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Motivational orientations and partic...

Mangubat, Maria Dolores Bautista.

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Motivational orientations and participation barriers of registered nurses who pursue advanced education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Motivational orientations and participation barriers of registered nurses who pursue advanced education./
作者:	Mangubat, Maria Dolores Bautista.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.
Contained By:	Dissertation Abstracts International66-05B.
標題:	Health Sciences, Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176764
ISBN:	0542157799

Motivational orientations and participation barriers of registered nurses who pursue advanced education.
Mangubat, Maria Dolores Bautista.

Motivational orientations and participation barriers of registered nurses who pursue advanced education. - 200 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

This study aimed to learn more about the motivational orientations and participation barriers of Registered Nurses from different educational backgrounds in order to improve their opportunities and their success rates in pursuing advanced education. This might provide relevant information to help health care providers and authorities eliminate barriers and provide support for RNs who wish to pursue advanced education.

ISBN: 0542157799Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Motivational orientations and participation barriers of registered nurses who pursue advanced education.
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245 1 0 $a Motivational orientations and participation barriers of registered nurses who pursue advanced education.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2515.
500 $a Sponsor: Victoria J. Marsick.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2005.
520 $a This study aimed to learn more about the motivational orientations and participation barriers of Registered Nurses from different educational backgrounds in order to improve their opportunities and their success rates in pursuing advanced education. This might provide relevant information to help health care providers and authorities eliminate barriers and provide support for RNs who wish to pursue advanced education.
520 $a The case study was conducted in an urban hospital where the RN respondents were either Diploma, Associate or BSN graduates with at least 5 years nursing experience. Survey questionnaires were distributed to 272 RNs out of a population of 326. There were 120 usable surveys or a return rate of 44%. Survey questionnaires were administered using Education Participation Scale and Barriers to Participation Survey instruments; and interviews were conducted. Fifty-three percent of the total respondents pursued advanced education.
520 $a Learning Orientation was ranked by those who pursued advanced education as having a strong influence. They sought knowledge for its own sake, satisfied their inquiring minds, supplemented their previous education, and earned a degree.
520 $a Situational barriers were ranked by those who did not pursue advanced education as their strongest barriers, notably: family, major life changes, finances, time and job/work responsibilities.
520 $a Thirty RN participants were randomly selected from the total volunteer group of respondents to be interviewed. Most of them emerged as goal-oriented individuals who valued career advancement, personal achievement, financial gain, and overcoming challenges. Some considered cultural aspects as an influence.
520 $a The study suggests that learning and goal orientations are the main motivations for those who pursued advanced education and were able to overcome barriers. For those who did not pursue advanced education, 47% considered situational barriers as their main obstacles, although institutional barriers were also regarded as a factor by Associate and BSN graduates.
520 $a Conclusively, the entry-level degree in and of itself does not seem to be a factor in whether or not advanced education was pursued. There is no other factor that emerged as relevant to the respondent's decision to pursue or not to pursue advanced education.
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