Động lực học tập của sinh viên ngành Điều dưỡng Trường Đại học Y khoa Vinh và một số yếu tố liên quan

Academic motivation (AM) is a critical determinant of educational success and professional development, influencing students' engagement, intensity, and persistence in learning. Globally, and specifically within medical and nursing education, concerns persist regarding suboptimal AM levels among students, with some studies indicating that over 30% of students exhibit poor motivation. This scenario underscores the necessity of understanding the underlying dynamics of student engagement. This study aims to describe the current state of AM among nursing students at Vinh Medical University and to identify the key factors associated with their motivation, thereby contributing valuable insights for educational enhancement strategies.

Nursing educators, university administrators, education researchers, and policymakers interested in student motivation and higher education quality in healthcare.

This cross-sectional descriptive study investigated the academic motivation (AM) of 626 nursing students at Vinh Medical University between August 2024 and April 2025, utilizing the AMS-C28 toolkit with a 7-point Likert scale. The findings revealed that a significant majority, 65.7%, of students were classified under 'Poor academic motivation,' while only 34.3% exhibited 'Good academic motivation.' Most motivation types showed an average score above 4, with external motivation scoring highest (5.4 ± 1.1) and non-motivation lowest (2.2 ± 1.2). The research identified several factors statistically associated with AM, including self-confidence, encouragement from family and friends, the perceived image of nurses in society, the clarity and understandability of teaching methods, and the encouragement and guidance provided by teachers within the learning and training programs. The low rate of good AM among nursing students highlights the importance of addressing these factors to foster a more conducive learning environment. The implications suggest that educational institutions and policymakers should focus on strengthening self-confidence, promoting supportive social networks, enhancing the professional image of nursing, and implementing student-centered teaching methodologies with robust teacher support. Such targeted interventions are crucial for improving academic outcomes and preparing competent nursing professionals.