How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

Sharon L. N. M. Tjin A Tsoi, Anthonius de Boer, Gerda Croiset, Andries S. Koster, Stéphanie van der Burgt, Rashmi A. Kusurkar

Research output: Contribution to journalArticleAcademicpeer-review

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.
Original languageEnglish
Pages (from-to)549-566
JournalAdvances in Health Sciences Education
Volume23
Issue number3
DOIs
Publication statusPublished - 2018

Cite this

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title = "How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model",
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.",
author = "{Tjin A Tsoi}, {Sharon L. N. M.} and {de Boer}, Anthonius and Gerda Croiset and Koster, {Andries S.} and {van der Burgt}, St{\'e}phanie and Kusurkar, {Rashmi A.}",
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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.

In: Advances in Health Sciences Education, Vol. 23, No. 3, 2018, p. 549-566.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Tjin A Tsoi, Sharon L. N. M.

AU - de Boer, Anthonius

AU - Croiset, Gerda

AU - Koster, Andries S.

AU - van der Burgt, Stéphanie

AU - Kusurkar, Rashmi A.

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