Professional Experience Placement

Ryan and Deci (2000) revisited classic definitions of intrinsic and extrinsic motivation with contemporary research and theory in mind. They discussed the different kinds of motivation in relation to level and orientation of the motivation. They describe the different kinds of motivation known as intrinsic, based on doing something because it is inherently interesting or enjoyable and extrinsic motivation (undertaken for other reasons) because it leads  a separate outcome and they assert there are variety forms which represents proactive choices.

Intrinsic motivation has emerged as important for educators as it can be engendered or undermined. Educators cannot rely on intrinsic motivation to foster learning. They need to know how to promote extrinsic motivation in a way that engages willing action from students. The authors discuss the environmental factors that facilitate or undermine intrinsic motivation. Ryan and Deci (2000) discuss the development of theories, including self-determination theory,  that impact on feelings of competence during action when interpersonal events and structures such as rewards, communication and feedback are present. Moreover, the authors stated that feelings of competence will not enhance intrinsic motivation unless it perceived to be self-determined. Ongoing competence and autonomy can come from individuals inner resources. Extrinsic motivation contrasts with intrinsic motivation in that activity is completed for reasons other than enjoyment.

There is a continuum from amotivation or unwillingness, to passive compliance or active personal commitment. A more autonomous form of extrinsic motivation is regulation through identification. Here  the person has identified with the importance of regulation and accepts it as their own. Self regulation and autonomy can occur when internalisation is successfully facilitated.

There are implications of this theory for clinical supervision. Nursing students during clinical experience are exposed to external factors that impact on their own intrinsic and extrinsic motivations. Clinical supervisors can harness and nurture these motivations to facilitate and guide further development of these attributes. Strengthening intrinsic and engaging extrinsic motivations of students  can assist them to progress toward self-regulation that may a have positive impact on the development of professional identity as a nurse. By completion of their undergraduate degree students can create an identity of themselves that assists with transitioning to competent health professional.

Reference

Ryan, R.M and Deci, E.L. 2000. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary educational psychology, 25, 54-67.

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