Nasrin Hanifi - PhD. Dept. of Nursing, Assistant Professor, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
Marjan Delkhosh - PhD student, Dept. of Community Health Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
Sorour Parvizy - PhD, Dept. of Pediatric Nursing, Professor, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran

Background: Motivation is an abstract, construct and concept regarded important issue in nursing education. The clinical setting complicates the concept of motivation in the clinical education of nursing students. Objectives: The present study aimed to evaluate the concept of motivation in the clinical education of nursing students. Methods: The hybrid model by Rogers was used to develop the concept of motivation. In the theoretical phase, ۱۰۵ articles were obtained, and ۵۹ articles were selected after accurate assessments. In the fieldwork phase, in-depth, semi-structured, face-to-face interviews were conducted with ۱۴ nursing students and instructors, and the interview data were analyzed. In the final analysis stage, the results of the theoretical and fieldwork phases were integrated and assessed. Results: In the theoretical phase, a definition of motivation was provided based on previous studies. The determined categories based on the interviews in the fieldwork stage included chr('۳۹')spiritual satisfactionchr('۳۹'), chr('۳۹')attitude of the society toward the nursing professionchr('۳۹'), chr('۳۹')appropriate educational environmentschr('۳۹'), chr('۳۹')professional knowledgechr('۳۹'), chr('۳۹')capabilities in clinical practicechr('۳۹'), chr('۳۹')independencechr('۳۹'), chr('۳۹')communicationschr('۳۹'), chr('۳۹')valueschr('۳۹'), chr('۳۹')Dignity and respectchr('۳۹'), chr('۳۹')role modelschr('۳۹'), and chr('۳۹')working conditions of nurseschr('۳۹'). In the final analysis stage, the results demonstrated that some of the antecedents and consequences of the theoretical phase overlapped with the fieldwork stage, and some were exclusively related to the field of nursing. Conclusion: According to the results, in addition to interacting with individual psychological conditions, the concept of motivation is correlated with the spiritual beliefs of nursing students, clinical education environment, and professional conditions. Depending on the circumstances, motivation for clinical education in nursing students is within a dynamical range with occasional surges and declines.

motivation, clinical education, concept analysis, hybrid method, nursing