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Abstract: (4 Views)
Introduction: This systematic review aimed to synthesize the existing evidence on the relationship between achievement motivation and entrepreneurial talent among nursing students in Iranian medical universities.
Methods: A systematic search was conducted according to the PRISMA guideline in PubMed, Scopus, Web of Science, SID, MagIran, and IranMedex from 2015 to 2025. Keywords related to “achievement motivation,” “entrepreneurship,” “nursing students,” and “Iran” were combined using Boolean operators. Inclusion and exclusion criteria were determined based on the PEO framework. After removing duplicates and screening, eight studies were included. Study quality was assessed using JBI checklists and AMSTAR-2, and findings were synthesized narratively.
Results: From 3811 retrieved articles, eight studies (including descriptive-cross sectional, quasi-experimental, and review studies) involving more than 600 nursing students were entered into the analysis. Achievement motivation was high in 74-93% of students and showed significant positive correlations with clinical experience (r=0.39, P<0.01) and GPA (r=0.52, P<0.01). However, entrepreneurial talent was low in approximately 70% of the students. The main barriers included lack of business knowledge (priority 0.154), physicians’ influence on decision-making (0.150), and limited initial capital (0.130). Educational interventions significantly improved intention and perceived behavioral control (P<0.005) but had limited effect on attitudes. Additionally, 50 indicators across six domains were identified for entrepreneurship development.
Conclusion: Despite high achievement motivation, entrepreneurial talent among nursing students remains weak due to structural barriers and educational limitations. Enriching curricula with active learning methods such as problem-based learning (PBL), strengthening mentorship, and implementing supportive policies can help bridge this gap. Future longitudinal studies are recommended to evaluate the long-term effectiveness of these interventions.
Methods: A systematic search was conducted according to the PRISMA guideline in PubMed, Scopus, Web of Science, SID, MagIran, and IranMedex from 2015 to 2025. Keywords related to “achievement motivation,” “entrepreneurship,” “nursing students,” and “Iran” were combined using Boolean operators. Inclusion and exclusion criteria were determined based on the PEO framework. After removing duplicates and screening, eight studies were included. Study quality was assessed using JBI checklists and AMSTAR-2, and findings were synthesized narratively.
Results: From 3811 retrieved articles, eight studies (including descriptive-cross sectional, quasi-experimental, and review studies) involving more than 600 nursing students were entered into the analysis. Achievement motivation was high in 74-93% of students and showed significant positive correlations with clinical experience (r=0.39, P<0.01) and GPA (r=0.52, P<0.01). However, entrepreneurial talent was low in approximately 70% of the students. The main barriers included lack of business knowledge (priority 0.154), physicians’ influence on decision-making (0.150), and limited initial capital (0.130). Educational interventions significantly improved intention and perceived behavioral control (P<0.005) but had limited effect on attitudes. Additionally, 50 indicators across six domains were identified for entrepreneurship development.
Conclusion: Despite high achievement motivation, entrepreneurial talent among nursing students remains weak due to structural barriers and educational limitations. Enriching curricula with active learning methods such as problem-based learning (PBL), strengthening mentorship, and implementing supportive policies can help bridge this gap. Future longitudinal studies are recommended to evaluate the long-term effectiveness of these interventions.
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