chap 10

• Florence Nightingale: '"Nursing is an art, and if it is to be made an art, requires as exclusive as devotion, as hard a preparation as any painter's or sculptor's work for what is it having to do with dry canvass or cold marble, compared with having to do with the living body …. the temple of God's spirit? It is one of the Fine Arts, the finest of the Fine Arts."'
• Motivation


  A process by which an individual creates an inner drive to accomplish goals or objectives. It is something within an individual such as need, idea, physiologic state, or emotions that incite him or her to action.
• Motivation


  • Involves the use of various devices such as the offering of rewards or an appeal or desire to excel
  • Refers to devices and activities that the teacher may employ to bring about increased or active learning
• Purposes of motivation


  • Arouse the desire to achieve a goal
  • Stimulate action to accomplish a particular objective
  • Cause a student to perform in a desired way
  • Arouse interest thereby making a student simply work willingly and to complete tasks
  • Use various incentives such as the offering of rewards or an appeal in order to excel
  • Stimulate an individual to follow a certain direction desired for learning
• Intrinsic motivation


  Occurs when the learner wants to learn for the sake of learning. It is based on personal motives and consists of self-generated factors that influence individuals to behave in a particular way, or to move to a particular direction.
• Extrinsic motivation


  Occurs when the learner wants to learn for reasons other than his or her own personal interest. It is based on social motives which may include rewards such as increase in pay, praise or promotion, as well as punishments such as disciplinary action, withholding pay and criticism; to please significant others directly involved with the learner; a desire to compete with peer groups; and recognition and celebration.
• Maslow's hierarchy of needs

  • Physiological needs
  • Safety needs
  • Social needs
  • Esteem needs
  • Self-actualization needs
• Physiological needs


  • Biological basic needs such as food, clothing and shelter
• Safety needs


  • Teachers and students have inherent need to survive to protect themselves from any health hazards or injury. This include having a protection plan for sickness through environmental cleanliness, sanitation, waste management, clean air, and protection from fire hazards, among others.
• Social needs


  • Teachers and learners need a sense of belongingness, love and acceptance from significant people such as family members, friends, and neighbors in the community. When social needs are met, feelings of loneliness and alienation from others are easily overcome.
• Esteem needs


  • Learners have the need for a stable, family-based, high level of self-respect and respect from others. A teacher should be careful not to hurt her student's self-esteem by being more friendly, tolerant and patient towards her students' mistakes and misbehaviors without undermining the need for discipline and good manners.
• Self-actualization needs


  • Refer to the realization of success. Maslow describes self-actualization as an individual's need to be and do that which the individual was "born to do."
• Points that teachers should address to help learners respond to their self-actualization needs


  • To be authentic, aware of their inner selves and to listen to this inner-feeling voices
  • To transcend their cultural conditioning and become world citizens
  • To discover their vocation in life, their calling, fate or destiny, particularly in finding the right career or mate
  • Teach learners that life is precious, that there is joy to be experienced, and if people are open to seeing the good side of life in all kinds of situations, it makes life worth living
  • Accept the learner as she is and help her learn her inner nature. From real knowledge of aptitudes and limitations they will know what to build upon, what potentials they really have
  • Make sure that the learner's basic needs are satisfied, such as safety, belongingness and esteem needs
  • Refresh consciousness by teaching the learner to appreciate beauty and other good things in nature and in life
  • Teach learners that self-regulation is good, and complete abandonment is bad. It takes control to improve the quality of life in all areas of living
  • Teach learners to transcend and analyze problems and attend to serious problems in life. These include the problems of injustice, of pain, suffering, and death
  • Teach learners to make good decisions by giving them opportunities to practice and experience problem solving using hypothetical situations in the clinical laboratory or in any related learning experience
• Psychosocial needs


  Arise from the learner because she is part of a social setting. Learning takes place within oneself, but enhanced when a learner is within a group of learners. These needs are not purely biological but represent the educative forces which any social setting exercises on one's physical and mental make-up.
• Psychosocial needs to motivate learners

  • Security
  • Anxiety
  • Frustration
  • Independence
  • Actualization
  • Assertion
  • Achievement
  • Recognition
  • Participation
  • Interest
  • Religious need
• Security


  A student's feeling of being safe and protected. It is a form of self-preservation and therefore always present in some form of human behavior. A student learns best if she knows that the learning environment is safe from risk factors such as fire, floods, collapsible buildings, and burglars, among others.
• Anxiety


  A feeling of concern or worry about some anticipated event which seem to involve some danger to the individual learning process such as assignments, and course requirements, among others.
• Frustration


  A student has the feeling of being blocked or hindered to achieve a goal because of some barriers of constraints in the learning process.
• Independence


  The need to achieve a status of self-sufficiency, which arises from the individuality of each person. Achieving selfhood is a strong and positive motivational force.
• Actualization


  The fulfillment of one's personality potential. It is an important motivational force for man to aspire the best things in life for her and others to recognize their capabilities and self-worth.
• Assertion


  The overt manifestation of one's personality speak for oneself, her ideas, opinions, and feelings in a respectful manner without creating enemies. Assertion also arises from the basic need to display one's personality to oneself and others.
• Achievement


  The need to attain some worthwhile goals, the degree of which varies from one person to another. Often, this need is described in terms of levels of aspiration, which are determined largely by an individual's self-concept, her assessment of her own abilities, the amount of effort she is willing to exert in trying to achieve a particular goal and her previous success or failure in similar or related tasks.
• Recognition


  Acknowledgement of one's achievement in some activity by others. Ryan (2007) posits that recognition pleases an individual which inspires her to accomplish tasks that benefit herself and others for a common good. The best example is Florence Nightingale who recognized as the Mother of Modern Nursing.
• Participation


  Sharing experiences and activities with others. Since man is a social being, she has an inner need to be accepted as a member of the group.
• Interest


  A conscious awareness of an inner desire for some object which has concern or importance to a person. Interests involve personal identification with the object, while attitudes do not. Interests may be instinctual or acquired, but attitudes are only acquired.
• Religious need


  The individual's inner requirement for God. Some scholars have long recognized this need as one of man's most important needs. Modern psychologists like Jung, also have testified to the crucial motivational role of man's religious needs.
• Incentives


  The use of praise, reproof, competition, knowledge of results, quizzes, grades, among others, to initiate and sustain motivation. The effect of these incentives on students is relative and vary widely according to the needs of the individual learner and goal of learners, in general. However, caution is needed in their use for they may become ends in themselves.
• Praise and reproof


  Everyone, regardless of an individual's demographic profile, psychologically craves for recognition or approval from others which may encourage or discourage the individual to pursue higher tasks.
• Interests


  Directed toward a class of objects
• Attitudes


  Oriented toward some specific objects
• Interests


  May be instinctual or acquired
• Attitudes


  Only acquired
• Religious need


  The individual's inner requirement for God
• Some scholars have long recognized this need as one of man's most important needs
• Modern psychologists like Jung, also have testified to the crucial motivational role of man's religious needs
• Other psychologists denied its existence and substitute ideals in its place
• Incentive


  The use of praise, reproof, competition, knowledge of results, quizzes, grades, among others, to initiate and sustain motivation
• The effect of these incentives on students is relative and vary widely according to the needs of the individual learner and goal of learners, in general
• Caution is needed in their use for they may become ends in themselves
• Praise and Reproof


  Everyone, regardless of an individual's demographic profile, psychologically craves for recognition or approval from others which may encourage or discourage the individual to pursue higher tasks