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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
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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
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65
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66
Appendices
67
Appendix A
EDUCATION
PARTICIPATION
SCALE
©Roger Boshier
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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®
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- - T- AA
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_______ »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
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».>-'•<'/; * 5Si;x>»**
—
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CCC
&&
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I
c Learn.nxrress. Box 464C3. Station G. 3760 West ICth Av.
Vancouver. 3.C. V6R 2G0 Canada
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
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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
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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•
■■
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-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 ■*•<
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Canada
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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
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