MSN, Al-Rashad Training Hospital for Psychiatric and Mental Illnesses (Al-Shama'a), Baghdad, Iraq. AND MSN, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Instructor of Pediatrics Department, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Instructor of Nursing, Department of Community Health and Psychiatric Nursing, School of Nursing and Midwifery Mashhad University of Medical Sciences, Mashhad, Iran.
Background: Nurses are important healthcare providers in providing high-quality health services. It is therefore recommended to measure their level of learning motivation towards achieving the goals of healthcare organizations. The present study aimed to determine the level of learning motivation in clinical nurses in health centers in Iran.
Materials and Methods: This quantitative descriptive research was conducted at hospitals affiliated to the Mashhad University of Medical Sciences in 2020. Sampling was done by the random categorical cluster sampling method. A total of 300 nurses were selected to complete the demographic information form and the learning motivation questionnaire made by the researchers. Data analysis was performed by SPSS software version 25.0 and descriptive and inferential statistical tests.
Results: Mean score of nurse's learning motivation was at the average level (104.6±11.1). Female nurses (104.8±11.4), head nurses (109.0±2.7), married nurses (109.0±11.8), evening shifts workers (107.0±10.4), nurses with master degree (107.5±10.0), nurses with a company employment status (105.2±10.2), nurses with a monthly income more than living expenses (106.6±11.5), and nurses with willingness to work in their current department (209.0±21.9) had the highest motivation scores (P<0.05). The Pearson correlation coefficient test showed that there was a significant relationship between motivation and work shifts per month (r=0.004, P<0.05). In other cases, no significant relationship was seen (P>0.05).
Conclusion: Based on the results, nurses' learning motivation was at a moderate level and characteristics related to the profession (job position, work shift, employment status, financial situation, willingness to work), and individuals (gender, marital status, education level) had the highest means. Therefore, health system employers and managers should pay careful attention to these issues to encourage nurses participating in the in-service training courses.