J Korean Acad Soc Nurs Educ.  2017 Feb;23(1):48-56. 10.5977/jkasne.2017.23.1.48.

The Relationships among Learning Motivation, Perceived Achievement, and Actual Achievement on Nursing Skill Performance Assessment

• Kim EJ

• KMID: 2371140
• DOI: http://doi.org/10.5977/jkasne.2017.23.1.48

Abstract

PURPOSE
This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors.
METHODS
A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test.
RESULTS
There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group.
CONCLUSION
The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.

Keyword

Nursing student; Motivation; Achievement; Self-assessment; Competence

MeSH Terms

Checklist
Humans
Learning*
Mental Competency
Motivation*
Nursing*
Self-Assessment
Students, Nursing