Document Type : Original Article



BACKGROUND: Academic motivation is highly important in nursing education. Providing high‑quality
nursing care requires students who have motivation to acquire information and skills. However, nursing
students lose their motivation gradually during their program. Thus, the present study is aimed at
elaborating on the strategies to improve academic motivation in nursing students.
MATERIALS AND METHODS: A qualitative study was conducted in Saveh University of Medical
Sciences. The data were collected through focus groups and individual semi‑structured interviews
with forty nursing students, professors, and lecturers of nursing and midwifery school. The participants
were selected through purposeful sampling method. This method is used for the selection of people
who have had experience with or are part of the culture or phenomenon of interest. Data analysis
was done as a continuous process through conventional qualitative content analysis.
RESULTS: The strategies to promote academic motivation of nursing students were categorized
into four main categories including strategies pertinent to professors (empowering and motivating
to improve the quality of teaching), strategies pertinent to students (creating positive attitude toward
nursing, empowering, and encouraging academic achievement), strategies pertinent to clinical
education (improvement of the quality of clinical training and optimization of the academic and
clinical relationships), and strategies pertinent to faculty (providing extracurricular activities, proper
curriculum programming, and educational and welfare facilities).
CONCLUSIONS: The strategies to improve academic motivation are available in different areas
including professors, students, faculty, and clinical education. In general, improving the quality of
education and creating positive attitude in nursing students increase their academic motivation.


1. Schunk DH, Pintrich PR, Meece JL. Motivation in Education:
Theory, Research and Applications. New Jersey: Pearson
Education Inc.; 2008.
2. Karabulut N, Aktas Y, Alemdar D. The relationship of clinical
learning environment of nursing students’ academic motivation.
KONTAKT 2015;1:9‑15.
3. Clark MH, Schroth CA. Examining relationships between
academic motivation and personality among college students.
Learn Individ Differ 2010;20:19‑24.
4. Jones BD. Motivating students to engage in learning: The MUSIC
model of academic motivation. Int J Teach Learn Higher Educ
5. Menyhárt A. Teachers or lectures? The motivational profile of
university teachers of English. WoPaLP 2008;2:119‑37.
6. Vahedi S, Esmaeelpoor K, Zamanzadeh V, Ataeezadeh A. The
nursing students’ motivational profile and its relationship to
their academic achievement: A person‑oriented approach. Nurs
Vis 2012;1:36‑46.
7. Bråten I, Olaussen BS. The motivational development of
Norwegian nursing students over the college years. Learn Health
Soc Care 2007;6:27‑43.
8. Nesje K. Nursing students’ prosocial motivation: Does it predict
professional commitment and involvement in the job. J Adv Nurs
9. Sharififard F, Asayesh H, Nourozi K, Hosseini MA,
Taheri Kharameh Z. The relationship between motivation and
academic burnout in nursing and paramedical students of Qom
University of medical sciences, Iran. Qom Univ Med Sci J 2016;9:72‑8.
10. Zhang ZJ, Zhang CL, Zhang XG, Liu XM, Zhang H, Wang J,
et al. Relationship between self‑efficacy beliefs and achievement
motivation in student nurses. Chin Nurs Res 2015;2:67‑70.
11. Moura LB. Learning style of nursing students enrolled in a
master’s degree programme. Acta Paul Enferm 2006;19:373‑8.
12. Kloster T, Høie M, Skår R. Nursing students’ career preferences:
A Norwegian study. J Adv Nurs 2007;59:155‑62.
13. Shakurnia A, Alijani H, Khajeali N, NiakanKalhori SR. Nursing students’ motivation and satisfaction, Do the motivation and
satisfaction of nursing students change during their study years?
J Health Med Nurs 2015;15:28‑34.
14. Stomberg M, Nilsson K. Nursing students’ self‑graded motivation
to complete their programme of study. Open Nurs J 2010;4:42‑7.
15. Bakhshandeh Bavarsad M, Hakim A, Azimi N, Latifi SM,
Ghalvandi H. Nursing students viewpoints about educational
motivation and its related factors in Ahvaz Jundishapur
University of medical sciences. Res Med Educ 2015;7:35‑44.
16. Pace AC, Ham AJ, Poole TM, Whaib KL. Validation of the MUSICs
model of academic motivation inventory for use with student
pharmacists. Curr Pharm Teach Learn 2016;8:589‑97.
17. Cohen L, Manion L, Morrison K. Research Methods in Education.
London: Taylor & Francis e‑Library; 2007.
18. Streubert HJ, Carpenter DR. Qualitative Research in Nursing:
Advancing the Humanistic Imperative. Philadelphia: Lippincott
Williams & Wilkins; 2011.
19. Polit FD, Beck CT. Nursing Research Generating and Assessing
Evidence for Nursing Practice. 9th ed. Philadelphia: Wolters
Kluwer, Lippincott Williams & Wilkins; 2012.
20. Esmaeili MR, Hozni SA, Mosazadeh B, Zavareh A. Good teacher’s
characteristics and its influence on dental students’ academic
motivation. Res Med Educ 2017;9:10‑8.
21. Hanifi N, Parvizi S, Joolaee S. The role of clinical instructor in
clinical training motivation of nursing students: A qualitative
study. Nurs Res 2012;7:23‑33.
22. Valiee S, Moridi G, Khaledi S, Garibi F. Nursing students’
perspectives on clinical instructors’ effective teaching strategies:
A descriptive study. Nurse Educ Pract 2016;16:258‑62.
23. Alavi M, Abedi H. Nursing students’ experiences and perceptions
of effective instructor in clinical education. Iran J Med Educ
24. Derakhshan A, Darabi M, Saedi M, Kiyani M. Perspective of
medical students of Mashhad University of medical sciences
about the criteria of a good university professor. Med Ethics Q
25. Ghadami A, Salehi B, Sajadi S, Naji H. students’ points of view
regarding effective factors in establishing communication between
students and faculty members. Iran J Med Educ 2007;7:149‑53.
26. Schiefele U. Classroom management and mastery‑oriented
instruction as mediators of the effects of teacher motivation on
student motivation. Teach Teach Educ 2017;64:115‑26.
27. Nilsson KE, Warrén Stomberg MI. Nursing students motivation
toward their studies – A survey study. BMC Nurs 2008;7:6.
28. Rose S. Academic success of nursing students: Does motivation
matter. Teach Learn Nurs 2011;6:181‑4.
29. Aghajari P, Hosseinzadeh M, Mahdavi N, Hashtroudizadeh M,
Vahidi M. The effectiveness of life skills training on intrinsic
and extrinsic learning motivation, academic achievement, and
self‑esteem in nursing students. Nurs Edu 2015;4:18‑27.
30. Hassankhani H, Mohajjel Aghdam A, Rahmani A,
Mohammadpoorfard Z. The relationship between learning
motivation and self‑efficacy among nursing students. Res Dev
Med Educ 2015;4:97‑101.
31. Sarikoc G, Oksuz E. Academic motivations and academic
self‑efficacy of nursing students. J Clin Anal Med 2017;8:47‑51.
32. Lee JJ, Clarke CL, Carson MN. Nursing students’ learning
dynamics and influencing factors in clinical contexts. Nurse Educ
Pract 2018;29:103‑9.
33. Jasemi M, Whitehead B, Habibzadeh H, Zabihi RE, Rezaie SA.
Challenges in the clinical education of the nursing profession in
Iran: A qualitative study. Nurse Educ Today 2018;67:21‑6.
34. Hanifi N, Parvizi S, Joolaee S. Nurses as motivators or suppressors
of nursing students’ learning in clinical learning. J Nurs Educ
35. Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ,
Başbakkal Z, et al. A study of the relationship between the study
process, motivation resources, and motivation problems of
nursing students in different educational systems. Nurse Educ
Today 2017;48:13‑8.
36. Najafi Kalyani M, Sharif F, Moattari M, Jamshidi N, Karimi S.
Decrease in motivation of nursing students: A qualitative study.
Nurs Res 2011;7:9‑47.
37. Andrew S, Salamonson Y, Weaver R, Smith A, O’Reilly R,
Taylor C, et al. Hate the course or hate to go: Semester differences
in first year nursing attrition. Nurse Educ Today 2008;28:865‑72.
38. Hamjah SH, Ismail Z, Rasit RM, Rozali EA. Methods of increasing
learning motivation among students. Procedia Soc Behav Sci
39. Hassanbeigi A, AskariJ. A study of the most important risk factors
of motivational deficiencies in university students. Procedia Soc
Behav Sci 2010;1:1972‑6.