ٍّٟه ٟثبزو ْمإ ٍٝػ
.خٍاهلٌا ِٓ عوغٌا ػوش لؼث خٍاهلٌا
2- ٗ١ٍػ ًءبٕثٚ ، خٍاهلٌا يبغِ ٟف ءاوجف خؼجٍ ًجل ِٓ بٙزؾط هبجزفا ُرٚ ،خ١ثوؼٌا خغٌٍا ٌٝإ ٓ١راكلأا خّعور ذّر
خِىلاٌا دلا٠لؼزٌا ءاوعإ ُر.
3- هبجزفا ُرؿبجٔٚوىٌ بفٌأ ًِبؼِ هبجزفا َالقزٍبث بً١ئبظؽإ ٓ١راكلأا خ١لٛصِٛ بفٌأ ًِبؼِ هبجزفا خغ١زٔ ذزجصأ
( ؿبجٔٚوىٌ19896( ٚ ٍُؼزٌٍ خ١ؼفالٌا ًب١مٌ )19923خ١رانٌا حءبفىٌا خ١ٍػبف ًب١مٌ )
4- ٍٟػ خ١ػلاطزٍا خٍاهك ءاوعإ ُر11 = ُ٘كلػ( غ٠وّزٌا ةلاؽ ِٓ %28ِٓ ُ٘كبؼجزٍا ُر ٓ٠نٌا ٚ ) خٕ١ػ
بٙزٙعاِٛ ٓىّ٠ ٟزٌا ًوبشٌّاٚ دبجمؼٌا ل٠لؾرٚ ،داٚكلأا ٞٚلعٚ ػٛػٚ ِٓ لوأزٌاٚ كمؾزٌا ًعأ ِٓ ؛خٍاهلٌا
.خِىلاٌا دلا٠لؼزٌا ءاوعإٚ دبٔب١جٌا غّع ءبٕصأ
5- ًهالِ ٟف غ٠وّزٌا ةلاطٌ ل١ٌبث ّٗ١ٍَر ُر ْب١جزٍا يلاف ِٓ شؽبجٌا ًجل ِٓ خٍاهلٌا ٖنٌٙ دبٔب١جٌا غّع ُر
غ٠وّزٌا ٌٟاٛؽ غ٠وّر تٌبؽ ًو قوغزٍا .ٌُٙ خِىلاٌا دبّ١ٍؼزٌا ءبطػا ُرٚ خٍاهلٌا ِٓ فلٌٙا ػوش لؼث
(15( ٌٝإ )21 ِٓ ٓ٠وٙش ِٓ ٓ٠وٙش دبٔب١جٌا غّع قوغزٍا .ٓ١راكلأا ءًٌّ خم١لك )1- 11- 2121 ٌٝإ1-
12- 2121.بً١ػٛجٍأ غ٠وّر خٍهلِ خجٍؽ خٍثبمِ ذّر ش١ؽ ؛
6- ٌا ُر ٟزٌا دبٔب١جٌا ً١ٍؾر ُر. خجٍبٌّٕا خ١ئبظؽلإا داهبجزفلاا َالقزٍبث بٙ١ٍػ يٛظؾ
خزفسأو حئاتَ حسارذنا اًع ىهٌ:
1- .خ١رانٌا ُٙرءبفو خ١ٍػبفٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خ١ئبظؽإ خٌلاك دام خللاػ لعٛر
2- .ٖكبؼثأٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خ١ٌبػ خ١ئبظؽإ خٌلاك دام خللاػ لعٛر
3- لعٛر لاػخل دام خٌلاك خ١ئبظؽإ خ١ٌبػ ٓ١ث ب٘كبؼثأٚ خ١رانٌا حءبفىٌا خ١ٍػبف .
4- خ١رانٌا ُٙرءبفو خ١ٍػبفٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا كبؼثأ غ١ّع ٓ١ث خ١ئبظؽإ خٌلاك دام خللاػ لعٛر.
5- ٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌاٚ خ١رانٌا حءبفىٌا خ١ٍػبف كبؼثأ غ١ّع ٓ١ث خ١ئبظؽإ خٌلاك دام خللاػ لعٛر.غ٠وّز
6- .خ١رانٌا ُٙرءبفو خ١ٍػبفٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خ١ئبظؽإ خٌلاك دام خٌلزؼِ خ١ؽبجرها خللاػ لعٛر
7- غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٚ خ١رانٌا حءبفىٌا خ١ٍػبف ٓ١ث خ١ئبظؽإ خٌلاك دام خٌلزؼِ خ١ؽبجرها خللاػ لعٛر
ؽبجرها لعٛ٠ لا ُ١١مزٌا ِٓ كٍمٌا الػ بّ١ف.ٕٞٛؼِ
8- .خ١ظقشٌا ضئبظقٌا غ١ّعٚ غ٠وّزٌا ةلاطٌ ٍُؼزٌٍ خ١ؼفالٌا ٓ١ث خ١ئبظؽإ خٌلاك دام خللاػ لعٛر لا
9- ٌٕغٌا ءبٕضزٍئث خ١ظقشٌا ضئبظقٌا غ١ّعٚ خ١رانٌا حءبفىٌا خ١ٍػبف ٓ١ث خ١ئبظؽإ خٌلاك دام خللاػ لعٛر لا
.ُ١ٍؼزٌا ءبٕصأ ًّؼٌاٚ
ًف ءىض حئاتَ حسارذنا حٍناحنا ٍكًٌ ذازتلا خاٍصىتنا حٍناتنا:
أ - ًهع ةدٌصراذًنا يزٌذي :
• ٞو٠لِ ٌٟٛ٠ ْأث خ١رانٌا ُٙرءبفو خ١ٍػبف ٚ غ٠وّزٌا ةلاؽ ٜلٌ ٍُؼزٌٍ خ١ؼفالٌا حكب٠ى ًعأ ِٓ ؾطقٌا ً٠لؼر
.خ١ئ١جٌاٚ خ٠كوفٌا ًِاٛؼٌٍ َبّز٘لاا ِٓ اًل٠يِ ًهالٌّا
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37
• داهبٌّٙا ي٠يؼزٌ غ٠وّزٌا ًهالِ ٌٝإ خّظزِٕ داهب٠يث َب١مٌا ُ١٘بفٌّا خٌاىلإ غ٠وّزٌا ةلاطٌ حل١غٌا
.خ١رانٌا حءبفىٌا خ١ٍػبفٚ ٍُؼزٌٍ خ١ؼفالٌا خ١ّ٘أ ـ١ٍوزٌ دبٔلاػلإاٚ دبج١زىٌاٚ داٚلٌٕا يلاف ِٓ خئؽبقٌا
• غ٠وّزٌا ةلاؽ داهبِٙٚ دبعب١زؽا ُ١١مر خ١ف١ىٌ كلغٌا غ٠وّزٌا ٍّٟؼِ كالػلإ حهوىزِ خ١ج٠هلر ظِاوث ءاوعإ
زٌٍ خ١ؼفالٌا حكب٠يٌ.وّزَِ ًىشث خ١رانٌا حءبفىٌا خ١ٍػبف ٓ١َؾرٚ ٍُؼ
ب- :ضٌزًتنا ًسرذي ًهع ةدٌ
• خ١رانٌا حءبفىٌا خ١ٍػبفٚ ٍُؼزٌٍ غفالٌا دب٠ٛزَِٚ ةبجٍلأ كّػأ ُٙف ةبَزولا ت٠هلزٌا ٓوبِأ ٟف ي١فؾزٌا ُ١ظٕر
.غ٠وّزٌا ةلاؽ ٖبغر
• ١ف وؼش٠ خ١ٍٍّ خئ١ث كٍقٌ و١ثالر غ٠وّزٌا ٍٟهلِ نقز٠ ْأ تغ٠ هٛؼشٌا ْلأ ْبِلأاٚ خؽاوٌبث ةلاطٌا بٙ
ةلاطٌا ٟف ًِلأاٚ وقفٌاٚ عبزّزٍلاا ًضِ خ١ثبغ٠لإا وػبشٌّا ل٠ي٠ ْأ ٓىّ٠ خئ١جٌاٚ ٍُؼزٌا ؿبِٕ ٖبغر ٟثبغ٠لإا
.ّٟ٠كبولأا ػبغٌٕا ٌٝإ ٞكؤ٠ بِّ ، ٍُؼزٌا ءبٕصأ
• ، ٍُؼزٌٍ خ١ؼفالٌا ٛؾٔ غ٠وّزٌا ةلاؽ هٛظزث غ٠وّزٌا ٍٟهلِ ُزٙ٠ ْأ تغ٠خ١رانٌا حءبفىٌاٚ غ١غشزٌ
.غ٠وّزٌا ةلاؽ ٓ١ث ىبغٔلإاٚ خَفبٌّٕا
ج - ضٌزًتنا بلاط ًهع ةدٌ:
• غ٠وّزٌا ةلاطٌ حوّزَِٚ خ١فبوٚ حءبٕث دبظؽلاِ ُ٠لمر- ُ٘ي١فؾزٌ ةٍٛطٌّا ّٟ٠كبولأا ءاكلأاٚ َُٙفٔأ ٓػ
.خ١رانٌا حءبفىٌا خ١ٍػبف حكب٠ىٚ
• ةلاؽ داىبغٔلإ ي١فؾر َبظٔ ءبشٔإ يبغِ ٟف ةلاطٌٍ ل١غٌا نٌٍَٛبث ٟثبزىٌا فاوزػلاا ًضِ غ٠وّزٌا
ًظفٌا ٟف يبؼفٌا ًػبفزٌا ٚأ / ٚ غ٠وّزٌا
• داءاوعإ ك١جطرٚ دالؼٌّا غِ ًِبؼزٌٍ تٌبؽ ًىٌ خطوفٌا خؽبرلإ حو١غط دبػّٛغِ ٌٝإ ةلاطٌا ُ١َمر
بظرلاا داهبِٙ ٓ١َؾزٌ خجٍبٌّٕا خ٠و٠وٌَا خٍهبٌّّا ٍٝػ ظبفؾٌاٚ ت٠هلزٌاي ًّؼٌا داهللٚ ٟػبّغٌا
.حءبفىٌاٚ
:خاسارذنا ٍي ذٌشي ءازخإ ًغثٌُ / مثمتسًنا ًف
• ةلاؽ ٖبغر خ١رانٌا حءبفىٌا خ١ٍػبفٚ ٍُؼزٌٍ خ١ؼفالٌا و٠ٛطرٚ حكب٠ى صوف ٍٝػ و١صأر بٌٙ ٟزٌا دبلٛؼٌّا ل٠لؾر
غ٠وّزٌا.
• حءبفىٌا خ١ٍػبفٚ ٍُؼزٌٍ خ١ؼفالٌا ِٓ ٜوفلأا عاٛٔلأا و١صأر خٍاهك.غ٠وّزٌا ةلاؽ ً١ظؾر ٍٝػ خ١رانٌا
• خ١رانٌا حءبفىٌا خ١ٍػبفٚ ٍُؼزٌا ٍٝػ غ٠وّزٌا ةلاؽ ي١فؾزٌ دب١غ١راوزٍا و٠ٛطر.
ضٌزًتنا حٍهك
ىسلإضٌزًتنا جراد
ٍٍت حللاعنا بلاطن ىهعتهن حٍعفاذنا حٍتاذنا ىهتءافك حٍهعافو ضٌزًتنا
ضٌزًتهن حٍُفنا حٌىَاثنا صراذًنات
حيذمي حًٍهع حناسر
حٍضٌزًتنا وىهعنا ًف زٍتسخاًنا حخرد خاثهطتي ًٍض
ىف
ضٌزًتنا جرادإ
ٍي حيذمي
محمد يزفعدنا حعًخ ءاًسأ
غ٠وّزٌا ٍَٛػ ٟف ًٛ٠هٌٛبىث- غ٠وّزٌا خ١ٍو- خؼِبعحو٘بمٌا 2112
2123
رىهُيد حعياخ
ضٌزًتنا حٍهك
ىسلإضٌزًتنا جراد
حناسزنا جساخإو ىكحنا حُدن
ٍٍت حللاعنا حٍُفنا حٌىَاثنا صراذًنات حٍتاذنا ىهتءافك حٍهعافو ضٌزًتنا بلاطن ىهعتهن حٍعفاذنا
ضٌزًتهن
ناسرح ٍي هيذمي
محمد يزفعدنا حعًخ ءاًسأ
حٍضٌزًتنا وىهعنا ىف زٍتسخاًنا حخرد ىهع لىصحهن
ىف
ضٌزًتنا جرادإ
عٍلىتنا حشلاًُناو ىكحنا حُدن
……………………………
.أذٍسنا محمد خاًعَ / د
٠وّزٌا حهاكإ مبزٍأغ– َُلإغ٠وّزٌا حهاك
غ٠وّزٌا خ١ٍو- هِٕٛٙك خؼِبع
……………………………
أ / د.ًحتف ءافو ذًحأ
غ٠وّزٌا حهاكإ مبزٍأ– َُلإغ٠وّزٌا حهاك
غ٠وّزٌا ٗ١ٍو- خؼِبعحهٛظٌّٕا
…………………………
أ/ د. ًٍحزنا ذثع نوزثي ىٌر
غ٠وّزٌا حهاكإ مبزٍأ– َُلإغ٠وّزٌا حهاك
غ٠وّزٌا خ١ٍو- هِٕٛٙك خؼِبع
خٌرات :حناسزنا حشلاُي 21 /3 /2123
ضٌزًتنا حٍهك
ىسلإضٌزًتنا جراد
فازشلإا حُدن ناسزنا ىهعح
ٍٍت حللاعنا حٍهعافو ضٌزًتنا بلاطن ىهعتهن حٍعفاذنا حٍُفنا حٌىَاثنا صراذًنات حٍتاذنا ىهتءافك
ضٌزًتهن
ٌبٍهخ ِٓ ِٗلمِ
محمد يزفعدنا حعًخ ءاًسأ
١ٍو ًٛ٠هٌٛبىثخ غ٠وّزٌا- ؼِبع حو٘بمٌا خ- 2112
عهك ٍٝػ يٛظؾٌٍخ و١زَ١عبٌّاٟف ١ؼ٠وّزٌا ٍَٛؼٌاخ
ًفإضٌزًتنا جراد
عٍلىتنا فازشلإا حُدن
……………………
………
أمحمد خاًعَ / د. ذٍسنا
غ٠وّزٌا حهاكإ مبزٍأ
غ٠وّزٌا حهاكإ َُل
غ٠وّزٌا خ١ٍو- هِٕٛٙك خؼِبع
…………………….
………
رىَلأا محمد هثه /د
غ٠وّزٌا حهاكإ ًهلِ
غ٠وّزٌا حهاكإ َُل
٠وّزٌا خ١ٍوغ - خ٠هلٕىٍلاا خؼِبع
رىهُيد حعياخ