Magister Public Health - MPH / Background: Low motivation, defined as an individual's lack of willingness to maintain and exerteffort to attain organizational goals, is a problem in Ethiopia. Its consequences are poor quality of health care or performance, lack of retention and inequity. This study explored influences on nurse motivation in Butajira Zonal Hospital (BZH), and specifically investigated the influences of financial and non-financial incentives on nurses' motivation at work. Methods: A qualitative methodology, consisting of both in-depth interview and focus group discussion (FGDs) data collection methods was adopted. The study population was all nurses working at BZH with more than two years of experience, from which a sample of fifteen nurses(representing a balance of age, gender and category) was purposefully selected. Following informed consent, these fifteen nurses were interviewed by the investigator, and were followed in a second stage by three focus group discussions; with six participants each (total eighteen). Both the interviews and the discussions were conducted mostly in Amharic and tape recorded, transcribed and translated by the researcher. The data was analysed using thematic analysis. After reading, transcriptions were coded in informants' own words and phrases. These were examined, categorised and consistent themes identified and then coded with keywords to represent the content,which were considered to constitute the 'emerging themes'. Findings: In both the FGDs and interviews, a number of key themes were identified relating to both nurses' self-reported motivation and the factors influencing this at BZH. Altruism and professional pride ('love of the profession') as a source of intrinsic motivation emerged as a key theme, counterbalanced by a perception of nursing as having significant job risks (e.g. contracting infections from patients). With respect to financial incentives, salaries too low to meet living costs, unfair taxation on overtime payments, and the absence of a salary grading system for nurses was all raised as negative influences on motivation. While team spirit and solidarity amongst nurses was a positive feature of the work environment, relationships between doctors and nurses were described as poor, aggravated by large salary differentials, and perceived indifference of management to nurses. Other non-financial incentives– training, recognition systems, supervision and workplace conditions– had mixed influences on motivation at BZH. Finally, personal factors, such as age, gender and origin or married in the region,influenced reported motivation. Conclusions and Recommendations: The Ethiopian health system has paid great attention to increasing numbers, expanding training of, and creating specializations for, nurses. However, less attention has been given to their working conditions and the appropriate package of financial and non-financial incentives that will sustain performance and retention. These need to be addressed at the hospital itself, at higher levels of the system and at a broader policy level. Managing motivation requires keeping a broad perspective and innovative approaches that address the range of influences identified in the study. Solutions should be context based and sensitive to influences beyond the commonly understood sources of motivation.

O engajamento dos discentes é um dos assuntos em voga na Educação hoje em dia. Observa-se que os novos alunos possuem uma forma diferente de encarar o processo de aprendizagem, uma vez que o modelo tradicional ainda impõe ao aluno o papel passivo em sala de aula. Nessa perspectiva, o uso da gamification surge como uma proposta de estratégia capaz de auxiliar os professores a atrair os seus alunos, uma vez que a estrutura do gamification possui potencial de engajamento. Seu formato é adequado aos anseios atuais, principalmente quando o assunto é aprendizagem em uma época em que os professores disputam a atenção dos alunos com a tecnologia. Assim, esta pesquisa descreve quais as preferências e os determinantes do engajamento de discentes de Ciências Contábeis em relação aos elementos da gamification. São apresentados os fatores determinantes do engajamento de discentes em relação à aceitação de elementos de gamification. Utiliza-se uma abordagem quanti-qualitativa e descritiva como método para coleta dos dados da pesquisa. O campo de pesquisa explorado foi o curso de Ciências Contábeis da UFRGS, no qual participaram 355 alunos de todo curso (43%). A pesquisa revela que os alunos de graduação são experientes com jogos (quase 95% utilizam jogos digitais) e que eles se envolvem com frequência nessa atividade (54,4% frequência pelo menos mensal). Os resultados permitiram identificar que a percepção dos alunos sobre gamification é positiva: 36,62% disseram que se sentem confortável com a ideia. Além desses, 27% demonstraram animação com essa proposta. Os estudantes indicaram serem favoráveis a um sistema com elementos de gamification no ensino, considerando os seguintes elementos: Pontos, Progressão, Equipes, Medalhas, Perfil e Ajudas. Por fim, esta pesquisa contribui na identificação dos fatores determinantes do engajamento dos discentes em relação à aceitação de elementos de gamification (seção 4.5). Acrescenta ainda informações sobre o relacionamento dos discentes com os jogos, tornando possível encontrar uma linha orientadora que possa auxiliar professores a aplicar com sucesso atividades com gamification. / Engagement of learners is one of the most important topics in Education nowadays. It is observed that the new students have a different way of looking at the learning process, since the traditional model still imposes on the student the passive role in the classroom. In this perspective, the use of gamification appears as a strategy proposal capable of helping teachers to attract their students, since the structure of gamification has potential for engagement. Its format is well suited to current yearnings, especially when it comes to learning in a time when teachers challenge students' attention to technology. Thus, this research describes the preferences and determinants of accounting student engagement in relation to the elements of gamification. The determinants of student engagement in relation to the acceptance of gamification elements are presented. A quantitative-qualitative and descriptive approach is used as a method for collecting research data. The field of research explored was the Accounting Sciences course of UFRGS, in which 355 students from all over the course participated (43%). Research shows that undergraduates are experienced with games (almost 95% use digital games) and that they engage frequently in this activity (54.4% at least monthly frequency). The results allowed to identify that the students' perception about gamification is positive: 36.62% said they feel comfortable with the idea. In addition, 27% demonstrated animation with this proposal. The students indicated that they favor a system with elements of gamification in teaching, considering the following elements: Points, Progression, Teams, Medals, Profile and Helps. Finally, this research contributes to the identification of the determinants of students' engagement in relation to the acceptance of gamification elements (section 4.5). It also adds information about the students' relationship with the games, making it possible to find a guideline that can help teachers to successfully apply gamification activities.