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How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model.
Tjin A Tsoi, Sharon L N M; de Boer, Anthonius; Croiset, Gerda; Koster, Andries S; van der Burgt, Stéphanie; Kusurkar, Rashmi A.
Afiliação
  • Tjin A Tsoi SLNM; Netherlands Centre for Post-Academic Education in Pharmacy, Bilthoven, The Netherlands. s.schouten@paofarmacie.nl.
  • de Boer A; Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands. s.schouten@paofarmacie.nl.
  • Croiset G; Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands.
  • Koster AS; VUmc School of Medical Sciences, VU University, Amsterdam, The Netherlands.
  • van der Burgt S; LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands.
  • Kusurkar RA; Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands.
Adv Health Sci Educ Theory Pract ; 23(3): 549-566, 2018 Aug.
Article em En | MEDLINE | ID: mdl-29388088
ABSTRACT
Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (- 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals.
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Texto completo: 1 Bases de dados: MEDLINE Assunto principal: Farmacêuticos / Autonomia Pessoal / Educação Continuada em Farmácia / Aprendizagem / Motivação Tipo de estudo: Prognostic_studies / Qualitative_research Limite: Female / Humans / Male País/Região como assunto: Europa Idioma: En Revista: Adv Health Sci Educ Theory Pract Assunto da revista: EDUCACAO / SAUDE PUBLICA Ano de publicação: 2018 Tipo de documento: Article País de afiliação: Holanda

Texto completo: 1 Bases de dados: MEDLINE Assunto principal: Farmacêuticos / Autonomia Pessoal / Educação Continuada em Farmácia / Aprendizagem / Motivação Tipo de estudo: Prognostic_studies / Qualitative_research Limite: Female / Humans / Male País/Região como assunto: Europa Idioma: En Revista: Adv Health Sci Educ Theory Pract Assunto da revista: EDUCACAO / SAUDE PUBLICA Ano de publicação: 2018 Tipo de documento: Article País de afiliação: Holanda