Motivational dynamic of Nursing students toward a structured written reflective activity: a case study

Structured reflective activities are used in nursing programs to stimulate students to take responsibility for their own learning, improve their clinical judgment, and gain confidence in their professional role. The aim of this case study was to understand students’ motivational dynamic toward a structured written reflective activity. The case in this study is a reflective activity based on a clinical situation taking place in a mental health practicum in a Bachelor of Nursing program. Semidirected interviews were conducted with students (n = 7), and documents relating to the activity were analyzed. A thematic analysis identified three themes that illustrate the motivational dynamic: Experiences and expectations shape my motivation; Program and activity factors influence my sources and manifestations of my motivation; Some strategies motivate me in the face of the complexity of reflective activity. Students’ understanding of reflective activities appears to be central to this motivational dynamic. It is important to use strategies to encourage students to understand and value reflective practice, in order to stimulate their motivation.