RIESGOS QUÍMICOS

The most significant criticism of student centred learning is that not all adults will be motivated to be self-directed learners (Hartree, 1984). The need for students to be motivated towards learning is particularly significant among nursing students who, similar to

43 other healthcare students, are required to engage with learning throughout their careers (DH, 2010).

Vallarand et al. (1992) described motivation as being one of the most important factors in

education. Leagans (1971) argued that motivation for learning stems from an individual’s ‘need’, and that each individual makes an effort to learn to fulfil that need to gain a sense of

satisfaction. Maslow (1968) is recognised as a popular advocate of the ‘needs’ philosophy. Having developed a ‘hierarchy of needs’, he argued that individuals are driven through four different levels of need ranging from basic needs to more advanced needs; ultimately reaching the highest need of self-actualisation. As individuals partly fulfil each need they

begin to attempt to fulfil the next need. Despite the popularity of Maslow’s (1968)

hierarchy of needs, Baumeister and Leary (1995) argue that his theory was not accompanied with any supporting empirical evidence. In fact Maslow has since acknowledged that whilst his theory related to existing facts, it was mainly developed from experience. He stated that his theory should:

stand or fall, not so much on facts currently available or evidence presented, as upon researches yet to be done. (Maslow, 2000, p. 253)

Rogers and Horrocks (2010) discussed how motivation is dependent on either intrinsic or extrinsic factors. Intrinsic factors relate to pressures from within, they may include

decisions made by an individual that result in an ‘inner compulsion’, they can relate to the enjoyment of learning for its own sake or obtaining positive feedback. Intrinsically motivated students have a desire to succeed, to perform and to learn. In contrast, extrinsic factors relate to external influences for example punishments and rewards, assessments or the influence of other individuals within an organisation. Extrinsically motivated students perform by seeking achievement for example through achieving a desired grade or avoiding punishment (for example from parents) (Ryan and Deci, 2000). External factors may then become internalised and result in a compulsion to engage with learning. Prenzel et al. (2001) argued against the distinction between extrinsic and intrinsic factors asserting that that the motivation of individuals was more of a continuum between the factors as opposed to either one.

44 The specific literature pertaining to the motivation of student nurses was limited, two studies discussed the motivation of student nurses to pursue nursing as a career (McLaughlin et al, 2009; Jirwe and Rudman, 2012). Whereas others explored the motivation of nursing students to learn or undertake SDL (Regan, 2003; Nilsson and Stomberg, 2008; Bengtsson and Ohlsson, 2010). Regan (2003) used a mixed methods approach to explore the factors that motivate student nurses to engage with SDL. This English study comprised of two phases; the first phase consisted of focus group interviews performed with twelve students and eight tutors. The second phase consisted of a quantitative questionnaire that was completed by ninety-seven students and eighteen lecturers. The findings revealed that all student nurses considered that a good lecture motivated them to direct their own learning. Almost all students in the focus group (apart from one) did not consider group work to be a motivational factor and this view resulted in strong opposition from others within the focus group. Tutors who were ‘less strict’ for example by allowing students to leave the classroom early were considered demotivating. This evidence demonstrates how students relied on behaviourist approaches of learning, expecting lecturers to instruct and control learning. Regan’s (2003) findings also demonstrated how the lecturer’s behaviour

within a classroom environment significantly influenced the motivation of students towards SDL outside the classroom. Regan (2003) recommended that lecturers needed to identify links between activities within the classroom and within SDL. She also recommended that clear guidance was needed from nurse lecturers in relation to how students could direct their learning; calling for lecturers to reach a consensus on this.

A longitudinal quantitative study undertaken in Sweden (Nilsson and Stomberg, 2008) on three hundred and fifteen student nurses aimed to explore the differences between

students’ motivation levels throughout the course. The findings revealed that the levels remained relatively constant from the first year to the final year. However, the levels of motivation for learning did increase in one semester in which there was an increased emphasis on clinical skills. This finding confirms how student nurses are more motivated to learn practical skills as opposed to learning theory. This supports other studies that demonstrate how student nurses prefer kinaesthetic modes of learning, as discussed on page 28 (Meehan-Andrews, 2009; Koch et al, 2011; James et al, 2011).

45 A further Swedish study by Bengtsson and Ohlsson (2010) used a qualitative approach to explore the motivations of student nurses and medical students towards their learning. Data was obtained through a series of five focus group interviews, (three groups with nursing students and two groups with medical students). The most significant finding from this study was that both groups of students considered the most important factor for learning was their own motivation. Both groups also considered the role of the lecturer as pivotal in terms of motivating students to learn, which supports Regan (2003). The main distinction between the two groups was that the nursing students focused on their assessments and the lack of time to complete them; whilst the medical students regarded learning as more of a long-term activity. This demonstrates that nursing students used surface approaches to learning, based on external motivating influences. In contrast, the medical students used deep approaches to learning, driven by internal motivating factors. Research demonstrates how students who use deep approaches to learning reflect a higher level of engagement with the task; have a greater understanding of its purpose and achieve higher success in academic studies (Entwistle and Ramsden, 1983; Swanberg and Martinson, 2010).