The topic of what motivates mental health nurses to care for patients has become a pertinent area of research in recent years. With an estimated 10% of the world’s population suffering from some form of mental health disorder, it is critical that healthcare practitioners are sufficiently motivated to provide adequate care for those affected (WHO). In light of this, there has been increasing focus on understanding why certain individuals may be more inclined to pursue a career in mental health nursing and what factors motivate them once they do. A phenomenological study is an ideal approach to explore answers to these questions as it allows us the opportunity to “gain access into the lived experience” of the participants and gain insight into their personal motivations (Rice & Ezzy 2016: p.110). The purpose statement for this qualitative inquiry should thus be phrased as follows: ‘To uncover and explore the motivating factors behind mental health nurses’ decision-making when caring for clients with psychological issues’.
The research question that seeks to fulfill this aim should take an open-ended format so as not limit responses or impose assumptions on participants. An example PEO based question could read as follows: What motivates mental health nurses when making decisions about how best to care for patients with psychological issues? This will allow room for further exploration during interviews around areas such as internal/external sources of motivation, conflict resolution techniques employed by nurses etc., thus permitting researchers a greater depth in which analyze data garnered from interviews . Furthermore using PEO method , researchers can also uncover additional themes related problem posed by examining individual experiences before synthesizing them collectively draw meaningful conclusions .
In conclusion , using phenomenology study looking into motivating factors behind decision making processes employed by mental health nurses helps create better picture understanding how individuals functioning within this profession operate gaining insights into how best support identify their needs going forward even addressing any potential changes necessary ensure successful outcomes both staff members patients alike.
The hypothetical idea of chance taking includes a few parts of vagueness and surprise. At its generally broad, risk taking alludes to the ability to be unsafe in exceptional conditions. Many creators certainly stand out enough to be noticed to the course of chance taking as opposed to its ramifications. Allies of such view stress that the most common way of facing challenges begins by having a variety of activities to pick to settle an errand (Beebe, 1983). Bem (as refered to in Beebe, 1983) distinguishes the meaning of decisions and further considers risk taking a course of consistent selection of activities which can lead the student to a “more regrettable position” (in the same place). From one perspective, it tends to be contended that Bem’s negative perspective on language risk taking doesn’t recognize the helpfulness or effectiveness of being bold in the study hall. Bem doesn’t represent risk taking as a potential positive specialist in the scholarly situation, however he expresses a necessary piece of the gamble taking cycle: selection of game-plans. Certainly, a daring person needs to choose what is viewed as the most ideal decision right now of pursuing a choice. In this way, risk taking incorporates vulnerability of the result as well as of the activity or strategy chose to achieve an oral undertaking.
Different examinations on individual contrasts and second language procurement have zeroed in on the results of hazard taking as opposed to on the cycle as to understudy achievement in talking errands. Kahneman, Slovic and Tversky for instance, propose that facing challenges can have an in a general sense unfortunate result since the student may be engaged with a misfortune or rout circumstance (as refered to in Gass and Selinker, 2008). Thusly, the idea of chance taking will in general be connected with a horrible condition that might forestall oral correspondence in a subsequent language. As per Dewaele and Furnham (1999) likewise conceivable daring people give exactness for speed in discourse creation, which could lead the student to deliver poor phonetic result. At the very least, elevated degrees of chance taking impact different regions, e.g., confidence, readiness to impart and certainty, which might set the student in a weak position. At the end of the day, the more dangers a student pursues the more open doors he must be genuinely obliged.
Wen and Clément (2003) additionally depict the idea of vulnerability in risk taking with regards to results. Nonetheless, their remarks on risk taking are all the more socially-situated as in the two creators emphasize shame and companion embarrassment as potential aftereffects of the gamble practice. Also to earlier meanings of hazard taking, Wen and Clément’s (2003) perceptions on gambles are noteworthy; in spite of the fact that, their work predominantly presents the negative side of this variable. What is wonderful about their definition is the link of a cognizant oblivious continuum of chance taking ways of behaving. Albeit the relationship among cognizance and obviousness can be a rich wellspring of examination for the writing on risk taking, the writers make brief traces of it; this shows one of the essential shortcomings of their article named Eagerness to Convey in ESL.
Lee and Ng (2010) notice that in the field of second language learning, scholastic gamble taki
