| Abstract [eng] |
Karolina Gumuliauske. Nurses' motivation to achieve advanced practice nursing competencies. Supervisor - Natalja Istomina, consultant - junior assistant. Viktorija Kielė. Introduction. Motivation becomes a key factor in the pursuit of advanced practice nursing com-petencies. This not only encourages nurses to acquire higher-level practical skills but also influences their attitudes and approach to the whole health care process. Fostering motivation to achieve IPS competencies is not only individually beneficial but also essential for improving and efficiencies in the healthcare system. This study aimed to assess nurses' motivation to achieve advanced practice nursing competen-cies. To achieve this, three objectives were set: 1) to assess the level of competence of nurses study-ing in the IPS Master's programme; 2) to investigate the dominant competencies of IPS students be-fore obtaining the IPS qualification. 3) To compare the competencies of IPS students at the beginning and the end of their studies. 4) To identify the motivational factors of IPS students in achieving IPS competence. Methods and materials. The methods used were literature analysis, cohort study and qualitative research (semi-structured interviews). To assess the competences, a two-stage questionnaire survey was conducted in the first and second years of study, using the methods of electronic surveys and sta-tistical data processing. The cohort study used Meretoja's (2004) Nurse Comepetence Scale. To as-sess motivation, a cohort study was conducted in March-April 2024 in the form of a semi-structured interview with 9 nurses studying IPS according to a questionnaire developed by the author. MS Excel 2010 and IBM SPSS 23.0 software were used to process the results. Results. At the beginning of the study, when the nurses rated the competences according to the visual analogue scale, the highest scores were given to the competences in the work role (83,16) and support role groups (83,64), and by the end of the study all competences had improved statistically significantly. In the first year of the study, the competences of therapeutic interventions (80,09) and teaching-instruction (81,39) were the lowest, while the competences of support role (83,64) were highest. In the second year, all competences were rated higher. The results of the qualitative study re-vealed that the subjects valued the IPS competences for their sa-variousness, career opportunities, higher salary, prestige and job satisfaction. However, the similarity between IPS and BPS competenc-es reduces the motivation to pursue higher qualifications. Conclusions. Nurses who started the Master of Advanced Practice Nursing (MPN) had the high-est scores for work and support role competencies. In the second year, all competences were rated as la-very good, especially quality assurance and work role. IPS students for whom the studies have met expectations have a higher level of competences and higher motivation. Motivation is increased by higher salaries, autonomy, responsibility, better working conditions, prestige, recognition, the possi-bility of combining study and work, professional development and career opportunities. Recommendations: It is recommended that nurses continuously improve their professional nurs-ing competence after their studies. The higher education institution where the subjects are studying should maintain the existing arrangements for distance lectures. Employers should allow student nurses to work more flexibly. |
