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Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria

Received: 30 December 2020     Accepted: 14 February 2021     Published: 27 February 2021
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Abstract

This is a descriptive cross-sectional study that determined the use of motivational strategies in teaching-learning process among Nurse Educators in nursing programmes in selected states of the Southeast, Nigeria. Population for the study was 112 nurse educators in Schools and Departments of nursing in the Southeast Nigeria. Investigators’-developed questionnaire was used for data collection. The instrument was validated for contents and tested for internal consistency through a pilot test and data generated were analyzed using Crombach’s Alpha which yielded reliability index of 0.813. Ethical approval from the Research and Ethics Committee of Nnamdi Azikiwe University Teaching Hospital, Anambra State. Data generation was through one-on-one administration of the instrument to the participants. Statistical hypotheses were tested using one-way ANOVA at Confidence Interval of 95%. Study revealed that 97.2% of the Nurse Educators apply motivational strategies inteaching-learning process out of which 96.1% indicated “developing lessons that engage students in learning”. Majority of them (94.2%) indicated “establishing an environment that is safe from physical and emotional harm”. Study showed that “supporting learning and future goals” were indicated by the Nurse Educators (x=3.59, SD=0.52) as a key approach to the application of motivational strategies. Study also revealed that there was no significant difference in the use of motivational strategies between male and female Nurse Educators (t(105,.025)=.366, p>.05). Further still, there is no significant difference in the use of motivational strategies when analyzed according to teaching experience (F=1.034, p>.05). The researchers recommend full participation of the Nurse Educators at the point of selection of prospective nursing students to ensure that the best brains with readiness to learn are admitted into nursing programme.

Published in Journal of Health and Environmental Research (Volume 7, Issue 1)
DOI 10.11648/j.jher.20210701.16
Page(s) 23-29
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Motivational Strategies, Teaching, Learning, Nurse Educators, Nursing Programmes

References
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[2] Barbarous, M., Gozalo, A. and Padayogdog, E. (2013). The Effect of teachers Teaching Style on Students’ Motivation. Action Research. LeeTzongjin, Ed).
[3] Hardell, T. L. (2011). Motivating Nursing faculty to use Active learning strategies: A Qualitative multiple case study. (Doctoral dissertation). Retrieved from proQuest LLC (Umi Dissertation Publishing 3528761.
[4] Magda, A. G., & Manal, S. M. (2015). Development of Motivational strategies for nursing students at Zagazig University in Egypt. Journal of Nursing Education and practice. http://dx.org/10.5430/jnep.v5n6p62.
[5] Okoronkwo, I. (2005). Nursing Service, Administration and Management: Theory and Practice. Institute for Development Studies Publishers.
[6] Cassandra, R. (2005). Moving critical thinking to the main stage. Education Canada, 45 (2), 45-49.
[7] Rudhumbu, N. (2014). Motivational strategies in the teaching of primary School mathematics in Zimbabwe International Journal of Education Learning and Development UK vol. 2 No 2, PP. 76-103.
[8] Arul-Lawrence, A. S. and Hanitha, T. (2017). A Study on Teachers’ Motivational Strategy and Academic Achievement of Higher Secondary Students. School of Education, Tamil Nadu Open University, Chennai, India. Aarhat Multidisciplinary International Education Research Journal.
[9] Kirondo, Y. A. (2014). Strategies Employed by Teachers to Motivate Students in Kinondoni municipality (Dissertation). Open university of Tanzania.
[10] Hit, Black & Porter, (2005). Management. (2nd Ed). Texas: University Pearson publisher.
[11] Manktel, (2007). Manage Stress: Take back Control in your life. University of Waleer hompton UK: Psychology Press.
[12] Taylor, L. & Parsons, J. (2011). Improving Student Engagement, Current Issues in Education, 14 (1). Retrieved from http://cie.asu.edu/.
[13] Bernaus, M., Wilsom-Daily & Gardner, R. (2009). Teacher’s motivation, classroom strategy use, students’ motivation and second language achievement. University of western Ontario. Porta linguarium. https://www.google.com.
[14] Hanifi, N., Parvizy, S., & Joolace, S. (2012). Nursing Challenges in motivating Nursing Students through Clinical education: A grounded Theory Study. Nursing research and practice. http://dx.doi.org/10.1155/2012/161359.
[15] Miller and Meece (2007). Predicting the Academic Motivation of Rural High School Students. Department of Educational Psychology, University of Oklahoma. The Journal of Experimental Education Vol. 75 No 4 pp. 247-269. Published by Taylor & Francis Ltd.
[16] Ullah, M. I., Sagheer, A., Sattar, T., & Khan, S. (2013). Factors Influencing Students Motivation to Learn in Bahauddin Zakariya University, Multan (Pakistan). International Journal of Human Resource Studies, 3 (2), 90.
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  • APA Style

    Okonkwo Oluchukwu Ginika, Ogbonnaya Ngozi Phoebe, Anieche John Emenike. (2021). Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria. Journal of Health and Environmental Research, 7(1), 23-29. https://doi.org/10.11648/j.jher.20210701.16

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    ACS Style

    Okonkwo Oluchukwu Ginika; Ogbonnaya Ngozi Phoebe; Anieche John Emenike. Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria. J. Health Environ. Res. 2021, 7(1), 23-29. doi: 10.11648/j.jher.20210701.16

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    AMA Style

    Okonkwo Oluchukwu Ginika, Ogbonnaya Ngozi Phoebe, Anieche John Emenike. Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria. J Health Environ Res. 2021;7(1):23-29. doi: 10.11648/j.jher.20210701.16

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  • @article{10.11648/j.jher.20210701.16,
      author = {Okonkwo Oluchukwu Ginika and Ogbonnaya Ngozi Phoebe and Anieche John Emenike},
      title = {Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria},
      journal = {Journal of Health and Environmental Research},
      volume = {7},
      number = {1},
      pages = {23-29},
      doi = {10.11648/j.jher.20210701.16},
      url = {https://doi.org/10.11648/j.jher.20210701.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jher.20210701.16},
      abstract = {This is a descriptive cross-sectional study that determined the use of motivational strategies in teaching-learning process among Nurse Educators in nursing programmes in selected states of the Southeast, Nigeria. Population for the study was 112 nurse educators in Schools and Departments of nursing in the Southeast Nigeria. Investigators’-developed questionnaire was used for data collection. The instrument was validated for contents and tested for internal consistency through a pilot test and data generated were analyzed using Crombach’s Alpha which yielded reliability index of 0.813. Ethical approval from the Research and Ethics Committee of Nnamdi Azikiwe University Teaching Hospital, Anambra State. Data generation was through one-on-one administration of the instrument to the participants. Statistical hypotheses were tested using one-way ANOVA at Confidence Interval of 95%. Study revealed that 97.2% of the Nurse Educators apply motivational strategies inteaching-learning process out of which 96.1% indicated “developing lessons that engage students in learning”. Majority of them (94.2%) indicated “establishing an environment that is safe from physical and emotional harm”. Study showed that “supporting learning and future goals” were indicated by the Nurse Educators (x=3.59, SD=0.52) as a key approach to the application of motivational strategies. Study also revealed that there was no significant difference in the use of motivational strategies between male and female Nurse Educators (t(105,.025)=.366, p>.05). Further still, there is no significant difference in the use of motivational strategies when analyzed according to teaching experience (F=1.034, p>.05). The researchers recommend full participation of the Nurse Educators at the point of selection of prospective nursing students to ensure that the best brains with readiness to learn are admitted into nursing programme.},
     year = {2021}
    }
    

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  • TY  - JOUR
    T1  - Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria
    AU  - Okonkwo Oluchukwu Ginika
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    UR  - https://doi.org/10.11648/j.jher.20210701.16
    AB  - This is a descriptive cross-sectional study that determined the use of motivational strategies in teaching-learning process among Nurse Educators in nursing programmes in selected states of the Southeast, Nigeria. Population for the study was 112 nurse educators in Schools and Departments of nursing in the Southeast Nigeria. Investigators’-developed questionnaire was used for data collection. The instrument was validated for contents and tested for internal consistency through a pilot test and data generated were analyzed using Crombach’s Alpha which yielded reliability index of 0.813. Ethical approval from the Research and Ethics Committee of Nnamdi Azikiwe University Teaching Hospital, Anambra State. Data generation was through one-on-one administration of the instrument to the participants. Statistical hypotheses were tested using one-way ANOVA at Confidence Interval of 95%. Study revealed that 97.2% of the Nurse Educators apply motivational strategies inteaching-learning process out of which 96.1% indicated “developing lessons that engage students in learning”. Majority of them (94.2%) indicated “establishing an environment that is safe from physical and emotional harm”. Study showed that “supporting learning and future goals” were indicated by the Nurse Educators (x=3.59, SD=0.52) as a key approach to the application of motivational strategies. Study also revealed that there was no significant difference in the use of motivational strategies between male and female Nurse Educators (t(105,.025)=.366, p>.05). Further still, there is no significant difference in the use of motivational strategies when analyzed according to teaching experience (F=1.034, p>.05). The researchers recommend full participation of the Nurse Educators at the point of selection of prospective nursing students to ensure that the best brains with readiness to learn are admitted into nursing programme.
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Author Information
  • Department of Nursing Science, Nnamdi Azikiwe University, Nnewi, Nigeria

  • Department of Nursing Sciences, University of Nigeria, Enugu, Nigeria

  • Department of Nursing Science, Nnamdi Azikiwe University, Nnewi, Nigeria

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