CHAPTER ONE
INTRODUCTION
Background to the Study
Schools, colleges and universities have no worth without students. Pitt, Powis, Jones and Hunter (2012) explains that students are most essential assets for any educational institute as the social and economic development of the country is directly linked with student academic achievement. The students’ academic achievement plays an important role in producing the best quality graduates who will become great leaders and manpower for the country, thus responsible for the country’s health indices, economy and social development. Nursing education should be taken as an important aspect of healthcare provision, by ensuring nurses with the right training and characters are produced to provide the necessary healthcare. The need for achievement motivation is significant for their academic accomplishment. College life can be stressful, it is one of the most unforgettable experiences in one’s life, and the higher the level the more difficult the lessons encountered. Over the past year, Goff (2009) reported that the academic and clinical performance of students at the nursing college has been poor. Given the growing trends in disease state in population, and at the same time, a more complex, rapidly-changing, and acutely-ill health care environment requires nursing graduates to possess higher levels of knowledge and improved clinical judgment.
Nursing is a challenging profession that tends to attract self-motivated, lifelong learners. Qalawa, Shahin, Hassan and Gaballa (2015) argue that a nurse’s education never ends, because of the need to stay in progress on health care issues and changes in medical theory and practice. Beauvais, Stewart, DeNisco and Beauvais (2013) agree that qualified prepared nurses will be needed in order to achieve this goal and Singh (2011) concludes that one of the most important factors that lead to student nurses academic accomplishments is the need for achievement motivation. Onete, Edet, Udey and Ogbor (2012) suggests that high need achievement motivated students are constantly competing with standards of excellence and that the most important single ingredient in achievement motivation is a feeling of self-directed competence, which is influence by the need for achievement, the probability of success and the incentive value of success. Nursing student’s goal according to Al-Saleh, Al-Madi, Al-Angari and Shukrie (2010) is to have good grades in all professional, major and minor subjects and do well in chosen field as reflected in the performance during duties. Passing the Nursing licensure examination could be considered as one of the motivation of the nursing student since having the title as, a Registered Nurse would pay it all, regarding the sleepless nights, time consuming and energy wasting long requirements, the ever enervating duties and expensive tuition. Nursing students with the need for achievement in clinical settings must have an appropriate professional behaviour, establish an appropriate interaction with the patients, prioritize the problems, have the basic knowledge about clinical methods, perform the care procedures correctly, and apply critical thinking.
Hendricson (2015) believes that need achievement motivation is a society related factor and has the highest relationship with, and is the most valid prediction of students’ academic performance. Hamid, Faroukh, and Mohammadhosein (2015) agreed that the desire for a high level of achievement puts a lot of pressure on students, teachers, and schools and in general the educational system itself. The proved is no more a denying fact that the whole system of education revolves round the academic achievement of students, though various other outcomes are also expected from the system. For every student there is a variable driving force, in fact, it is not just a single factor, but a combination of factors that lead students to achieve their goals (Badola, 2013). The connections between cognitive strategies, the motivational dimension and need achievement are multidirectional and complex. Qalawa, Shahin,
| Project details | Contents |
|---|---|
| Number of Pages | 124 pages |
| Chapter one | Introduction |
| Chapter two | Literature review |
| Chapter three | methodology |
| Chapter four | Data analysis |
| Chapter five | Summary,discussion & recommendations |
| Reference | Reference |
| Questionnaire | Questionnaire |
| Appendix | Appendix |
| Chapter summary | 1 to 5 chapters |
| Available document | PDF and MS-word format |
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