TƯƠNG QUAN GIỮA ĐỘNG LỰC HỌC TẬP VÀ SỰ TỰ TIN TRONG THỰC HÀNH KỸ NĂNG LÂM SÀNG Ở SINH VIÊN ĐIỀU DƯỠNG TRƯỜNG ĐẠI HỌC Y DƯỢC CẦN THƠ

Abstract

Background: Learning motivation and self-efficacy in clinical skills are key factors that directly influence the educational outcomes and professional competence of nursing students. Objective: To determine the correlation between learning motivation and self-efficacy in clinical skill practice among nursing students at Can Tho University of Medicine and Pharmacy. Materials and methods: A cross-sectional descriptive study was conducted among 139 nursing students from the 2nd to 4th year who had completed at least one clinical practice course. Results: The mean score of learning motivation was 5.56±0.65 out of 7, with 67,6% of students demonstrating good motivation. The mean self-efficacy score was 7.46 ± 1.1 out of 10, with 70.5% of students reporting moderate confidence and 29.5% high confidence. A statistically significant positive correlation was found between intrinsic motivation factors (the pursuit of knowledge, sense of accomplishment, stimulating experiences, and expression of self-worth) and self-efficacy in clinical practice (p<0.05). Conversely, no significant correlations were observed between clinical self-efficacy and other motivation types (pressure/punishment, reward/negative consequences, amotivation, or general motivation). Conclusion: Nursing students exhibited moderate to high levels of learning motivation and self-efficacy. Enhancing intrinsic learning motivation may contribute to greater confidence and improved clinical practice performance.