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When Push Comes to Shove: A Comparative Concept Analysis of Motivation and Coercion in Nursing Education
Author(s) -
Miller Valerie N.
Publication year - 2015
Publication title -
nursing forum
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 36
eISSN - 1744-6198
pISSN - 0029-6473
DOI - 10.1111/nuf.12134
Subject(s) - coercion (linguistics) , autonomy , competence (human resources) , psychology , power (physics) , miller , social psychology , nursing , medicine , political science , ecology , philosophy , linguistics , physics , quantum mechanics , law , biology
Background Understanding the fine line between motivation and coercion in nursing education may offer insight into satisfaction and autonomy in young nursing students, leading to increased retention, effectiveness, and professionalism in the workplace. Purpose To compare and analyze the concepts of motivation and coercion with application to nursing academia. Methods Using the W alker and A vant method for concept analyses, definitions and defining attributes of motivation and coercion were identified, along with antecedents, consequences, and model cases for each concept. Comparison of the concepts noting comparative terms and notable differences are presented. Conclusions The comparison of the concepts of motivation and coercion reveals the stark contrast in the consequences of motivational and coercive power interactions in creating professional, satisfied, and empowered nurses. Nurse educators should seek to identify the best ways to create autonomy, competence, and relatedness in their graduates while minimizing coercive power plays which foster distance and dependence.Miller