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http://dx.doi.org/10.5762/KAIS.2019.20.10.332

The Relationship among Learning Motivation, Transfer Climate, Learning Self-efficacy, and Transfer Motivation in Nursing Students Received Simulation-based Education  

Han, Eun Soo (Department of Nursing, Chodang University)
Kim, Seon Hee (Department of Nursing, Honam University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.10, 2019 , pp. 332-340 More about this Journal
Abstract
This descriptive research study was undertaken to identify the degree of learning motivation, transfer climate, learning self-efficacy, and transfer motivation, and to correlate the variables, in nursing students receiving simulation-based education. The subjects of this study were 4th grade nursing students who completed a simulation course at a nursing university; data collected using the self-report questionnaire were analyzed using the SPSS 21.0 program. Our results indicate high values of learning motivation, transfer climate (including the lower variables supervisor's support, peer's support, and transfer opportunity), learning self-efficacy, and transfer motivation. Learning motivation, learning self-efficacy, and transfer motivation significantly differed with respect to social motivation for entering school (Z=6.04, p=0.049; Z=6.92, p=0.031; Z=9.16, p=0.010, respectively) and major satisfaction (Z=8.55, p=0.036; Z=12.55, p=0.006; Z=13.47, p=0.004, respectively). All these variables were positively correlated, especially transfer motivation with learning motivation, supervisor's support, peer's support, transfer opportunity, and learning self-efficacy. Taken together, the results of this study indicate a need to develop an effective simulation-based education program to encourage transfer motivation, as well as follow-up studies that verify the causal relationship between transfer motivation and related variables.
Keywords
Simulation-Based Education; Learning Motivation; Transfer Climate; Learning Self-Efficacy; Transfer Motivation;
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