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. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Motivational Strategies, Teaching, Learning, Nurse Educators, Nursing Programmes
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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
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
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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Download@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}
}
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 AU - Ogbonnaya Ngozi Phoebe AU - Anieche John Emenike Y1 - 2021/02/27 PY - 2021 N1 - https://doi.org/10.11648/j.jher.20210701.16 DO - 10.11648/j.jher.20210701.16 T2 - Journal of Health and Environmental Research JF - Journal of Health and Environmental Research JO - Journal of Health and Environmental Research SP - 23 EP - 29 PB - Science Publishing Group SN - 2472-3592 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. VL - 7 IS - 1 ER -
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