title: When Push Comes to Shove: A Comparative Concept Analysis of Motivation and Coercion in Nursing Education.
abstract: 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.
  
  
  OBJECTIVE
  To compare and analyze the concepts of motivation and coercion with application to nursing academia.
  
  
  METHODS
  Using the Walker and Avant 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.
authors.affiliation: Patty Hanks Shelton School of Nursing, A Consortium of Hardin-Simmons University and McMurry University, Abilene, TX.
authors.forename: Valerie N
authors.initials: VN
authors.lastname: Miller
mesh_terms: D003068:Coercion; D005181:Faculty, Nursing / Q000941:ethics / Q000523:psychology / Q000592:standards*; D006801:Humans; D009042:Motivation / Q000941:ethics*; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000523:psychology / Q000592:standards
keywords: Best practice; coercion; concept analysis; education; motivation