THESIS HURS 1998 C284m c.2 Carlson, Wendy L. M. Motivational orientations of 1998. Motivational Orientations of Continuing Nursing Education Participants by Wendy L. M. Carlson Submitted in Partial Fulfillment of the Requirements for the Master of Science in Nursing Degree Approved by: Mary Lo^Keller, RN, Ph.D. Committee Chairperson Edinboro University of Pennsylvania Date Judfi Schilling, RN, Ph.D. Committee Member Edinboro University of Pennsylvania Date Kenneth Adams, Ph.D. Committee Member Edinboro University of Pennsylvania Date 65 ■ c. y- Motivational Orientations of Continuing Nursing Education Participants Abstract This non-experimental research study explored the motivational orientations/ reasons and psychological motivational dimensions of life space and life chance of registered nurses participating in adult continuing nursing education. The psychological motivational dimensions were then related to participation/persistence and non-participation/drop out according to Roger Boshier's 1973 model of continuing education. This information is valuable to educators in identifying learning needs, planning, designing, implementing, and evaluating continuing education activities for registered nurses. The Education Participation Scale and a Demographic Survey were the tools utilized to collect data from 50 registered nurses attending three different "all day" (7-8 hours) non-college credit continuing nursing education classes offered by an education center in northwestern Pennsylvania. The characteristics of the total sample and statistical treatment/tests included determining the distribution of scores on the EPS for each of the seven motivational factors, the minimum/maximum score and range for each factor, the central tendency and variability for each factor, the Pearson product-moment correlations and the analysis of variance through the one way ANOVA: F-test. The level of significance utilized throughout was p=0.5. Significant motivational factors included professional advancement followed by cognitive interest and educational preparation. The first two factors identified are life space psychological motivational dimensions and the last factor listed is a life chance psychological dimension. According to Boshier’s model, registered nurses are more likely to participate and persist in continuing nursing education than to not participate or dropout. This prediction is dependent on congruency with selfZothers, and social, psychological, and subenvironmental variables. Acknowledgments Special thanks to Jessica Steckler for being so helpful in incorporating this research project into the seminars offered by her agency and in assisting in identifying and making available participants for this project. My sincere appreciation for the guidance and very helpful suggestions of those who served on this thesis committee: Dr. Keneth Adams, Ph.D., Dr. Mary Lou Keller, RN, Ph.D., and Dr. Judith Schilling, RN, Ph.D.. Finally, I wish to thank my mother and father for their persistent encourage ment to complete this project. Table of Contents Content O( Abstract ii Acknowledgements iii List of Tables........ vii List of Figures.................................................... viii Chapter 1. Introduction................................... Background of the Problem........ 1 1 First generation information.... 2 Second generation information 4 Third generation information.. 7 Theoretical Framework.............. 8 Concepts by Maslow.......................... 9 Growth and deficiency motivation...... 10 Life space and life chance................... 11 Seven motivational factors by Boshier 11 Motivational model by Boshier........... 13 Purpose of the Study.............................. 15 Statement of the Problem....................... 16 Research Questions 16 Definition of Terms 16 Assumptions 17 Limitations... 17 Summary.................... 18 Chapter 2. Review of Literature...... 19 Motivational Theories 19 Content O| Instrument Development Related to Motivational Research in Continuing Education.............................................. 19 Nursing Continuing Education................................................. 22 Summary................................................... 30 Chapter 3. Methodology.................................................. 31 Sample and Setting................................................................... 31 Instrumentation............................................. 31 Procedure for Collection of Data............................................. 33 Procedure for Analysis of Data................................................ 34 Summary................................................................................... 34 Chapter 4. Presentation and Analysis of Data............................................... 35 Characteristics of the Total Sample - Demographic Survey.... 35 Results of Statistical Analysis - Education Participation Scale 41 Number of participants in relationship to scores received .... 42 Ranges between the minimum and maximum score for each factor................................................................... 48 Descriptive statistics for each factor..................................... 49 Pearson product moment correlations (Pearson r)................ 51 Analysis of variance: one-way ANOVA: F test................. 51 Summary................................................................................... 54 Chapter 5. Conclusions and Discussion........................................................ 55 Demographic Survey............................................................... 55 Number of Participants in Relationship to Scores Received ... 57 Minimum/Maximum Score and Range for Each Factor......... 57 Mean, Median, True Mean, and Standard Deviation for Each Factor........................................................................ 57 Pearson Product Moment Correlations (Pearson r)................. 58 Content O-l Analysis of Variance: One-way ANOVA: F test 58 Review of Research Questions........................... 59 Recommendations for Further Research.............. 60 Summary.............................................................. 61 References 62 Appendixes.................................................................................................... 66 A. Education Participation Scale..................................... 67 B. Letter Requesting Permission to Utilize the Education Participation Scale.................................................................................................. 70 C. Letter of Confirmation that the Ordered Education Participation Scales 71 were Sent to the Author............................... D. Demographic Survey....................................................... 72 E. Letter Requesting Permission to Conduct the Research... 73 F. Letter Granting Permission to Conduct Research............ 74 G. Letter of Introduction to the Participants to the Research 75 H. EPS Scoring Key 76 List of Tables Table Page 1. Summary of Factors Identified in Studies of Learning Orientations.... 5 2. Life Space and Life Chance Motives Related to Motivational Factors 12 3. Summary of Professional Nursing Education Research Related to Motivational Orientations..................................................................... 23 4. Statements on EPS Related to Motivational Factors 32 5. Minimum and Maximum Scores for Each Factor on the EPS 48 6. Central Tendency and Variability From the EPS................................... 50 7. Pearson Product Moment Correlations of Data Obtained from the EPS 52 8. Analysis of Variance: One-way ANOVA: F-test 53 List of Figures Figure 1. The Three Learning Orientation Subgroups as Identified by Houle (1961) 2. Page A Model to Explain Participation and Nonparticipation 4 9 Life Space and Life Chance Motives in Relation to Maslow's Hierarchy of Needs............................................................... 4. Percentages of Research Participants in Relationship to Various Age Groups.................................................................................................. 5. 39 Percentages of Research Participants in Relationship to Level of R.N. Education........................................................................................ 9. 38 Percentages of Research Participants in Relationship to Work Status............................................................................................................ 8. 37 Percentages of Research Participants in Relationship to Number of Children.................................................................................... 7. 36 Percentages of Research Participants in Relationship to Marital Status......................................................................................... 6. 10 40 Percentages of Research Participants in Relationship to How the Seminar was Paid....................................................................................................... 41 10. Distribution of Scores on the EPS for Factor: Communication Improvement..................................................................... 42 11. Distribution of Scores on the EPS for Factor: Social Contact................................................. 43 12. Distribution of Scores on the EPS for Factor: Educational Preparation.................................. 44 Figure Page 13. Distribution of Scores on the EPS for Factor: Professional Advancement 45 14. Distribution of Scores on the EPS for Factor: Family Togetherness...................................... 46 15. Distribution of Scores on the EPS for Factor: Social Stimulation 46 18. Distribution of Scores on the EPS for Factor: Cognitive Interest 47 1 Chapter 1 Introduction This chapter introduces the concepts of motivational orientations as important social and psychological dimensions when considering why adults participate in non-college credit continuing education activities. The background of the problem, the purpose of this study, the theoretical framework on which this study was based, the problem statement, research questions, definitions of terms, assumptions, and limitations of this study are reviewed in this introductory chapter. This study was focused on non-college credit continuing education for registered nurses. Background of the Problem Motivation is a concept used to describe both extrinsic conditions that stimulate certain behavior and intrinsic responses that demonstrate that behavior. The intrinsic response is sustained by sources of energy termed "motives” and is often described as a need, want, or drive. All living people have motives. Motivation is measured in observable and recordable behavior (Swansburg, 1990). This review is focused on the motivations of registered nurses to obtain continuing nursing education. Many adults involve themselves in a wide range of educational activities which continue throughout life. Participation of adults in learning activities arises from a complex of sociological and psychological factors (Sheffield, 1964). Adults who select participation in educational activities have found this form of behavior to have its own intrinsic satisfactions (Rice, 1958). Learners are generally both participants in and beneficiaries of the educational experience (Grotelueschen, Kenny, & Hamish, 1980). An understanding of why adult education students participate in learning activities will facilitate the growth of theory and models to explain participation, 2 increase the knowledge of conceptual information related to adult education, and enhance efforts to increase the quantity and quality of learning experiences for adults (Boshier, 1971). This information will assist in understanding, planning and delivering adult education (Houle, 1961). Educational programs matter because they are statements of how the world is or how the world should be different. Participants interests should determine the important features of educational programs (Cervero & Wilson, 1955). Research related to motivational reasons for participation in adult continuing education is important. Adult education motivational studies have influenced decisions related to funding and staffing of adult education programs on a national basis (Waddell, 1993). The concept of life-long learning is encouraged by the nursing field as a part of the process of maintaining currency in practice. Many professionals are required to pursue continuing education for licensure or certification. Businesses are facing a virtual explosion of new technology, equipment, and machinery. Employees, including nurses, must train and retrain to maintain a base level of competency to operate new generations of technology (Crawford, 1994). Learning is a lifetime mental, and sometimes physical, exercise that must be constantly practiced. It is integrated into current society. Motivational reasons for participation in continuing education, and the social and psychological dimensions surrounding them, must be known and understood in order to create and develop educational opportunities that support and satisfy each individual participant's needs. First generation informatioiL. Cyril A. Houle (1961) was the first researcher who focused on reasons adults participate in continuing education rather than on solely the demographics of the participants. He called these reasons motivational "orientations." Orientations are psychologically and socially based rather than demographically based as previous 3 research concerning adult continuing education had been. Houle's (1961) research was published in the landmark book titled, The Inquiring Mind Houle identified three major reasons or motivational orientations for participation of adults in continuing education. The first reason was goal orientation. Goal oriented individuals used education as a means of accomplishing fairly clear-cut goals or objectives. The education of these persons came in episodes with no even, steady continuous flow of learning; rather, learning was an ever recurrent characteristic of their lives. Their learning began with the realization of a need, or the identification of an interest, and the individual satisfied the need or interest through education. This need or interest was sometimes aroused because they received a pamphlet about an educational offering or because a learning resource became available. These persons read a great deal, not freely or widely, but always about well-defined interests (Houle, 1961). The second reason for participation in adult education was activity orientation. Activity oriented individuals participated in education for reasons unrelated to the purpose or content of the educational activities. They were course-takers and group-joiners and their selection of activity was based on the amount of human relationship it provided. They sought social contact and, interestingly, did almost no reading (Houle, 1961). Lastly, learning orientation was the third motivational orientation. This subgroup differed markedly from the other two subgroups. Houle (1961, p.24) wrote, "individual education is a constant rather than a continuous activity with a goal, but the continuity and range of such experiences make a total pattern of participation far more than the sum of its parts." There was a continuity, a flow, and a spread that established the basic nature of participation. The fundamental purpose of education for the learning oriented was the desire to know and leam. These individuals were avid readers (and had been since childhood), they joined 4 groups and classes for educational reasons, and selected the serious programs on television and radio (Houle, 1961). These three subgroups were basically similar in that they were all continual learners who had goals, enjoyed participation, and liked to learn. Their differences were a matter of emphasis. Most continuing education participants fit clearly into one subgroup, but none were contained within that one subgroup completely (Houle, 1961). A way to represent them pictorially, as shown in Figure 1, would be by three circles that overlap at the edges, the central emphasis of each subgroup being clearly discernible (Boshier, 1971). Second generation information^. Following Houle's original research, several investigators utilized his learning orientations as a guide and identified specific and distinct motivational orientation factors that confirmed, extended, clarified, or supported the Houle typology. These motivational orientation factors were derived through the development of instruments with known psychometric properties based on 5 theoretical formulations. Table 1 summarizes motivational factors which have been identified utilizing various instruments developed by Sheffield (1964), Boshier (1971), and Burgess (1971) and how they relate to the Houle (1961) typology. These instruments grew out of the fact that most adult learners demonstrated an inability to specify clearly their motive for participation via a written or oral statement. Table 1 Summary of Factors Identified in Studies of Learning Orientations Houle Typology Study Goal Activity Learning Orientation Orientation Orientation Personal-goal Need-fulfillment Learning A. Continuing Learning Orientation Index (CLOI) 1. Sheffield Societal-goal 2. Sovie sociability Personal-goal Need-fulfillment Occupational-goal Personal-sociability Professional-goal Professional Societal-goal Learning sociability B. Education Participation Scale (EPS) 3. Boshier Other-directed advancement Social contact Self vs. othercenteredness Educational preparation 6 4. Morstain & Smart External expectations Social relationships Cognitive interest Professional advancement Social welfare Escape/stimulation Personal-goal Social activity Social-goal Escape C. Reasons for Educational Preparation (REP) 5. Burgess Desire to know Religious-goal Meet formal- requirements 6. Grabowski Personal-goal Social-activity Desire to know Social-goal Escape Intellectual security Study alone From Dickenson & Clark, 1975 In the typical orientation study it has been usual for researchers to develop an instrument that consisted of motivational reasons with a Likert-type scale. These items were derived by examining Houle’s (1961) research, books, and transcripts of interviews he performed with research participants. The researchers then clustered these items to represent Houle's orientations by utilizing factor analysis. Factor scoring was utilized to determine the extent to which each item on the survey constituted the proposed orientation (Boshier, 1976). Each of Sheffields (1964), Boshier's (1971), and Burgess’s (1971) instruments used factor analysis techniques applied to a list of reasons for participation and each one produced a somewhat 7 different set of motivational factors. Third generation information. Gotelueschen, Hamish, Kenny, and Cervero (1981) expanded the work of Houle (1961), Sheffield (1964), Boshier (1971), and Burgess (1971) by developing an instrument that focused exclusively on reasons for participation in adult professional continuing education. These investigators theorized that participative decision making related to professional continuing education was different from that of more general adult continuing education because the employing institution, the individual, subordinates, and the patient and/or family (client) could all benefit from the learning experience. Secondary beneficiaries could gain because of improved practice, better administration and/or management, enhanced education, or an improved public image (Grotelueschen, Kenny, & Hamish, 1980). Subsequent studies used instruments to extend or modify Houle’s typology by studying different populations. One major population that has been studied quite thoroughly, as evidenced by numerous publications, are professional registered nurses. Nurses have been the focus population of several studies that have employed these tools. One major reason for the numerous studies performed with registered nurses was the implementation of mandatory continuing education for registered nurses in many states and the ongoing debate as to whether mandatory continuing education is effective in accomplishing its objective of increasing quality nursing performance and quality patient care. Waddell (1991) completed a meta-anaylysis of the effects of continuing nursing education and found that it improved nursing practice for more than three-quarters of participants, but 23.27% of the participants did not improve beyond the average pretreatment level. Other reasons for studying registered nurses included advancing technology and recent health care reform that necessitated continuing professional education to maintain competence (Urbano & 8 Jahns, 1988). Professional organizations and accrediting and licensing bodies have required the deliverance of educational programs aimed at ensuring quality nursing performance (Baker & Carley, 1995). Increasing the responsiveness and quality of continuing professional education, and addressing its current and evolving policy issues, requires better understanding of those who participate, namely the professionals themselves. A knowledge of professionals reasons for participation in continuing education is particularly useful (Cervero & Scanlan, 1985). Well designed education programs are needed to maintain and strengthen the professional registered nurse's competence and maximize the benefits of educational technologies (Baker & Carley, 1995). It is important for leaders who plan or support educational activities to understand what motivates staff members to participate in professional education activities (Fahey Dealy & Bass, 1995). Motivational factors and orientations must be considered when planning and developing programs if they are to be well designed, effective, and meaningful to the participants (Clark & Dickenson, 1976). Theoretical Framework Boshier's (1973, 1977) psychological motivational theory was the predominant theory base for this research. While Houles (1961) motivational orientation model served to organize the orientations (goal oriented, activity oriented, and learning oriented) underlying participation in adult continuing education, Roger Boshier's psychological motivational theory went one step further and delved into covert behavior to investigate the psychological orientations and social dimensions of participation in adult continuing education. This was the first model related to motives for participation in continuing education to take into account the dynamic interaction of social, psychological, and environmental factors that influence behavior, and that the mediating intervening factors could have a positive or negative influence. Since then Cross (1981) and Urbano & Jahns (1988) 9 have also developed frameworks that take these influencing factors into account. The model Boshier developed is illustrated in Figure 2. Reference to this Figure will enhance the understanding of information presented below. Vi §a. - • -► Self/studenl incongruence "Deficiency" motivation Life Chance Intra-self incongruence ► Self/lecturer incongruence 2 I Self/? incongruence "Growth" motivation Intra-self congruence Life Space Self/? congruence STEP 2 STEP 3 w. NONPARTICIPATION * DROPOUT £o PARTICIPATION PERSISTENCE 2 I § STEP 1 § I < —► Self/student congruence ►?---► Self/lecturer congruence OT UJ STEP 4 X Ig Vi STEP 5 STEP 6 Figure 2 A model to explain participation and nonparticipation in continuing education (adapted from Boshier, 1973). Concepts By Maslow, First, Boshier (1973, 1977) utilized several concepts from Maslow's Hierarchy of Needs Satisfaction Model (1970) as a basis for his model. Maslow's model described the basic human needs of physiological, safety, love and belongingness, esteem, and self-actualization as being hierarchical in nature. An individual must and will attempt to satisfy the lower order needs before he/she can satisfy the higher order needs. This model can be represented as a pyramid with the lowest order need (physiological) on the bottom and the other needs listed in a hierarchical order with the highest order need (self-actualization) at the top of the pyramid, shown in Figure 3. The model provides a view of why learners participate 10 in educative activities and why various independent variables affect these motivational reasons. Individuals in varying states of need satisfaction will participate in learning activities related to their needs. This suggested that motives prompting participation are hierarchical in nature (O'Conner, 1979). All adult education participants are goal-oriented but their goal is related to the extent to which they have satisfied lower order needs on Maslow's hierarchy (Boshier, 1971). / Self- \ Life space (for the sake of learning) /actualization Esteem Love and Belongingness Life chance (Deficiency oriented) Safety Physiological Figure 3, Life space and life chance motives in relationship to Maslows Hierarchy of Needs (1970). Growth and deficiency motivation. Another concept of Maslow's (1968, 1973) model is the notion that individuals are either growth motivated or deficiency motivated. Growth motivated people are expressing rather than coping. Determinants impelling behavior are primarily inner ones. The sources of their actions are more internal than reactive and wishes and plans are primary determinants, rather than stresses from the environment. Impulses are desired rather than rejected and feared. Gratification 11 increases motivation. Instead of wanting less and less, the person wants more of, for example, education. Motives can never be truly satisfied because growth is continuing. The growth motivated person is inner-directed, autonomous, open to new experiences, willing to be spontaneous, and creative (Boshier, 1971, 1977). Deficiency motivated people are impelled by social and environmental pressures. Work and educational activity are used more for achieving gratification of lower basic needs, neurotic needs, as a means to the end or as a response to cultural expectations (Maslow, 1967). Both education and work are regarded as separate from the rest of their life. Attitudes are clustered around money, basic needs gratification (rather than growth values), habits, neurotic needs, and doing what other people expect or demand (Boshier, 1971, 1977). Life space and life chance, Boshier (1977) coined the term "life chance" as being synonymous with deficiency motivation and the term "life space" as being synonymous with growth motivation. This factor labeling (life space/life chance) was an attempt to move motivational research to a point where a psychological basis could be attributed to participation in adult continuing education. Seven motivational factors by BoshicL. Boshier (1971) identified seven factors that were labeled as life space or life chance motivation. Boshier understood these factors to be similar to, but more complex than, Houle’s three basic motivational factors. An individual's motivational orientation is a primary force in initiating participatory behavior in adult continuing education. With that concept in mmd, Boshier (1971) developed the Education Participation Scale, a survey to measure the extent to which each participant was motivated by the seven factors he had identified. This scale is a widely and frequently utilized instrument to measure motivational orientations for participation in adult continuing education for 12 both education participants in general, and also for registered nurses. Bushier's seven factors are listed and described below. For the purpose of this study, factor labeling is shown in Table 2. Table 2 Life-Space and. Life Chance Motives Related to Motivational Factors Motivational Dimensions 1. Life Space Motivational Factors A Professional Advancement B. Cognitive Interest C. Social Contact 2. Life Chance A Social Stimulation B. Family Togetherness C. Educational Preparation D. Communication Improvement 1. Professional Advancement: This motivational orientation relates to occupational and job concerns. Thus, it reflects the individuals desire to attain knowledge and skills that will allow increased competence in a current job, permit job advancement, or result in improved job status. The attainment of a degree, diploma, or other means of certification is an important component of this motivational orientation (Life Space). 2. Cognitive Interest: This motivational orientation is related to an individual's desire to approach learning for its own sake. Thus, the individual participates in educational activities in order to learn something (Life Space). 3 Social Contact: This motivational orientation indicates the individual's inclination for establishing interpersonal relationships with others or improving 13 current relationships with others. Individuals with high scores in this motivational orientation are interested in obtaining new friendships, participating in group activities, or improving interpersonal skills (Life Space). 4. Social Stimulation: Items related to this motivational orientation reflect an individual s attempt to avoid routine or frustrating situations by engaging in a distracting activity (Life Chance). 5. Family Togetherness: This motivational orientation is related to family situations such as changes in the family and relating better to family members (Life Chance). 6. Educational Preparation: This motivational orientation relates to acquiring knowledge that will help with other educational courses, taking courses needed to get into a program or school, and to assist in remedying what was perceived as a previously narrow education. Individuals who score high on this motivational orientation are attempting to make up for a perceived deficiency (Life Chance). 4. Communication Improvement: This motivational orientation is focused on communication improvement with others, including expressing oneself and understanding others better (Life Chance). Life chance/life space motives are also related to Maslow's hierarchy of needs. Life chance or deficiency motivation is related to the lower order needs. Individuals in one of these steps are participating to eliminate some type of deficit in their lives. Life space or growth motivation is related to self-actualization and, in this case, the individuals are participating for the sake of learning (Boshier, 1971, 1977). Motivational model bv Boshier. It is important to note that the model sho»n in Figure 2 is meant to explain participation/nonparticipation in adult non-credit continuing education and 14 dropout/persistence in continuing education classes. Boshier (1973) viewed dropout as an extension of nonparticipation and persistence as an extension of participation. Referring again to Figure 2, the participant is considered as a unified system with two problems: maintaining inner harmony with self (intra-self) and maintaining inner harmony with others and the environment (self/other). The other of self/other can be a variety of people and settings including other students, the lecturer, and the director of the educational program. Incongruence is when there is a feeling of uneasiness and things do not seem to fit well together. This is a feeling of being out of place. Incongruences can develop within the person (intra-self) and between the person and others (self/other). Either type of incongruence leads to anxiety which is the subjective state of uneasiness, discomfort, or unrest. Anxiety causes the individual to adopt defensive strategies that induce a closing of cognitive functioning. Psychological maladjustment exists when an individual denies or distorts experiences that are then not accurately organized into the self-structure (Boshier, 1973). Congruence is when things seem to fit well together and there is a feeling of easiness. Congruencies occur when people feel good about what they are doing. They feel at ease and may think, "This is right where I should be. I feel comfortable here". When individuals manifest intra-self and self/other congruence, they have optimal psychological adjustment and are open to experiences. Congruence produces a sense of satisfaction or fulfillment. Boshier (1973, p.260) wrote that participation/persistence and nonparticipation/dropout "can then be understood to occur as a function of the magnitude of the discrepancy between the participant's self-concept and key aspects of the educational environment (intra-self and self/other congruence and incongruence)." Steps two and three of the model in Figure 2 deal with the various types of congruencies and incongruences. This model considers the "goodness of fit" within 15 the participant and between the participant and the environment/others. Steps four and five indicate that there are social, psychological, and subenvironmental mediating variables that influence the extent to which motivation and congruence were associated with nonparticipation/dropout and participation/ persistence. Among the most powerful mediating variables were age and socioeconomic level of the participant (Boshier, 1973). Other mediating variables included marital status, educational qualifications, place of residence, previous participation, and religious affiliation. In summary, Figure 2 points out that enrolling for deficiency motivational/ life chance reasons is associated with intra-self incongruence which in turn correlates with self/other incongruence and dissatisfaction with the educational environment which, depending on the mediating variables, has a tendency to end in nonparticipation in educational activities. Enrolling for growth motivational/life space reasons is associated with intra-self congruence, which in turn correlates with self/other congruence and satisfaction with the educational environment which, depending on the mediating variables, has a tendency to end in participation in educational activities. Purpose of the Study This investigation was undertaken to discover the reasons registered nurses participate in continuing nursing education, to determine significant factors that motivate registered nurses to participate in continuing nursing education, to identify the underlying psychological motivational dimensions (life space or life chance) of registered nurses participating in continuing nursing education, to relate these psychological motivational dimensions to participation and nonparticipation tendencies in educational activities, and to add to the body of knowledge about motivation and reasons for participation in continuing nursing education. Education will continue to attract the adult learner population if settings and subject matter 16 attend to their particular needs (Endorf & McNeff, 1991). Statement of the Problem This study investigated registered nurses' motivational reasons and orientations for participation in continuing nursing education. Educational programs can be enhanced though the incorporation of the learner's motivation for attending into the program s planning, design, content, and presentation. Research Questions This study investigates the following questions: 1. What are the significant factors that motivate registered nurses to participate in continuing nursing education? 2. What is the significant psychological motivational dimension (life space or life chance) of registered nurses who participate in continuing nursing education? Definition of Terms The following terms are defined for the purposes of this study: Continuing nursing education is operationally defined as noncollege credit planned education courses of any length designed to develop knowledge, skills, and/or attitudes of registered nurses. Congruency is the magnitude of discrepancy between the participant s self-concept and key aspects of the educational environment (Boshier, 197j). Intra-self congruence is maintaining inner harmony with oneself (Boshier, 197j). Self/other congruence is maintaining inner harmony with the environment (Boshier, 1973). Intra-self incongruence occurs when inner harmony is not maintained with oneself (Boshier, 1973). Self/other incongruence occurs when inner harmony is not maintained with the environment (Boshier, 1973). Life chance motives involve participating in continuing education to decrease some 17 type of deficiency perceived in one’s life and is synonymous with deficiency motivation (Boshier 1977). It operationally includes the motivational factors of social stimulation, family togetherness, educational preparation, and communication improvement. Life space motives involve participating in continuing education for the sake of learning and is synonymous with growth motivation (Boshier, 1977). It operationally includes the motivational factors of professional advancement, cognitive interest, and social contact contact. Orientations are psychological and social factors that determine reasons, or motiva tions, to participate in adult continuing education (Boshier, 1971). Psychological motivational dimensions are life space and life chance motives (Boshier, 1977). Assumptions For the purpose of this study, the following assumptions have been made: 1. The participants understood the directions for completing the survey. 2. The participants answered the questions in the survey honestly. The participants completed the survey based on the course they were participating in currently. 4. The sample was representative of registered nurses enrolling in continuing education courses at the selected facility. Limitations The following limitations are inherent in this study: 1. Age and socioeconomic class were not controlled. 2. The study group was from northwest Pennsylvania. The subjects were participating in programs offered by only one 3. company. limited to data collected from one administration of the 4. The study was 18 survey. Summary This chapter has introduced the concept of motives and motivation as being needs, wants, and/or drives. It has explained the important reasons why adults participate in continuing education. These reasons focus on maintaining compe tence, improving job performance, and meeting the requirements of licensing bodies. More than jO years of research have been introduced related to the development of instruments to measure motivational orientations of adults participating in continuing education. Houle (1961) first developed the three major motivational orientations of goal orientation, activity orientation, and learning orientation. He was the catalyst in stimulating other researchers to delve into related research and to develop expanded but similar instruments. Sheffield (1964) was followed in instrument development by Boshier (1971) and Burgess (1971). Finally Grotelueschen, Hamish, Kenny, and Cervero (1981) developed an instrument to specifically measure motivational orientations of adult professional participants. The major reasons for research concerning registered nurses who attend continuing nursing education was then discussed. As the chapter continued, the theoretical framework on which this research was based was described. Boshier's motivational model (1973) was the chosen model in this research. It is a model describing participation and nonparticipation in adult continuing education and includes the concepts of deficiency motivation (life chance), growth motivation (life space), intra-self and self/other con0ruence, intra-self and self/other incongruence and social, psychological, and subenvironmen- tal mediating variables. The Education Participation Scale (EPS) developed by Roger Boshier (1971) was introduced. The purpose of this study, research questions, the definitions of terms, assumptions, and limitations were also reviewed. 19 Chapter 2 Review of the Literature This chapter will review the two classifications for theories of motivation. Studies related to motivational orientations for adults attending noncollege credit continuing education activities will be described next followed by a review of studies related to motivational orientations for registered nurses attending professional continuing education activities. The largest concentration of research related to noncollege credit adult continuing education was performed between 1961 and 1975. After 1975, research studies utilizing general populations decreased and studies focusing on specific populations evolved. The majority of studies focusing on registered nurses attending noncollege credit professional education programs proliferated during the 1970s and 1980s. Few studies with these particular subjects have been found in the literature in the 1990s. Motivation Theories Motivation theories can be classified as content theories or process theories. Content theories of motivation focus on factors or needs within a person that energize, sustain, direct and stop behavior (Swansburg, 1990). The most widely recognized content motivation theory is that of Maslow (1970). This theory has been described earlier. Process theories of motivation focus on behavior being learned such as perceptions, attitudes, goals, and skills. Either of these types of theories could be utilized to describe motivational reasons for attending adult or professional continuing education. The most suitable ones, however, would be the content theories. It is very appropriate, therefore, for Boshier (1973) to have chosen Maslow's (1970) hiearchy of needs as the motivation theory he utilized as a base for his theory concerning motivational orientations for participation in adult continuing education. InS1n,mCTt Development EdMliQ1‘ 20 An initial brief description on the history of research related to motivational reasons for continuing education participation has already been given in an effort to introduce readers to the language and instruments related to this research subject. The focus of this section of the literature review will then be on the actual studies performed to determine the reasons that adults participate in noncollege credit continuing education and the history of the instrument development for this type of research. The first studies of adults who participated in voluntary continuing educational activities focused on the characteristics and demographics of participants in diverse educational settings. These studies found distinct patterns of characteris tics. The typical participant was young, white, middle-class, well educated, and married (Anderson & Darkenwald, 1979; National Center for Educational Statistics, 1980). The demographic variables of age and occupation were found to have a strong relationship to participation while race, sex, and income were more remotely related (Verner & Newberry, 1965). Houle (1961) was the first researcher to focus on the reasons adults participate in continuing education rather than on the characteristics of adult continuing education participants. He was the catalyst for stimulating other researchers to begin expanding their research and knowledge into motivational orientations for adult continuing education. His work described and summarized in-depth interviews he conducted with 23 persons who attended adult continuing education activities. From these interviews he identified three specific motivational orientations (goal oriented, activity oriented, and learning oriented) as described earlier in Chapter 1. The concept of motivational orientations provided the framework for subsequent research concerning motives for adult education participation (O'Conner, 1979). The initial attempt to operationalize Houle's typology was made by Sheffield 21 (1964) who studied participants in 20 conferences held throughout the United States. He developed the Continuing Learning Orientation Index (CLOI) consisting of 58 items scored on a five-point scale. In analyzing the responses of 453 conference participants, Sheffield obtained five factors and concluded that these factors confirmed and sharpened Houle's (1961) three basic learning orientations. The CLOI was used later by Sovie (1972) to identify the learning orientations of 237 professional staff nurses, of whom 123 participated in continuing nursing education programs while 114 did not. Factor analysis of the 237 responses on the CLOI yielded eight factors. Those factors were basically consistent with Sheffield's and Houle's findings. The Reasons for Educational Participation (REP) instrument developed by Burgess (1971) contained 70 items scored on a seven-point scale. A total of 1,046 usable responses were obtained from participants in 54 different adult education programs; seven meaningful factors were found. Gravowski (1972) used the REP to study learning orientations among 180 participants in a directed self-study bachelor's degree program. The seven interpretable factors were similar to those obtained by Burgess (1971) and were basically consistent with the Houle (1961) typology. Boshier (1971) developed an Education Participation Scale (EPS) in New Zealand that included 48 items on a nine-point scale to measure the extent to which certain reasons influenced the respondents to enroll in specific adult education classes. From the responses of 233 participants, four third-order factors were identified. Morstain and Smart (1974) replicated Boshier's study with a United States sample consisting of 648 participants in part-time degree credit courses. They identified six factors that were more comparable with Sheffield's (1964) and Sovie's (1972) learning orientations than with Boshier's third-order factors. Roger Boshier (1973) derived data utilizing the EPS from 2,436 participants enrolled in noncredit classes in New Zealand in an effort to study educational T1 participation and dropout. At this time he first published a model that detailed hypothesized relationships in adult education: the presence of intra-self relation ships between motives for participation in adult education, the presence of intra-self congruence and incongruence, the "goodness of fit" between the participant and the educational environment, and dropout/nonparticipation or persistence/participation. Grothelueschen et al. (1991) identified the need for a modified instrument/ tool to properly survey professional persons participating in adult professional continuing education. They expanded on the work of Houle (1961) and Boshier (1973) and, as a result, developed the Participation Reasons Scale (PRS), an instrument that focuses exclusively on reasons for participation in professional continuing education activities. The historical overview as stated above includes the instruments utilized in major studies of reasons for adult participation in continuing education, and the relationship between the factors derived from these instruments and the Houle typology and orientations. As stated previously the majority of research of this nature was concentrated in the 1960s and 1970s. After this time research began to focus on exclusive populations and specific settings. Nursing Continuing Education Table 3 summarizes the studies performed specifically with registered nurses related to participation in professional continuing education. The typical reoistered nurses in the studies were similar, with the most common characteristics beino female, married, between the ages of 31 and 50, having two or fewer children, and working full-time in nursing (Chapman Fotos, 1987, 0 Conner, 1979, Thomas, 1986; Waddell, 1993; Wentworth Dolphin, 1983). Clark and Dickenson (1976) studied socioeconomic factors versus motivational factors and found that , motivational and attitudinal characteristics were better predictors of nurses' participation in continuing education than were socioeconomi 2 o 2 <D 23 <D 3 <D X <2 Eo "2 co co co co <D 3J 3 cd O in 31 I CO .2 E CZ) * 3 O in >-% x "3 CO 3 "EL CO 3< <D 3- 3 X E<D 75 co s <D 3 <D on o X >» X T3 <D F O< O o o on cS •3 b cd 3 X * £ cL o o 2 o CO 63, co 3 £ o E o co "3 <D •2 <D Q, 3 O 3 X Q 2 § o •a co 3 in o is'o O o 2 3 > 2 £ I g (D O 31 K O X 5 £’ <2 3 (Z) > "o p 3 Q 3 O O * 3 .2 <D 6 X .£ 23 .S4 "5 75 3 .2 £ > o s o ”O O .2. x QQ 2 cd 75 (2 ’■S 3 a. co <D co 3 co 3 O co 3 (D t— p cd <D co <D 8 2 I > i co "o C5 on 3 E 3 -2 on .E .£ 3 o o 2 .2 o O co d. o 3 o X o 3 .2 o O :t i .2 .2 c5 o 3 -3 <D co T5 cd O co O O cS o £ o 3 O o <D co <D p 3 z T3 2 2 GO "on o 2 O <D 3 O 3 3 3X 3 3 o o 75 3 O ■Jo CO O co 2 o a. .2 3 & "5(□ < o E .2 3 co on .£ P rq *2 o co o o 2 3 .2 3 O 3 X <D 3 3 .2 o ,o 3 O 2 O 0 O 00 co O 3 cr 2 ’5 3 73 M on ,3 3 .£ 3 O U oh a 2 O X 3 < Z 75 o 3 <D (D X 3 £ cn jj x £ o & cd E E3 QQ £<D e? 3 o 3 0 E 3 O o 3 E ‘.E3 3 O .E <D H 3 o O £ 3 X s <Z) o o 3 XJ W on cd X . o F * 75 QQ 3 g 3 O 'go <2O 2 CO s £0 3 O co 3 O co 3 ’i5 o on g ‘co 3 z3 o o\ ^r c> Z o 75 E 3 O 3 "3 3 <D X O H C3 3 "O 0 on O o 753 O W CO 2 o on Q. o .£ 3 "c? *3 '£ P .£ 3 5 P * £ X <D zo co c 05 w“-H > "3 £ <□ o 3 o e. OS CX o X co § 2 Z5 co cd .2 a o jd 3 X X <D cd o • ex • r—• co 3 O ex co 3 .2 05 cd * CO .1) ’co o > 3 3 X 3 05 a o x 05 > O £ o ’21 <D x H * 'c 25 c o ’Jo co o 3 -o 2 2 co OS <D on 3 c x co <D cd oo C/D co on cn 2 05 o X <D o -2 ex c o zs <2 o ex on .2 *2 2 a .. I a o I 2 on c x c 2 2 >» x CD X5 <D <D CO > co z c2 O £ <D on x o £ o c X on c o ex JD cd s 05 Q. C/2 o o X xs 2 .F •x 05 CX co O co sC 2 5<D co C O co 05 <D o os o o F W on cd o <D 3 g .2 o co cd cd co <D x o on CO 3 3 3 o X .2 <D X 3 05 CX X W o b 3 CQ < o 3 .2 ’co <d > a. <D • XJ o s o £ 0 o 05 05 23 o o 3 •2 <D S'3 o5 o5 z r c x ex r1 Q a o « X cd cd G> C\ O 6 <d on Q 3 03 <D co CD a ’co s z O J Q 3 CD <2 CO 3 X <D I a o £ .2 2CD 05 O ’os E 3 ex a Z o Z £E 205 on o X 25 3 ex co on 3 o > o Z <D CD c 03 X a <D ■£ c 3 X o W on •3 •a <D 3 E X H o O cn oo o on < 3 x CD CO G5 O CD X co 3 2 o 2 .2 GO o 2 6 o x .2 £a> 05 Z o ex * o c 3 o O 'co o g 2 on a <D tC co c o o cd <D co <D a •a c o O on c co 3 > 05 O 3 XS .2 .2 3 c o a o •x: OS Q * c o 3 X <D 7x 6 s o ex c Z o O 2 o § on "oS ’> 24 > ■w g c OS <D CD 3 p on o -exr .2s P o o X) o *c o 2 3 E o IT) C'l o 2 Tj O o ju co z co o X3 E O .E o o E S3 GO .2 O E a o O co C. O o GJ 2 cE 2 E o C2 E E .2 o 13 c o E > o XX o E o ^g o E <D t on on E TJ 2 z £ o c o -X3 TJ E 03 O CQ o e GO £X O on c S3 -Q C S3 S3 S3 CX co <D co C co S3 CO C S3 .2 E O 5 "O <D on c ‘3 .£ c o o c o co S3 p § £0 o co S3 ’£ 2 £ £ E (D £ •S <D co £ u o £ co S3 a co O JX £ * .£ □ o g o 2 E GO E <D T3 2 CO S3 £ e o E > co O co co S3 O ■w—» E O co O £ 2 E E co E .£ 2 o co S3 e? o S3 -O U tz: ’E o S3 e c o E o Eo .2 *o on c c E oo c .2 E <D 2 > E E ch p £ on co QQ 0UJ O X3 CO O on c .E E o O on c E Uj F O 2 £ s Uh o C S3 E o r•«—* Eex JX F S3 XX < O o c a ’> z « c o *E co <2 o o co S3 S3 S3 o c o E o o S3 Q g □ o Z5 o S3 E W on .E O a EX3 <D Eo 00 F O .2 Eo kO OO Os o <D o Z Q c> Z > x-< o E oo X3 U4 on .£ .. oh O c < 00 <D Eo 3 o > g 2 F O 25 <D £ Q O c > S3 *O S3 S3 c .2 E co 2 o £ ’£ S 2 <□ £ oh o Q * zC2 ex W -Q Q T3 S3 co S3 * 5 co C CJ GO E <D > Z 2 p E I CQ s Q _o ex £ S3 on -o(D o o F Q 4X O S3 c O o o <D •2 E <D E o £ E .E ex E £X 2 E E * S3 <D co <D C2 a o O O C E > T3 co <D <D O * S3 E<D •c o C S3 z co S3 S3 g Eb 6 ’oh T3 <D c GO a s CM JD ex •4—» o O <D co co S3 CO d Z Z3 CD c o <D oo go G3 E o VO ~3 .E vo Q C^ X3 C od o o in JD CL 5 o Ea3 00 GO 3c o cS E o <2 VO z £2 -a o o -2 <D vo G .2 o3 03 2 03 e 2 75 CL O u< 75 £ * 75 c o 75 > 4— * <D o > o a G3 > -o 'S on o o E T5 O o ’■O S * GO o .9 "vo o nzj 75 c G c .2 E<D <5 > 03 75 c o "vo vo <2 o CL T5 C C3 <D O ’> o' oC 75 CL £ o o T5 C C3 <D vo £ g C C3 o vo Z p vo o sp JL) E £ o o T3 T3 O N CL G3 00 £ ou ’> a o * <D vo .2 75 □ vo CS (N <D .a IE £ o o 2Q GO 2 <D X H * s o c <D VO c 75 o X c/5 o c5 75 GO O 75 .t O £ r? o 75 X c 03 £ a o 75 75 <d 75 X o X .cl "o 75 c5 o CL vo <D p 35 X <D 75 c o g .2 'vo ■o VO 03 CL O GJ <D vo 2 75 .9 "5 'c 0- £ X > p- O cl 1 "O o .£ 3J .£ G O o o a o o o o H cn 35 O 00 cl > m "O M 00 .£ .E c o O 00 c o x < □ Z 75 a o o c 03 5 o o3 co q s e2 £ o 03 0 G3 E E 33 00 £ o 03 o 75 §o (D X <D T5 'U cS X) 05 5 J TO •d c3 C C c3 X o Q o 2 c o 75 o G 2 75 Q </> c x H vo <2 o c 10 w oo g ’5 a d o O d .2 75 o 00 oo o o § O 33 T3 W co a o> cs d Z o 75 cC o • •*4 g (N -a H c o O s > Z Ed c o vo C3 O o g o 6 GO O £ W .2 75 a .2 c5 > o 26 o <2 o c £ o x VO > ■4—* ’c Ofi o o 75 £ 2 x<D x vo C3 C .2 <D o .9 2 Tn cl 2 2 c C3 i i ”U c3 75 o "w vo <2O CL .3 o vo T3 C G5 .2 "o <D CL X O c <D £ <D O c C3 > p 375 £ 27 C/3 <D on CD 3 c <s> <d 2 E o o E c 2 S E o o 'st i jd CL E aS CZ) on C E o 75 ro •GO q. <S o CCS ►—-< E CD C CD O CCS E o 2 3 .2 E > o £ o ‘5? s c: o CD 0 T3 C (D c oo c • ■“■« CD *2 Z5 •C •—< > <D CL cn <D <D O a o o CL E o o <D c/> aS <D cd oo •c 4-* o E o CZ) cccS <d o -D o c D CD *3 E E o on § cl CL CD <D -Li O T3 C CCS 75 a o E oo £ O u> CL SO SO oo .2 <D O C <D 2 c o O E c o gCL E as 00 Z CCS .£ ’c5 E o <D £ C/3 c o co aS 2 e? ccs E 6 O O o Z£CCS i gCL Eas E <D 75 c o E on £ O CL 00 C ’c •£ CO C <D <D j2j on ECD T3 C ccs £ CD O E > cd c <D CL O E CL O T3 o * E E o ’C O E c o E > <Z) O CD o -2 cE s o 2 E C2 r~2 o ccs o on O c o E o 2 E > o E E £ o 00 C/3 .E g o E 0 o * 00 o on C co C E E o To C C3 E c: .2 E C/3 2 o Q. C <D E CL E ccs CL <73 <D on on .2 *4—• > -4-U ccS E c o E o 3 nD <D C T3 O 2 on ’cb o .E oo .E as 3 r E’ ’£ aS CL o o H s■E o s E E o 2 3 no <D CO ep £ .£ C C/J 75on <D on on < C c C/3 CCS CD E o o o ”O E c o oo CZ) Cl w CL 2 2 cl 0 co c CL on O 2 g 4—• o <2c £ 6 tL C .2 on Z •d .£ O oo •S E □ Z 75 J2J * -o (□ X3 Eo * o -3 75 <D 0 <D dC ccS Cl b CCS 00 <D 0 0 C/3 C/3 CCS 0 CD O £ c c >» 0 ccs O "E co £ o £ o 2 j5 £ ££ E cs 00 3 o E 0 CCS E 3 o <D E <D on aS oo C aS s oo c E 3 Z O o> Os 00 Z so (N O o 75 E a 3 o *5 .£ <d 0 d H zo a 00 o O c: o Ecd 3 •o 0 so" (N 00 C E 3 Z in O' Os O > TJ O <3 CD G3 CD 28 Clark and Dickenson (1976) initiated research focused on registered nurses by surveying 250 randomly selected registered nurses from five different general hospitals. They utilized the Continuing Learning Orientation Index and found that the learning orientation was the primary motivational factor followed by the sociability orientation. An eight-item questionnaire was developed by Matthews and Schumacher (1979) in a research project that included 150 registered nurses from two different hospitals. In this study, the major perceived value of continuing professional education was to maintain competence. Andrea B. O'Conner (1979) surveyed 843 nurses who participated in continuing education programs sponsored by universities and colleges. An expanded version of the EPS was utilized that included a 56-item checklist instead of the original 48-item list devised by Boshier (1971). The extra eight items were added based on a pilot study in which nurses were asked to list reasons for participation. The results of this survey indicated that the major reasons for participating in continuing education were to gain professional knowledge (competence) and to improve social welfare (improvement in ability to serve the public). The research performed in the 1980s was done during a time when many states were considering mandatory nurse continuing education laws as a way to improve and maintain professional competence. A modification of the Continuing Learning Orientation Index was utilized by Wentworth Dolphin (1983) when she surveyed 377 registered nurses attending continuing education programs in Ohio. She found that the most important motivations for attendance were increased job competence and documentation of professional growth. In 1986, determined that professional knowledge was the main motivational reason for attendance at professional continuing education programs when she surveyed 250 registered nurses and 250 licensed practical nurses randomly selected from the current registry of the Kansas State Board of Nursing. This study utilized the EPS 29 and was focused on continuing education being mandatory for relicensure. Chapman Fotos (1987) utilized a modified version of the EPS to survey 57 registered nurses who were students enrolled in bachelor degree classes at a university. Results indicated the number one reason for these selected registered nurses to participate in professional education was professional advancement. Five hundred randomly selected registered nurses from a large metropolitan area were surveyed by Urbano, Jahns, and Urbano (1988) utilizing the EPS. It was found that the desire for professional advancement was the major reason, followed by competency and community service, for participation in continuing education. The 1990s brought about continued but slowing research on the subject of reasons for participation in continuing education. In 1993, Waddell gathered together and analyzed 22 research studies performed with registered nurses relating to motivational reasons for participation in professional continuing education. The results showed that the major reasons for participation were cognitive interest followed by external expectation, professional advancement, and social welfare. Two current research studies utilizing registered nurses as the sample have been identified. Fahey Dealy and Bass (1995) sampled 400 staff nurses from a general hospital utilizing a modified version of the EPS. They found the major motiva tional factors for participation in professional continuing education were to increase competence in the job, to learn something new, and to keep up to date profession- ally. DeSilets (1995) studied 866 registered nurse conference participants utilizing the Participation Reason Scale. She found the primary reasons for participating in professional continuing education were maintaining professional competence and keeping abreast of developments in the health care field. These results were consistent with previous research. In summary, past research studies were similar in that they all utilized registered nurses (except the study by Thomas (1986) who utilized registered nurses 30 and licensed practical nurses) but different in that these nurses came from a wide variety of settings including those working in hospitals and not currently attending a continuing education program, those registered with a State Board of Nursing and not necessarily currently attending a continuing education program, those currently attending continuing education programs sponsored by a variety of agencies, and those registered nurses enrolled in a bachelor’s degree program. Motivation was concentrated on (a) maintaining professional competence, (b) increasing knowledge, (c) ensuring professional advancement, (d) community service, (e) cognitive interest, (f) documentation of growth, and (g) external expectations. Referencing these results with life space and life chance motives, the first five represent life space motives and the last two represent life chance motives. Summary This chapter has reviewed the classifications of theories related to motivation followed by a review of the development of research instruments to assess why adults participate in continuing education activities along with a review of related studies that have been conducted. Lastly, research projects focusing on registered nurses participating in continuing education has been reviewed. 31 Chapter 3 Methodology This chapter describes the sample utilized in this research, the research setting, the instrument utilized and the procedure for data collection. The procedure for the analysis of data is also reviewed. Sample and Setting The study sample was registered nurses who were participating in continuing education classes sponsored by a health education center in northwestern Pennsylvania. Subjects were attending "all day" classes lasting 7 to 8 hours. A total of 50 registered nurses were surveyed from three different classes over a one month period between June 1, 1997 and June 30, 1997. Instrumentation The tool utilized was the Education Participation Scale (EPS), first developed by Roger Boshier in 1971, Appendix A. It has been revised several times by Boshier over the years as more and more data obtained from utilizing the tool have been collected. It is a self-report tool with 42 statements indicating various motivational reasons for participation in continuing education. Each statement relates to one of seven motivational factor groups, as shown in Table 4. S y subjects indicated on a Likert-type scale the extent to which each of the reasons influenced then, to participate in the class for which ihey were currently enrolled. There were four options ranging from ’no influence" to "much influence" and rhe participant circled the option that perta.ned most. No names were coUected wrth rhe EPS to preserve anonymity. A letter was faxed to Roger Boshrer on December 23, 1996 asking permission to utilize the EPS in this reseamh project, Appendix . Permission was obtained dunng two telephone conversations wrth Dr. Boshrer on T 1! 1997 He ordered the first 200, and the January 8, 1997 and February 11, 1^'investigator ordered 100 more, EPSs via Fax on on February 17, 19 32 Leanringpress, Lid., Vancouver, British Columbia, Canada, Appendix C. Reliability of the EPS was determined by Boshier in a 6 week test/retest and factoring study. Tesl-retest correlation coefficients for items ranged from .44 to 1.00 with only live items having coefficients below .71. All correlation coefficients were reported to be significant at the .001 level of confidence. Boshier had determined validity by asking adults to indicate on a nine point scale, the extent to which each of the 48 items on the Education Participation Scale influenced them to enroll in the specific class. Table 4 Statements on EPS Related to Motivational Factors Motivational Factors Statement Numbers 1. Communication Improvement 2. Social Contact ..2, 9, 16, 23, 30, & 37 3. Educational Preparation 3, 10, 17, 24, 31, & 38 4. Professional Advancement 4, 11, 18, 25, 32, & 39 5. Family Togetherness 6. Social Stimulation... 6, 13,20, 27, 34, &41 7. Cognitive Interest A Demographic Survey, developed by the investigator, was also administered to all participants in this research project for the purpose of describing the registered nurses who attend continuing nursing education and who participated in this project. It is shown in Appendix D and consists of seven items. The participants placed a checkmark next to the answers that best reflected their situation at that time. The 33 seven items included gender, age, marital status, number of children, „gislered nurse education, work status, and payment for the seminar they were cumently attending. The directions were orally related to each participant and they were also written at the top of the survey. Procedure for Collection of Data Permission was obtained by telephone from the director of a health education center in northwestern Pennsylvania to administer the EPS and demographic survey to registered nurses attending programs sponsored by them. A letter was later given to the director of the health education center confirming the request to conduct this research, Appendix E. A letter stating that permission had been granted was received from the director, Appendix F. A meeting between the director and the investigator was held to discuss the instrument, demographic survey, introductory letter to the program participants, and the details of when, where, and how the instrument would be administered. The introductory letter, Appendix G, to the registered nurses attending each program was included in the packet of information each participant received before the program started. This allowed the participants to review the letter prior to the survey administration. The surveys were adminis tered at the time of the program registration for participants between 8.30 AM and 9:00 AM. The investigator introduced herself, introduced the surveys, reviewed the purpose/importance of the research, read the directions out loud, and then passed out the surveys. The directions were also written at the top of the first page of each survey. The completion of the two surveys took approximately ten minutes. It was emphasized that participation in this research was voluntary and that participation would not affect any scoring, grading, or evaluation of the participant in the continuing education program in which they were enrolled. Anonyminity related to the surveys was maintained at all times. Informed consent participant submitted a completed survey. assumed when a 34 Procedure for Analysis of Data The data was statistically analyzed by calculating the related correlations, the Pearson product moment correlation (r) which measured the related correlations and the analysis of variance (ANOVA: F-value) which measured the interrelationships. The level of significance selected for analyzing the data was p = .05. The sample was also described in terms of gender, age, marital status, number of children, registered nurse education, work status, and payment for the seminar. Summary This chapter has included information on the methodology utilized in this study. The study sample, the setting, and the instruments utilized were described. The procedures for data collection and data analysis were also reviewed. 35 Chapter 4 Presentation and Analysis of Data The purpose of this study was to determine if there were any statistically significant motivational factors and significant psychological motivational factors for registered nurses participating in continuing education. The data to answer these questions were collected through the use of the EPS. Demographic information was collected using a demographic survey for the purpose of more thoroughly describing the sample of the population who participated in this research study. Demographic information included gender, age, marital status, number of children, work status, registered nurse education, and payment of the seminar. This chapter will enlighten the reader on the characteristics of the total sample and answer the research questions through describing the results of the statistical analysis performed with the data that were collected from the EPS during this study. Statistical analysis was accomplished through performing various treatments and tests including determining the number of participants in relationship to the EPS score received, the minimum and maximum score for each factor and the range between the two, the mean, median, true mean and standard deviation for each factor, the Pearson product moment correlations, and the analysis of variance. Characteristics of the Total Sample - Demographic Survey Fifty registered nurses who were participating in noncollege credit continuing professional education classes in June, 1997 were surveyed utilizing the EPS and the demographic survey. The information from the demographic survey was translated into percentages with the raw data displayed in parenthesis above the percentages in Figures 4 through 9. A summary of each characteristic is given before each graph is depicted. Gender totals revealed that 46 (92%) of the participants were females and 4 (8%) were males. Figure 4 represents the percentage of various age groups of the participants in this study. The majority of participants were between the ages of 30 and 49 36 (62%) with the smallest numbers participating from the youngest and oldest age groups (20-29 and 60 & above). Another interesting conclusion obtained from this figure was that except for the age group of 20-29, the number of participants decreased as the age groups got older. This indicated that middle ages persons attended these continuing nursing education activities more than the young and older adult groups. 100 n=50 90 80 70 60 Percentage 50 (16) 40 30 20 (15) 30% 32% (8) 16% (10) 20% (1) 2% 10 0 20-29 30-39 40-49 50-59 60 & Above Age Groups Figure 4. Percentage of research participants in relationship to various age groups. Figure 5 indica.es .he percentage of married and single/divoreed md...duais who participated in this research study. This data showed more (Mrds versus i/3rd) married individuals participated in these continuing nursing educamm activities than single or divorced individuals. 37 100 n=50 90 80 70 (33) 66% 60 Percentage 50 (17) 34% 40 30 20 10 0 Single/ Married Divorced Marital Status Figure 5. Percentages of research participants in relation to marital status. Figure 6 shows the percentage of participants who had the specific number of children listed. The number of children included all children living at home and those not at home. The majority of participants, 82% (41) had two or fewer children with the highest percentage of participants, 36% (18), having two children, and the second highest having no children, 28% (14). No participants had 4 children. The least number of participants had 4 or more children with 4% (2) of the participants having 5 children, and 4% (2) of participants having 6 or more children. 38 100 90 n=50 80 70 60 Percentage 50 40 30 (18) (14) 28% 36% (9) (5) 18% 20 10% 10 (0) (2) (2) 4% 4% 5 6 0% 0 0 1 2 3 4 Number of Children Figure 6, Percentage of participants in relationship to the number of children they have. Figure 7 indicates the work status of the research participants. Individuals working full-time in the nursing field represented the largest portion of the participants with 90% (45) of the total, followed by 8% (4) working part-time in nursing. No participants were working in a field other than nursing and 98% (49) of participants were working outside the home, while only one participant worked m the home (no job outside the home). These results are consistent with research findings discovered in previous studies. 39 100 (45) 90 90% n=50 80 70 60 Percentage 50 40 30 20 10 (8) 0 8% Fulltime Nsg. Parttime Nsg. (0) (0) 0% 0% Fulltime not in Nsg. Parttime not in Nsg. (1) 2% Not work ing outside Work Status Figure 7, Percentage of research participants in relationship to work status. Figure 8 shows the level of registered nurse education that the participating individuals had. The level of degree in relationship to the number of participants had an inverse relationship. It was found that the lower the level of degree, the higher the number of registered nurses who participated in continuing nursing education. For example, diploma graduates consisted of 38% (19) of the total participants. This was the largest portion of the various levels of education. It was followed by 32% (16) of participants having an associate degree in nursing, 22% (11) having a bachelor's degree in nursing, and so on. 40 n=50 100 90 80 70 60 Percentage 50 40 30 (19) 38% (16) 32% (H) 22% 20 (4) 10 8% (2) 2% 0 Diplo Associ Bache Masters Doctor ate lor ate ma Level of Education Figure 8, Percentage of research participants in relationship to level of R.N. education. Figure 9 indicates who paid for the seminar/class that the research participants were currently attending. Participants whose employers paid for the seminar totaled 82% (41) with 16% (8) of participants paying themselves and 2% (1) having the seminar paid in some other way or by someone else. It appeared that having the employer pay for the continuing education activity increased the likelihood of these registered nurses' participation. 41 100 90 (41) n=50 82% 80 70 60 Percentage 50 40 30 (8) 20 16% (1) 10 2% 0 Em ployer Paid Self Paid Other Payment of Seminar/Class Figure 9. Percentage of research participants in relationship to how the seminar/ class was paid for. The conclusions reached from the analysis of the data gained from the demographic survey will be presented in the conclusion section of Chapter 5. The figures displayed here will assist in understanding the conclusions through easy visualization of the data. Results of Statistical Analysis - Education Participation Sisals The EPS was utilized to collect information about motivational orientations. All statistical calculations were randomly checked for computer transcription errors. Statistical analysis of these data began with scoring each participant’s data on the Scoring Key designed specifically for the EPS, Appendix H, and then devising a 42 scored inventory listing the raw score each participant received for each of the seven factors. Number of participants in relationship to scores received, Representation of the data was completed by describing how many participants received what score for each factor on histograms in Figures 10 through 16. A summary of each histogram is given before it is depicted in the text. There were 50 in the sample and scores could not be greater than 24 or less than 6. Therefore, 14, being the midpoint, was utilized as a beginning point in describing the data displayed in the histograms. Figure 10 shows that all participants received a score of 14 or less for the factor of communication improvement with the greatest number, 24 (48%), receiving the lowest possible score of 6. These data indicate that communication improvement was not a major reason for registered nurses participating in this study to obtain noncollege credit continuing education. Score 6 5 (10%) 7 8 |4 (8%) 9 |2 (4%) 10 11 0 (0%) 12 _n 3 (6%) 13 —12(4%) 0.0 -4 6.0 24 (48%) 10 (20%) -4 12.0 n=50 -4 -4- 18.0 24.0 Number of Participants Figure 10. Distribution of scores on the EPS for factor: Communication Improvement. Figure 11 shows 50 (100%) of participants received scores of 14 and below 43 while 27 out of 50 participants received the lowest possible score of 6. This reflects that the motivational factor of social contact was not a major factor for participation in continuing education by the registered nurses who participated in this survey. 27 (54%) 6 ] 6 (12%) Score 7 3 (6%) 8 3 (6%) 9 __ 3 (6%) 10 | 4 (8%) 11 3 (6%) 12 13 0 (0%) 1 (2%) 14 -4- 0.0 7.0 n=50 ------ 1-------------- k 14.0 21.0 28.0 Number of Participants Figure 11, Distribution of scores on the EPS for factor: Social Contact. Figure 12 shows a more evenly distributed set of scores with between 1 and 8 participants choosing each of the scores between 6 and 15. The scores that 8 participants received were 7 and 13 and the scores that 1 and 2 participants received were 17 and 7 respectively. Comparing these scores to the midpoint score of 14, 44 (88%) participants had scores of 14 or less and only 4 (8%) of those participants had the lowest possible score of 6. Participants who received a score of above 14 totaled 6 (12%). The scores were concentrated in the 8 to 15 range which, while not the lowest scores possible, are in the lower area of possible scores. This indicates that the factor of educational preparation had some small influence on those participating in continuing educational activities. 44 Score 6 7 8 9 10 11 12 13 14 15 0 (0%) 16 17 ~] 1 (2%) n=50 4 (8%) 2 (4%) 8 (16%) 4 (8%) 5 (10%) 6 (12%) 4 (8%) 8 (16%) 3 (6%) 5 (10%) ! 0.0 2.0 4.0 6.0 8.0 Number of Participants Figure 12, Distribution of scores on EPS for the factor: Educational Preparation. Figure 13 relates that 21 (42%) registered nurse participants received scores of 14 and less with no participants receiving the lowest possible scores of 6 and 7. Of the participants, 29 (58%) received scores of above 14 and of these 15 (30%) had scores of 19 and above. This is significant considering 24 was the highest score received for any of the factors. Compared to the other seven motivational factors, this was the only factor where over one-half of the participants scored above 14. This is an indication that the factor of professional advancement was the major reason that the majority of registered nurses who participated in this study were involved in continuing education activities. This is congruent with most of the previous research documented on the subject of motivational orientations of registered nurses for participation in continuing education activities. 45 Score 6 0 (0%) 7 0 (0%) 8 1 (2%) 9 10 11 12 13 14 15 16 17 18 19 20 | 1 (2%) 21 22 0.0 n=50 3 (6/t>) 4 (8%) 3 (6%) 2 (4%) 5 (10%) 3 (6%) 5 (10%) 4 (8%) 4 (8%) 2 (4%) 6 (12%) 4 (8%) 4 (8%) 4 2.0 4 4.0 6.0 * 8.0 Number of Participants Figure 13 Distribution of scores on the EPS for factor: Professional Advancement. Figure 14 indicates that the factor of family togetherness was not a major reason for the registered nurses who participated in this project to participate in continuing educational activities. The majority, 35 (70%) participants, had a score of 6 indicating that family togetherness had no influence on them in their attendance. Of 50 participants, 48 (96%) had scores of 14 or less for this factor. Figure 15 reveals 49 (98%) participants attained a score of 14 and below with the greatest number (29) having the lowest possible score of 6. This can be interpreted as social stimulation having no influence on the majority of participants involved in continuing education activities. 46 6 7 8 9 10 11 Score 12 13 14 15 16 17 18 35 (70%) 6 (12%) | 3 (6%) H=5O I 2 (4%) _ 1 (2%) 0 (0%) J 1 (2%) 0 (0%) 0 (0%) _ 1 (2%) 0 (0%) 0 (0%) _ 1 (2%) I 0.0 8.0 16.0 24.0 32.0 Number of Participants Figure 14 Score Distribution of scores on the EPS for the factor: Family Togetherness. 6 7 ___________ 7(14%) | 6(12%) 8 | 2 (4%) 9 10 0 (0%) ~]1 (2%) 11 4 (8%) 12 13 0 (0%) 0 (0%) 14 15 □ 1 (2%) J— 7.0 0.0 29 (5%) n=50 14.0 _1— 21.0 j 28.0 Number of Participants Figure 15 Distribution of scores on the EPS for factor: Social Stimulation 47 Figure 16 indicates that 31 participants out of 50 (or 62%) received a score of 14 or above. It can be concluded that the factor of cognitive interest is a major reason for the registered nurses who participated in this study to attend continuing educational activities. 6 7 8 9 10 11 12 13 Score 14 15 16 17 18 19 20 21 22 23 n=50 0 (0%) 0 (0%) 3 (6%) 2 (4%) ___ 4(8%) ___ 4(8%) 3 (6%) 3 (6%) 8 (16%) 1 (2%) 1 (2%) ____ 8(16%) 7 (14%) 0 (0%) 1 (2%) ————J 2 (4%) 1 (2%) 2 (4%) 40.0 2.0 4.0 6.0 8.0 Number of Participants Figure 16, Distribution of scores on the EPS for factor: Cognitive Interest. 48 Ranges between the minimum and maximum score for each factor, The minimum and maximum scores plus the range between these two scores for each EPS factor are documented in Table 5. The range is a measure of variability. Three points of interest were identified when these data were analyzed. First one must remember from the data described on pages 45 through 50 (number of participants in relationship to scores received) that a score of 6 was the lowest possible score a participant could receive on the EPS; also that professional advancement was the major reason, cognitive interest the second highest reason, and educational preparation was a minor reason for the registered nurses who participated in this study to attend continuing educational activities. All of the other factors (communication improvement, social contact, family togetherness, and social stimulation) appear to have had little influence on participants' attendance at continuing education activities. Table 5 Minimum/Maximum Scores and Rangs for Each Factor from the EPS (n=50) Scores Factor Minimum Maximum Ranges Communication Improvement 6 13 7 Social Contact 6 14 8 Education Preparation 6 17 11 Professional Advancement 8 24 16 Family Togetherness 6 18 12 Social Stimulation 6 15 9 Cognitive Interest 8 23 15 49 It is interesting to note that professional advancement and cognitive interest, the two factors that were the major reasons for registered nurses to attend continuing education activities, had minimum scores of 8 while all other factors received scores of 6. They also had the highest maximum scores of 24 and 23, respectively, along with the highest ranges, 16 and 15, respectively. Upon further analyzation of data in Table 5 another interesting finding was detected. Family togetherness had the third highest maximum score (18) and the third highest range (16) while educational preparation had the fourth highest maximum score (17) and fourth highest range (11). This is interesting because all the factors concluded to be reasons for participation in continuing educational activities had the highest minimum/maximum scores and ranges except for family togetherness. Family togetherness was interpreted to have little influence in participation in Figure 15 but still had one of the highest maximum scores and ranges. As a last point of interest, the factors of communication improvement and social contact had the narrowest range of scores. These were also the two factors with the lowest maximum scores, both being 14 or below. These data support the data described and interpreted in Figures 10 through 16 along with raising a question related to family togetherness. Descriptive statistics for each factor. The mean, median, true mean, and standard deviation were calculated for each of seven factors on the EPS by hand. These statistical results were verified for correctness though double checking with results generated by computer. Table 6 presents these data. The mean, median, and true mean indicate that the factors with the highest average values were professional advancement (highest), cognitive mterest (second highest), and educational preparation (third highest). These factors all had measures 50 of central tendency of 10 and above. All other factors had measures of central tendency of below 8. This standard deviation is a measure of variability. It indicates how spread out the group of scores for each EPS factor was and the average amount that each score deviated from the mean. Table 6 indicates that the factors with lower mean scores had less variability while the factors that had higher mean scores had more variability. The factor of professional advancement was the most variable followed by cognitive interest and education preparation. These coincide specifically with the highest to lowest order of the means, medians, and true means. The standard deviations for the rest of the factors did not specifically coincide with the highest to lowest order of measures of central tendency (mean, median, true mean). The standard deviation order from highest to lowest also coincided with the highest to lowest ranges between minimum and maximum scores shown in Table 6 supporting the correctness of the identified variability. Table 6 Central Tendency and Variability from EPS (n-oO) True Standard Mean Median Mean Deviation Communication Improvement 7.540 7.000 7.295 2.022 Social Contact 7.580 6.000 7.341 2.214 Education Preparation 10.800 11.000 10.795 2.864 Professional Advancement 15.260 15.000 15.250 4.085 Family Togetherness 6.980 6.000 6.500 2.325 Social Stimulation 7.260 6.000 6.955 2.117 Conitive Interest 14.720 14.000 14.636 4.031 Factor 51 Pearson product-moment correlations (Pearson r). The Pearson product-moment correlation is a measurement that describes an interrelationship between two variables that summarizes the strength of a relationship between two variables with a single number. It is the most common correlational technique and is utilized when working with two sets of score data. To use the Pearson r, two variables are needed, both of which are score data, with one score on each variable for each subject. Therefore, the Pearson r was an appropriate test for this research project. The results are displayed in Table 7. The factors of professional advancement, cognitive interest, and social contact showed significant direct relationships to all other factors except family togetherness. Educational preparation showed direct relationships to all factors except family togetherness and social stimulation. Social stimulation had direct relationships to only social contact and professional advancement. A point focused on here is that family togetherness showed no significant relationships to any of the other factors. Analysis of variance; One-way ANOVA - F-test. Simple or one-way analysis of variance is used to determine whether there is a significant difference between two or more means at a selected probability level. This test answers the question of whether the differences represent true differences or chance differences resulting from sampling error. The following matrix presents the results of the analysis of variance test and yields the F ratio and probability level. The analysis of variance matrix indicates there was a significant difference between the means of several orientation factors. Educational preparation, professional advancement, and cognitive interest, the factors which stood out in this study, were almost all significant with each other implying inferentially that these were true differences. To note, regarding the results of these three factors, was that 52 cognitive interest and professional advancement were the only fractions and p values that were not significant with each other. There were several significant values observed in the factors which showed no or little significance in previous statistical tests: family togetherness, social contact and social stimulation. Family together ness showed significant differences with cognitive interest and communication improvement. Social contact and social stimulation each had significant differences with only one other factor. Table 7 Pearson Product Moment Correlations (Pearson r) of Data Obtained from EPS (n=50) FACTORS Profess- Commun- Social ication Contact Preparation ional Ad- Education Family Social Togeth- Stimu- vancement emess Improve lation ment Social Contact 0.503* Educational Preparation 0.290* 0.299* 0.336* 0.344* 0.619* 0.258 0.090 0.073 0.207 0.176 0.329* 0.248 0.287* 0.171 0.377* 0.341* 0.504* 0.461* 0.265 Professional Advancement Family Togeth- ness Social Stimulation Cognitive Interest Note. _p = 0.05; * are significant, direct relationships 0.432* 53 Table 8 Analysis of Variance: One Way ANOVA: F test (n=50) Social FACTORS Contact Educa- D Profes- D O tion O sional D i O Family D Social D Cognitive D Togeth- 0 Stimu- io Interest F Prepar- F Advance- F emess F lation F F ation ment Education Prepara tion 0.89(0.550) 10 2.46(0.015)’ 15 2 21(0.053) | 7 Profes sional Advance ment 3.41(0.001)’ 15 Family To getherness .094(0.484) i 7 1.02(0.429)| 7 Social Simula tion 1.81(0.120) 6 1.43(0.227) 6 0.79(0.586) | 6 0.59(0.739) I 6 0.78(0.678) 14 2.75(0.008)’ 14 1.27(0.271) I 14 3.18(0.003)’ 14 7 1.50(0.178) | 10 I15 2.40(0.037) ’ 7 Cognitive Interest 3.57(0.001)’ 14 Communi cation Improvement 2.41(0.36) ■ I Note: ( ) = p value; 2.65(0.009)’ 1.34(0.259) 6 0.70(0.759) * = significant; DOF = degrees of freedom; p - <0.05 14 54 Summary This chapter has reviewed the characteristics of the total sample of this research project. Data obtained from the demographic survey was presented through the display of histograms showing raw data and percentages. Statistical analysis of data obtained from the EPS was then shown in histograms and tables reflecting the distribution of scores on the EPS for each factor, the minimum and maximum score for each factor, the mean, median, true mean, and standard deviation for each factor, the Pearson product moment correlations, and the analysis of variance. 55 Chapter 5 Conclusions and Discussion This chapter will offer possible conclusions deducted from the research data. These will be compared with previous related studies, the research questions will be answered, and recommendations for further research will be made. Demographic Survey, The data collected from the demographic survey not only added details to assist in the description of the research participants, but also confirmed that the most common demographic characteristics were the same in this study as they were in the 1970s, 1980s, and 1990s (Chapman Fotos, 1987; O'Conner, 1979; Thomas, 1986; Waddell, 1993; Wentworth Dolphin, 1983). These characteristics included being female, married, between the ages of 30 and 50, having two or fewer children and working full-time in nursing. These particular characteristics are frequently explained through logical popular belief although the true reasons for these characteristics being, and remaining, the most common are vague, debatable, and remain unknown. Some of these logical popular beliefs are presented below beginning with the gender characteristic. Nursing has traditionally been a female dominated career and therefore more females would be attending continuing nursing education classes based on the percentages of females versus males in the nursing field. It can be reasoned that ages 30 through 50 are the most common because this is the time when many registered nurses have been out of school for several years and are feeling the need to learn information to keep up with changes in health care, or just to refresh their memory with information they knew at one time but may have forgotten. This is also a very active time in most persons' careers and they may be attempting to get ahead through obtaining promotions. Continuing education would assist with this greatly. Persons from the ages 20 through 30 may have a lower 56 percentage of attendance at continuing education seminars because many have recently graduated from school and either feel comfortable with the currency of their nursing knowledge or are taking a rest from being in school. Persons ages 50 and over may have a lower attendance rate because they are beginning to think about retirement and are weighing the amount of energy they would expend to take continuing education classes versus the amount of use they would get from the information. Also, the amount of energy they have available is decreasing due to the aging process. More married persons attend continuing education possibly because there are more married registered nurses between ages 30 and 50. They may also have a need to get promotions due to increasing financial obligations such as supporting a family. Most continuing nursing education attendees had two or fewer children, the reasons for this are most likely varied and complex. The majority of participants work full-time in nursing rather than not in nursing possibly because nursing is what their expertise is in, the pay for nursing is at a higher level than many other jobs, and nursing positions generally offer paid benefits, such as health insurance. Many registered nurses may need to work full-time along with their spouses in order to maintain the life style they are accustomed to. The data obtained from the level of registered nurse (R.N.) education each participant has received is especially interesting and poses numerous questions. The highest percentage of R.N. education by participants was the diploma degree followed by the associate degree. The data from this aspect of the survey fosters the need for further research. Who paid for the participant's seminar also raises several questions. The seminars of 82% of the participants were paid for by the employer. This is a common benefit for R.N.s, and the R.N.s in this study utilized this benefit. Would as many R.N.s attend continuing education activities if they were not paid by 57 employers? Number of Participants in Relationship to Scores Received, In summarizing the data shown in the seven historgrams (Figures 10 through 16), it can be concluded that the majority of participants identified professional advancement as the major reason they attended nursing related continuing education activities. This factor was followed by the factor of cognitive interest as the second major reason. These data then showed that the factor, education preparation, was a moderate or secondary reason for the majority of participants and that the factors of communication improvement, social contact, family togetherness and social stimulation had no major influence in motivating the majority of participants to attend continuing education activities. Minimum/Maxirnum Score and Range for Each Factor, The minimum and maximum scores for each factor indicated the factors with the greatest range of scores. Professional advancement, cognitive interest, family togetherness, and educational preparation had the greatest range of scores. These were the chief factors that were identified from data displayed in figures 10-16 (the distribution of scores on the EPS for each factor) except for the family togetherness factor. This investigator believes the results concerning family togetherness can be explained by the fact that one participant had given many of the family togetherness factor items on the EPS a higher rating compared to all other participants. Professional advancement and cognitive interest followed by educational preparation as a moderate or secondary motivational reason for participation in continuing nursing education remain as the top factors. Mean, Median. True Mean, and Standard Deviation for Each Facton The highest average values of the mean, median, and true mean were found in professional advancement (highest), cognitive interest (second highest), and educational preparation (third highest). The participants attended continuing 58 education activities primarily for these three reasons. The standard deviation shows less variability of scores for factors with overall lower scores such as in family togetherness, social stimulation, social contact and communication improvement. Higher variability was found in the factors with higher overall scores. These factors included professional advancement, cognitive interest, and educational preparation. Participants could more easily identify the extent of influence for their participation in education for factors that had no or little influence in their decision to attend continuing nursing education. These measures of central tendency also signified that the research participants had definite reasons for participating in continuing nursing education and were, for the most part, rather adamant about these reasons for participation. Pearson Product Moment Correlation (Pearson r). The Pearson product moment correlations confirmed that the significant factors in this research were professional advancement and cognitive interest. These factors, along with social contact, had significant direct relationships to all other factors except family togetherness. This may be due to the fact that registered nurses were surveyed in relationship to nursing related continuing education classes. Having no significant relationships with family togetherness may mean that these registered nurses came to the seminars in nursing roles and were concerned with and functioning in their role as a nurse. Indeed, the subjects taught in the seminars would have little use outside of nursing. The factor of educational preparation showed direct significant relationships to all factors except family togetherness and social stimulation, indicating that educational preparation was a moderate or secondary motivational factor. Analysis of Variance; One-way ANOVA; F test. The one-way ANOVA results implied significant findings that support several factors as being true differences and not chance differences from sampling 59 error. The results of the one-way ANOVA shored up the significant results obtained from the previously described statistical tests performed with the data obtained from this study. Review of Research Questions. The significant factors that motivate registered nurses to participate in continuing nursing education are professional advancement, followed by cognitive interest, with educational preparation being a moderate or secondary reason. These results confirm other research findings as shown in Table 3. The most significant reasons subjects in most previous studies participated in continuing nursing education was to maintain professional competence and for professional advancement (Clark & Dickinson, 1976; Matthews & Schumacher, 1979; O'Conner, 1979; Wendworth Dolphin, 1983; Thomas, 1986; Urbano, 1988; Fahey Dealy & Bass, 1995; and DeSilets, 1995). The second and third most significant factors varied within previous studies. Although many previous studies did produce the same results as this study, cognitive interest and educational preparation, some had different results focusing on sociability (Clark & Dickinson, 1976), improving ability to serve the public (O'Conner, 1979), community service (Urbano, Jahns, & Urbano, 1988), and social welfare (Waddell, 1993). These four items are community/public focused and not individual focused such as cognitive interest and educational preparation. Another interesting aspect, when comparing the results of this study to previous studies, was the meta-analysis of 22 studies by Donna L. Waddell done in 1993 had a different order of significant factors than all the individual studies documented in this research. Waddell's analysis listed cognitive interest as the major influencing orientation followed by external expectation, and then profes sional advancement followed by welfare. The significant psychological motivational dimension (life space or life 60 chance) of registered nurses who participated in continuing nursing education was life space. Professional advancement and cognitive interest are both identified as life space motives. Only the third most significant factor of educational preparation is identified as a life chance motive. This motive was rated as a moderate or secondary factor in this study. According to Boshier's (1973) model, registered nurses are more apt to participate and persist in continuing nursing education rather than not participate or drop out. This result, though, will be affected by congruency with self/others, along with psychological, social, and subenvironmental variables. Life space and life chance are psychological motivational dimensions which are frequently ignored by educators when developing, preparing, giving, and evaluating educational experiences. Because psychological issues are not tangible and always contain grey abstract areas, it has been difficult for educators to grasp why these dimensions and issues are important and also difficult to utilize this knowledge of psychological motivational dimensions in their practices. It is important to understand how psychological dimensions relate to and affect human behavior and thinking, especially in the education field where, according to Boshier's (1973) model, psychological motivational dimensions are the major factors in determining participation/nonparticipation and persistence/dropout of continuing educational activities. The seven factors identified in the EPS are stepping stones to the more valuable information of distinguishing psychological motivational dimensions of individuals. The factors communicate the specific reasons the individual has for participating in the education while the psychological motivational dimensions consider many other variables that affect the individual's behavior making prediction of behavior (participation/nonparticipation in continuing education) possible. Recommendations for Further Research. It is recommended that in future projects more subjects be included along with more and varied continuing education classes and subjects. Second, more than 61 one agency from a more diverse area should be included. Third, the demographic factors could be related to factor scores through correlation and analysis of variance to yield more descriptive results. It is also recommended that future researchers continue with the difficult task of focusing on psychological aspects to identify educational needs, prepare, design, implement and evaluate continuing education activities. Further research needs to be carried out relating psychological aspects of individuals to participation/ nonparticipation and dropout/persistence in continuing educational activities. Future research could be expanded to relate psychological aspects of persons to, for example, completion of homework, amount of time spent studying, or participation in class discussions. Through this approach, models of prediction of behavior can be developed and utilized by educators, making continuing education more effective, efficient desirable, and useful. Summary This chapter has presented possible explanations for the results of this study and has compared the results with previous research. The research questions were answered and recommendations for further research were reviewed. 62 References Anderson, R., & Darkenwald, G. (1979). Participation and persistence in American education. New York: College Board. Baker, C.M., & Carley, C.A. (1995). Directors of continuing nursing education: A national survey of educational needs. The Journal of Continuing Education in Nursing, 26 (5), 196-201. Boshier, R. (1971). Motivational orientations of adult educational participants: A factor analytic exploration of Houle's typology. Adult Education, 21 (2), 3-26. Boshier, R. (1973). Education participation and dropout: A theoretical model. Adult Education, 23 (4), 255-282. Boshier, R. (1976). Factor analysis at large: A critical review of the motivational literature. Adult Education, 27 (1), 24-47. Boshier, R. (1977). Motivational orientations re-visited: Life space motives and the education participation scale. Adult Education, 27 (2), 89-115. Burgess, P.D. (1971). Reasons for adult participation in group educational activities. Adult Education, 22, 3-29. Cervero, R.M., & Scanlan C.L. (Eds.) (1985). Problems and prospects in continuing professional education, San Francisco: Jossey-Bass, Inc.. Cervero, R.M., & Wilson, A.L. (1995). Responsible planning for continuing education in the health professions. The Journal of Continuing Education in. the Health Professions, 15, 196-202. Chapman Fotos, J. (1987). Characteristics of RN students continuing their education in a BS program. The Journal of Continuing Education in Nursing, 1.8 (4), 118-122. Clark, K.M., & Dickenson, G. (1976). Self- directed and other- directed 63 continuing education: A study of nurses' participation. The Journal of Continuing Education in Nursing. 7 (4). 16-24. Crawford, M. (May/June, 1994). Adult education: Who needs it?. Adult Learning, 25-26. Cross, K. (1981). Adults as learners, San Francisco: Jossey-Bass, Inc.. De Silets, L.D. (1995). Assessing registered nurses' reasons for participating in continuing education. The Journal of Continuing Education in Nursing, 26 (5), 202-208. Dickenson, G., & Clark, K. (1975). Learning orientations and participation in self-education and continuing education. Adult Education, 26 (1), 3-15. Endorf, M., & McNeff, M. (May, 1991). The adult learner: Five types. Adult Learner, 20-25. Fahey Dealy, M., & Bass, M. (1995). Professional development: Factors that modify staff. Nursing Management, 26 (8), 32F-32I. Grabowski, S.M. (1972). Motivational factors of adult learners in directed self- study bachelor's degree program. Unpublished doctoral dissertation, Syracuse University. Grotelueschen, A.D., Hamisch, D.L., Kenny, W.R., & Cervero, R.M. (1981). A complete approach to research on reasons for participation in continuing professional education. Paper presented at the Adult Education Research Confer ence, DeKalb, IL. Grotelueschen, A.D., Kenny, W.R., & Hamisch, D.L. (1980). Research on reasons for participation m continuing education: A statement of position and rationale (Revised occasional paper No. 5). Office for the Study of Continuing Education, University of Illinois, Urbana-Champaign. Houle, C.O. (1961). The inquiring mind, Madison, WI: The University of Wisconsin Press. Maslow, A.H. (1970). Motivation and personality New York: Van 64 Nostrand. Maslow, A.H. (1967). A theory of metamotivation: The biological rooting of the value life. Journal of Humanistic Psychology. 7 (2), 93-127. Maslow, A.H. (1968). Toward a psychology of being. New York: Harper. Maslow, A.H. (1973). The farther reaches of human nature. New York: Viking Press. Matthews, A.E., & Schumacher, S. (1979). A survey of registered nurses' conceptions and participation factors in professional continuing education. Journal of Continuing Education in Nursing. 10 (1), 21-27. Morstain, B.R., & Smart, J.C. (1974). Reasons for participation in adult education courses: A multivariate analysis of group differences. Adult Education, M 83-98. National Center for Education Statistics. (1980). Participation in adult education, Washington, DC: Author. O'Conner, A.B. (1979). Reasons nurses participate in continuing education. Nursing Research, 28 (6), 354-359. Rice, P. (1958). The ego and the law of effect and understanding human motivations, Cleveland, OH: Howard Allen, Inc. Sheffield, S.B. (1964). The continuing learner, Chicago, IL: Center for the Study of Liberal Education for Adults. Sovie, M.D. (1972). The orientations of adult continuing learners. In Solomon, D. (Ed.), The relationships of learning orientations, nursing activity and continuing education. Unpublished doctoral dissertation, Syracuse University. Swansburg, R.C. (1990). Management and leadership for nurse .managers Boston: Jones and Bartlett Publishers, Inc.. Thomas, C. (1986). Motivational orientations of Kansas nurses participating in continuing education in a mandatory state for relicensure. The JoumaLof Continuing Education in Nursing. 17 (6), 198-202. 65 Urbano, M.T., Jahns, I.R., & Urbano, R.C. (1988). What really motivates nurses to participate in mandatory professional continuing education? The Journal of Continuing Education in Nursing, 19 (1), 38-41. Urbano, M.T., & Jahns, I.R. (1988). A conceptual framework for nurses' participation in continuing education. The Journal of Continuing Education in Nursing, 19 (4), 182-186. Verner, C., & Newberry, J. (1965). Participants in adult education, Washington: Adult Education Association of the United States of America. Waddell, D.L. (1991). The effects of continuing education on nursing practice: A meta-analysis. The Journal of Continuing Education in Nursing, 22 (3), 113-118. Waddell, D.L. (1993). Why do nurses participate in continuing education? A meta-analysis. The Journal of Continuing Education in Nursing, 24 (2), 52-56. Wentworth Dolphin, N. (1983). Why do nurses come to continuing education programs? The Journal of Continuing Education in Nursing, 14 (4), 8-16. 66 Appendices 67 Appendix A EDUCATION PARTICIPATION SCALE ©Roger Boshier ■.-•=•; .- .'.a '• . a. Reprinted; 1992. W. a i ^aa ' a A® .U-Ls' ; :•. a• ■■ •<_> -aLaa a asa b liah e d'. by- L earningpress Ltd., 3205 :West?30th A v.e./V.anc o uy er, B.C., V6L 1Z5, ?:- v;\;;- ,: '-’®:-Fax '(604);263:9024 ■*•< s sa-<s/<ss ■' ; • -.a a-s'. aea w . • •' Canada s-s '. . A'Os® S sa ®a aaaaas____________ 68 To What Extent Did These Reasons Influence You to Enroll in Your Adult Education Class? Think back to when you enrolled for your course and indicate the extent to which each of the reasons listed below influenced you to participate. Circle the category which best reflects the extent to which each reason influenced you to enroll. Circle one category for each reason. Be frank. There are no right or wrong answers. 1 £ I J 1. To improve language skills No Little Moderate Much Influence Influence Influence Influence 2. To become acquainted with friendly people No Little Influence Moderate Much Influence Influence Influence 3. No To make up for a narrow previous education Little Moderate Much Influence Influence Influence Influence No Little 4. Moderate Much To secure professional advancement Influence Influence Influence Influence No Little Moderate Much 5. To get ready for changes in my family Influence Influence Influence Influence No Little Moderate Much 6. To overcome the frustration of day to day living Influence Influence Influence Influence No Little Moderate Much 7. To get something meaningful out of life Influence Influence Influence Influence No Much To speak better Influence Little Influence Moderate 8. Influence Influence No Little Moderate Much 9. To have a good time with friends Influence Influence Influence Influence No Much To get education I missed earlier in life Influence Little Influence Moderate 10. Influence Influence 11. To achieve an occupational goal 12. To share a common interest with my spouse or friend No Little Moderate Much Influence Influence Influence Influence No Influence Little Moderate Much Influence Influence Influence Little Influence Moderate Much Influence Influence No 13. To get away from loneliness 14. To acquire general knowledge 15. To learn another language 16. 17. 18. To meet different people To acquire knowledge to help with other educational courses To prepare for getting a job Influence No Little Moderate Much Influence Influence Influence Influence No Influence Little Influence Moderate Much Influence Influence No Little Influence Moderate Much Influence Influence Influence No Little Moderate Much Influence Influence Influence Influence No Influence Little Influence Moderate Influence Influence Much Education Participation Scale 69 19. To keep up with others in my family No Influence Little Influence Moderate Influence Much Influence 20. To get relief from boredom No Influence Little Influence Moderate Influence Much Influence 21. To leam just for the joy of learning No Influence Little Influence Moderate Influence Much Influence 22. To write better No Influence Little Influence Moderate Influence Much Influence 23. To make friends No Influence Little Influence Moderate Influence Much Influence 24. To prepare for further education No Influence Little Influence Moderate Influence Much Influence 25. To give me higher status in my job No Influence Little Influence Moderate Influence Much Influence 26. To keep up with my children No Influence Little Influence Moderate Influence Much Influence 27. To get a break in the routine of home or work No Influence Little Influence Moderate Influence Much Influence 28. To satisfy an enquiring mind No Influence Little Influence Moderate Influence Much Influence 29. To help me understand what people are saying and writing No influence Little Influence Moderate Influence Much Influence 30. To make new friends No Influence Little Influence Moderate Influence Much Influence 31. To do courses needed for another school or college No Influence Little Influence Moderate Influence Much Influence 32. To get a better job No Influence Little Influence Moderate Influence Much Influence 33. To answer questions asked by my children No Influence Little Influence Moderate Influence Much Influence 34. To do something rather than nothing No Influence Little Influence Moderate Influence Much Influence 35. To seek knowledge for its own sake No Influence Little Influence Moderate Influence Much Influence 36. To leam about the usual customs here No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence No Influence Little Influence Moderate Influence Much Influence 37. 38. 39. 40. 41. 42. To meet new people To get entrance to another school or college To increase my job competence To help me talk with my children To escape an unhappy relationship To expand my mind © Roger Boshier-. 70 Appendix B Letter Requesting Permission to Utilize the Education Participation Scale 12-23-96 Wendy Carlson 643 Hemlock Road Warren, Pa. 16365 U.S.A. Mr. Roger Boshier University of British Columbia Faculty of Education, Dept, of Educational Studies 2125 Main Mall Vancouver, BC, Canada V6T1Z4 Mr . Roger Boshier, I am a Registered Nurse currently enrolled in the graduate Master of Nursing program at Edinboro University in Pennsylvania. I am in the process of doing a thesis which will be a research study on motivaional orientations of adult continuing education students. The population I would like to focus on are adult students who have chosen nursing courses as their form of continuing education. I have reviewed your published articles pertaining to this subject and have become very interested in the motivational model and research results that you have described. .I would like to utilize the Education Participation Scale which you developed and am writing to ask your permission permission^ do so. Any other information which you could ofrer thau may be helpful r for this research project would be greatly appreciated. Also I would definitely send you a copy of the researcn an research results once they have been completed. You can contact me at the above address or call me^by^ '' . I. do.. not Phone at (8 1 4)726-1 860 or by FAX at ( 81 4)726 706^. shop Warren, have a personal FAX so this FAX number is to a - * inoeoole Pa. which allows items to be faxed to them for ^g^gon 1 will inform them that they may be getting for me. Thank-you very much, Sincerely, Wendy Carlson 02/17/97 11:16 ^604 822 4244 71 EDST-UBC Appendix C Letter of Confirmation that the Ordered Education Participation Scales Were Sent to the Author LEARNINGPRESS LTD 3205 West 30th Ave., Vancouver, B.C. V6L 1Z5 CANADA Tel: (604) 263-2073 Fax: (604) 263-9024 February 17, 1997 Wendy Carlson, 643 Hemlock Rd, Warren, Pennsylvania 16365 USA Fax (814) 726-1083 (local shop) Dear Wendy, During the weekend we mailed you 200 EPS forms - based on your earlier fax. Now we see you wanit 300. We’ll send another 100 right away. . We don’t take Mastercard so just send us a cheque for the amount shown on the invoice enclosed with the packet. It will take about a week to reach you. If you have any further enquiries please phone or fax to the numbers shown above. Yours sincere! Martin England Sales Manager © 001 n Appendix D DEMOGRAPHIC SURVEY Please put a checkmark next to the answer which best reflects your situation at this time. GENDER R.N. EDUCATION (check all that apply) Diploma F emale Male Associate Degree AGE (YEARS) Bachelor's Degree Master's Degree Doctorate Degree 20-29 30-39 WORK STATUS 40-49 50-59 Full time in Nursing 60 & over Part time in Nursing Full time - Not in Nursing Part time - Not in Nursing Not working outside of the home MARITAL STATUS -Married -Single/Divorced PAYMENT OF THIS SEMINAR NUMBER OF CHILDREN Employer paid (include all children living at home and not at home) Self paid 0 4 1 5 2 6 f 3 7 Other 73 Appendix E Letter Requesting Permission to Conduct the Research Wendy L.M. Carlson, R.N., C., B.S.N. 643 Hemlock Road Warren, PA 16365 Lake Area Health Education Center (LAHEC) c/o Jessica Steckler 135 East 38th Street Erie, PA 16504 Dear Ms. Steckler, I am a registered nurse currently enrolled in the graduate program at Edinboro University of Pennsylvania. I am in the process of performing a thesis which will be a research study on motivational orientations of registered nurses for attending continuing nursing education. I am aware that LAEIEC has registered nurses participate in it's educational programs frequently. I am requesting your permission to utilize these nurses by giving them a survey called the Education Participation Scale (EPS) and a short demographic survey. The EPS is a widely utilized tool for measuring motivational reasons for participation in continuing education. The EPS and demographic survey plus the introduction of them to the program participants will take five minutes. The goal is to survey 60 or more participants over a four month period. Please contact me at the above address or call me via phone at (814) 726-1860 to discuss the possibility of assisting me in this research. I will be glad to meet with you at your convenience to discuss this project in more detail. Thank you. Sincerely, Wendy L.M. Carlson Appendix F 74 Letter of Introduction to the Participants to the Research II11 lake area health education center department of veterans affairs medical center • 135 east 38th st. • erie, pa 16504 • 814/868-6225 fax 814/868-6275 June 12, 1997 Wendy Carlson 643 Hemlock Road Warren, PA 16365 Dear Wendy. The Lake Area Health Education Center (LAHEC) grants permission to you to conduct a research survey concerning motivational factors that influence nurses to attend continuing education. The survey can be administered to our participants on a voluntary basis. LAHEC is also willing to share related information generated from our evaluation tool completed by the same participants. The Lake .Area Health Education Center is always willing to support professional activities that enhance the practice of nursing. Sincerely, r J/ JESSICA STECKLER Associate Director // 75 Appendix G Letter of Introduction to the Participants to the Research Wendy L.M. Carlson 643 Hemlock Road Warren, PA 16365 (814) 726-1860 Dear Registered Nurse, I am a graduate nursing student attending Edinboro University of Pennsylvania and am presently researching the reasons of why registered nurses participate in continuing education activities. Knowing this type of information will help ensure that learning experiences correspond to participants' motivational reasons for attending thereby enhancing the quality of these Educational Programs. I am asking you to participate in this research by completing 2 short surveys. One of these surveys is a questionnaire which will assist in identifying demographical aspects of persons attending the seminar. This questionnaire is 1 page in length and has 8 items on it of which you will put a checkmark next to the answer which best reflects your situation. This will take you approximately 1 minute. The second survey is called the "Education Participation Scale". It was developed by a researcher named Roger Boshier in 1971. It is the most widely and frequently utilized survey when research is performed on reasons for participation in continuing education activities. It consists of 42 items listing various reasons for participation. You will circle the extent to which each reason influenced you to participate in the course you are presently enrolled in on a 4 point scale. This survey will take you approximately 2 to 3 minutes. Please be assured that anonymity will be maintained at all times. Participation in this survey is voluntary and it has no effect on any scoring or evaluation of you in any class/seminar. Results of this research project will be available by October, 1997. Please contact me at the above address or phone number if you desire the results to be sent to you. Your participation in this research is greatly appreciated. Thank you for taking part in this important project. Wendy L.M. Carlson, RN, C, BSN / Appendix H 76 education participation scale Scoring Key for Basic Education Form ID □□□□ In the margin of your questionnaire score "No Influence" as I; "Little Influence" as 2; "Moderate Influence" as 3; Much Influence" as -4, Next, transfer your score for each item into the open boxes on this page. The score for item I is part ot "Comm.unication [Improvement"; —--_ C the ___ score for item 2 is part of "Social Contact", and so on. Finally, add the scores in each column to get a total for each factor, - -------- --------- Your score on each factor should not be greater than 24 or less than 6. FACTORS Item I I Communication Improvement II Social Contact I Ill Educational Preparation EZZZZZ" 7 3 4 5 6 7 8 9 10 ll 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 TOTAL ■ i - VI Professional Advancement , V Family Togetherness w 4 i VI Social Stimulation /■'" '7 T I® i - ^.--.--i R ■' • C.::A';dd--7:_______ „C z ' A? C~v' S5® ■•M- '--da - - T- AA gm»Sg iBMafeawes^M»mwii _______ »aassas Sgas^l H ~<7<* t gg '*» -.y/U : A, -'-.A J- ________ 7I VII Cognitive Interest ~ ' SwgsasaBtesss^i . \ 7 ~ ;? ' T- \T' >y ~c? C 77 - TTT^ .. gggSBSS _____ rtoig»r 2 ».>-'•<'/; * 5Si;x>»** — :p\*> rj^CTc..:U-h £ I C; I I CCC && | T Hgs^ggafegw %Wtx -' --A I c Learn.nxrress. Box 464C3. Station G. 3760 West ICth Av. Vancouver. 3.C. V6R 2G0 Canada