Students’ Voices: A Qualitative Study on Self-talk and Motivation to Complete Nursing School

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Date
2022-05-06
Keywords
Nursing student persistence, self-talk, self-efficacy, motivation, self-determination
Authors
Fagan, Julie
Description
STUDENTS’ VOICES: A QUALITATIVE STUDY ON SELF-TALK AN ABSTRACT FOR THE DISSERTATION OF Julie M. Fagan for the degree of Doctor of Education in Leadership, Learning and Community presented on March 24, 2022. Title: Students’ Voices: A Qualitative Study on Self-talk and Motivation to Complete Nursing School Abstract approved: Suzanne Gaulocher, Dissertation Committee Chair The purpose of this qualitative study was to examine the self-talk of recently graduated nursing students and identify themes related to their self-motivated persistence. Twenty six participants from three cohorts who graduated from a small public university in New England completed narrative responses to an open-ended prompt. Using a grounded theory approach, hand-coding and software analysis of the narratives yielded eight themes of participants’ self-talk consistent with constructs of Tinto’s model of student persistence and research on student retention, motivation, self-efficacy, and self determination. The study addresses a gap in the literature, specifically nursing students’ voices related to motivation and persistence. The findings confirm that nursing students use self-talk and offer new data on how self-talk motivates them to persist. Knowing what nursing students tell themselves to overcome adversities they face, and how self talk relates to concepts of motivation, self-efficacy, self-determination, and persistence, may help faculty effectively support more students toward graduation and practice.
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