G-2457

The Status of Clinical Education and its Relationship with Motivation for Academic Program Selection among Nursing Students at Qazvin University of Medical Sciences in 2025

 Haniyeh Shadin ¹ ℗, Mohammadreza Asadi ¹, Maryam Momeni ², Mojtaba Senmar ² ©   

 
Abstract

3. Introduction: Clinical education is the cornerstone of nursing education. The quality of nursing care is contingent upon the effective clinical training of students. Furthermore, students' motivation for selecting this field of study can significantly influence their professional trajectory. Therefore, this study was designed to determine the status of clinical education and its relationship with the motivation for choosing a major among nursing students. 4. Methods and Materials: This descriptive-cross-sectional study was conducted in 2025 on 174 nursing students at Qazvin University of Medical Sciences, located in northwest Iran. Participants were selected using a convenience sampling method. Key inclusion criteria were being enrolled in semesters 4 to 8 at Qazvin University of Medical Sciences and willingness to participate in the research. Data collection tools included a demographic information checklist, the Clinical Education Status Questionnaire, and the Motivation for Choosing a Major Questionnaire for nursing students. Data were analyzed using SPSS version 26 with descriptive statistics, Kolmogorov-Smirnov test, t-test, ANOVA, Pearson correlation, and linear regression. 5. Results: The mean age of the 174 participating students was 22.90±2.33 years, and the majority were female (54%). The findings indicated that the status of clinical education was moderate, with a mean score of 100.68±8.11, and the motivation for choosing a major was also moderate, with a mean score of 39.85±8.11. Among the domains of the Clinical Education Status Questionnaire, the instructor performance domain achieved the highest standardized score (59.56 out of 100). The results of the independent t-test showed that students residing in dormitories had significantly higher levels of clinical education and motivation for choosing a major compared to other students (P0.05). Pearson correlation results revealed a significant positive correlation between the status of clinical education and the motivation for choosing a major (r=0.261,P0.001). Linear regression analysis also demonstrated that, on average, for each unit increase in students' motivation for choosing a major, their clinical education status increased by 0.581 units (P=0.003). Furthermore, this test indicated that the regression coefficient for motivation for choosing a major was positively and significantly different for dormitory students compared to other students (P=0.024). 6. Conclusion and Discussion: The results of this study demonstrated a direct relationship between a more favorable status of clinical education and the motivation for choosing a major. Additionally, the study revealed that the overall status of these two variables was moderate. It is recommended that future research be designed to identify factors influencing clinical education to enhance it among nursing students through the implementation of educational programs and revisions to the curriculum structure

Keywords: Nursing Students, Clinical Education, Motivation, Motivation for Academic Program Selection,