Motivation as a determining variable in vocational guidance for the Nursing career

Abstract

Academic motivation is a determining factor in the choice and retention of a nursing career, contextualized by the global shortage of professionals and high dropout rates. This article analyzes the association between motivation, vocational guidance, and academic performance. A cross-sectional descriptive study was conducted between September and December 2024 at the Faculty of Medical Sciences of Isla de la Juventud, with 52 participants (39 students and 13 professors) selected through purposive non-probability sampling. A survey was administered to assess academic motivation, vocational training, performance, and perception of the profession. 38.5% of students and 23.1% of professors did not participate in vocational guidance activities. 71.8% of students and 69.2% of professors did not change their view of the career after these activities. The professional's social image (33.3%) and teaching quality (20.5%) were identified as key factors affecting motivation. Only 46.2% of students received basic research tools. The availability of simulators (59.0%) and the lack of literature (51.3%) were noted as critical deficiencies. Vocational guidance was found to be fragmented and insufficient to transform stereotypical perceptions. Motivation and retention in the program are influenced by social image, teaching quality, and access to educational resources. It is recommended to implement ongoing guidance strategies and improve training in research and pedagogical skills.