The Relative Study Among Learning Motivation,Learning Deterrent And Learning Satisfaction Of In-service Graduate Education Of Nursing Major From Henan Province

ObjectiveThe development of in-service graduate education of nursing specialty of Henan province in its infancy, so is meaningful to know in-service master’s learning motivation, learning deterrents and learning satisfaction, which is of great significance for teaching and management. The objectives of this study is to investigate the status of learning motivation, learning deterrents and learning satisfaction of in service of nursing major, to compare the differences under different groups, the relationship among them and to know the impact factors of students’ learning satisfaction from the angel of learning motivation and learning deterrents, which will be helpful for improving their learning outcome.MethodsIt is a combination of questionnaires and semi-structured interviews study. By cluster sampling method,224in-service masters of nursing major are requested to fill the questionnaire based on the Education Participation Scale (ESP), Deterrent to participation-General Scale (DPS-G), Learning of Satisfaction Scale and the demographic data. Data is analyzed by using statistical software SPSS17.0; Semi-structured interviews use the purpose of sampling methods, extracting18interviewees.Results1. For the learning motivation, the average score was (3.37±0.39), which was significant higher than the3.00midpoint. And among the scores of six dimension, the fisrt dimension was the professional advancement (3.94±0.41). There were differences in five traits, such as age, marital status and work experience,etc.2. For the learning deterrents, the average score was (2.83±0.41), which was significant lower than the3.00midpoint. And among the scores of six dimension, the time constaints was the highest (3.30±0.60). There were differences in six traits, such as gender, job title and work unit, etc.3. For the learning satisfaction, the average score was3.57±0.45, which was significant higher than the3.00midpoint. The first dimension was learning environ-ment (3.68±0.60). There were differences in six traits, such as the job title, average individual monthly income, etc.4. There correlation between learning motivation and learning satisfaction was r=0.202,P<0.01.There correlation between learning deterrents and learning satisfaction was r=-0.343,P<0.01.There correlation between learning motivation and learning deterrents was r=0.057,P>0.05.5. By regession analysis, course lack of correlation and social relationship can predict35.7%variance of learning satisfication.Conclusion1. The level of learning motivation is a little higher and the professional advancement is the highest among the six dimension.There is differences in five traits, such as age, marital status and work experience,etc.2. The level of learning deterrent is a little lower and time constraints is the highest among the six dimension. There are differences in six traits, such as gender,job title and work unit,etc.3. The level of learning satisfication is a little higher and learning environment is the highest among the four dimension. There are differences in six traits, such as the job title, average individual monthly income, etc.4. The stronger the learning motivation, the higher the learning satisfication.The bigger the learning deterrents, the lower learning satisfication.5. By regression analysis, we find that course lack of correlation can negatively predict learning satisfication and social relationship can positively predict learning satisfication.