Motivation to learn 2 contained outcomes related to 1) gaining feelings of
accomplishment, 2) improving self-confidence, 3) gaining greater job autonomy, and 4)
improving job competence. Initial formal nursing education (negatively correlated),
reason for attending the CPE program, previous CPE learning, previous CPE evaluation,
job utility, career utility, and peer support all showed significant relationships to
motivation to learn 2 in the path analyses. In assessing for interactive effects of these
variables (model testing), previous CPE evaluation, career utility, initial formal nursing education (negatively correlated), highest formal nursing education, and the degree of
advancement in formal nursing education (negatively correlated) were the variables
identified as significant in a hierarchical model for motivation to learn 2 (internal
factors).
Motivation to learn 2 contained outcomes related to 1) gaining feelings ofaccomplishment, 2) improving self-confidence, 3) gaining greater job autonomy, and 4)improving job competence. Initial formal nursing education (negatively correlated),reason for attending the CPE program, previous CPE learning, previous CPE evaluation,job utility, career utility, and peer support all showed significant relationships tomotivation to learn 2 in the path analyses. In assessing for interactive effects of thesevariables (model testing), previous CPE evaluation, career utility, initial formal nursing education (negatively correlated), highest formal nursing education, and the degree ofadvancement in formal nursing education (negatively correlated) were the variablesidentified as significant in a hierarchical model for motivation to learn 2 (internalfactors).
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