Keywords
academic motivation
midwifery students
satisfaction with studies
sense of purpose in life
stress
midwifery education
How to Cite
Abstract
Introduction: Motivation, educational satisfaction, and psychosocial resources of midwifery students may be significant for their engagement in the educational process and preparation for their future professional practice. Aim: The study aimed to assess motivation for choosing the field of study and learning, educational satisfaction, career plans, subjective preparation for working under high-stress conditions, and the presence and search for meaning in life among midwifery students. Material and methods: A quantitative cross-sectional study was conducted using the CAWI technique. The study included 140 undergraduate and postgraduate midwifery students. An original survey questionnaire, a modified version of the Learning Motivation Questionnaire, and the Polish version of the Meaning in Life Questionnaire (MLQ) were used. Descriptive statistics and the Friedman test were applied in the analysis. Results: The highest-rated motives for choosing the field of study were the desire to help others (M = 4.61; 93.6% of positive responses) and the belief in the great social significance of the midwife profession (M = 4.50; 90.0%). Satisfaction with the choice of the field of study was declared by 84.0% of the respondents. The highest-rated motive for learning was its usefulness in achieving professional plans (M = 4.59; SD = 0.80). The average score in the Search for Meaning in Life subscale was 26.87 (SD = 4.21), while in the Presence of Meaning in Life subscale, it was 24.05 (SD = 4.88). The lowest-rated element of the educational process was preparation for working under high-stress conditions (M = 3.20; SD = 1.28). Conclusions: Midwifery students were characterized by high declared professional motivation and a high level of satisfaction with their choice of the field of study. The lowest-rated area of education was preparation for working under high-stress conditions. The results indicate the validity of further research into the needs of students in this regard and the effectiveness of educational interventions supporting coping with the emotional burden of clinical practice.
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