Low Expectation of Employment Benefit Associated with Motivation in Clinical Nursing: Baseline Findings from an Interventional Study Among Nursing Students in Tanzania

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Abstract Background Nursing professional is an art of calling which requires unconditional devotion in caring for those who are in need. Motivation to join the nursing profession is a question that warrants further study. However, there is a dramatic increase in population who join the profession as an opportunity for stable employment and benefit. Intrinsic and extrinsic key elements of motivation are to be examined to determine the art of joining the nursing profession. This study intended to assess baseline motivation in clinical learning from a quasi-experimental study that aimed to design and test the effect of an interactive web-based clinical practice monitoring system toward improving clinical meta-competencies among nursing students in Tanzania Methods This is the analysis of baseline data from an interactive web-based clinical practice monitoring system of 589 randomly selected undergraduate nursing students in Tanzania. Baseline data were collected using a self-guided questionnaire on the Academic motivation Scale adopted from previous studies. Both descriptive and inferential statistics were adopted using Statistical Product for Service Solution version 23. The confidence interval was set at 95% with a significance level of 5%. Results Findings show that 65% of the nursing students were male while 79.6% of them were younger than 24 years. Baseline finding of motivation in clinical learning revealed that 80.6% of nursing students were not motivated in clinical learning of which 19.4% of motivated nursing students, 5.3% were intrinsically motivated against 14.1% were extrinsically motivated in clinical learning. Extrinsic factors such as opportunity to travel around the world, generous salary and employment benefits, and perceiving nursing as a secure profession were significantly associated with low motivation in clinical learning (p<0.05) Conclusion The problem of low motivation in clinical learning among nursing students seems to persist among undergraduate nursing students in Tanzania. Many enrolled nursing students are forced to join the profession by extrinsic factors than intrinsic ones. This study recommends innovative clinical nursing education pedagogical in enhancing motivation in clinical learning among nursing students in Tanzania.

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