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Master of Public Health - MPH / Men comprise about 10% of the nursing population globally and approximately 15% of the nursing workforce according to the South African Nursing Council. There has been an increase noted in the number of males entering the nursing profession. However, it is reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female dominated profession, a university in the Western Cape reported an increased enrolment of males in the nursing programme. However, little is known about what motivates them to enter this female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student nursing population at his school of nursing. The objectives were to identify factors motivating male students to choose nursing as a profession; identify the perceived challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in 2018. Stratified sampling was used to select male students for participation in the cross- sectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn (2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate descriptive and inferential statistics. Spearman’s correlations to calculate the strength of the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84% (120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The spread across the different year levels from 1st to 4th year of the B. Nursing programme are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had no previous nursing experience before commencing the nursing programme but 53% (76) were studying. The majority, 95% (137) were single and 79% (114) indicating no dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse (38%, n=54) were identified respectively as the most and least important intrinsic factor for entering the nursing profession. The highest rated extrinsic factors for choosing nursing ranging from 92% -76% included having a stable career; variety of career paths; travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceivedchallenges, the majority of male students indicated that media portrayed nursing as a female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female patients were reluctant to receive care from male nurses, and 78% (112) perceive that female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was found between intrinsic motivation and the age of those respondents who considered nursing as a profession (p = 0.000). There was a significant association between extrinsic motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.

While gamification has been extensively studied in specific fields, such as education and health, its application in other domains remains understudied. This thesis explores how battle passes, a common gamification system found in video games, are implemented and examines their potential challenges and limitations within and beyond video games. The study adopted a mixed-methods research approach, gathering qualitative and quantitative data through a survey designed to inquire battle pass users about how they use and are affected by the battle pass systems in Apex Legends, Destiny 2, Fortnite, Overwatch 2 and Valorant. The results indicate that gamers generally prefer completing the battle pass through passive generation of XP by playing the game. Challenges are still considered a fun addition to the battle pass system, although with varying levels of enjoyment. Gamers are motivated to complete even unenjoyable challenges to earn higher rewards, both highlighting the power of extrinsic motivators and the risks of implementing battle passes. It is important that companies implement battle passes responsibly, as these systems can be manipulative and exploitative. For example, entities implementing battle passes should consider that battle passes can cause exhaustion in users, and participation should as a consequence be optional. While the intentions of companies cannot be controlled, informing battle pass users about the potential negative impacts of battle passes can help them to protect themselves from exploitation. Overall, this study offers a foundation for future investigation into the effectiveness of gamification and battle passes.

Motivation på arbetet kan härledas till individens upplevelse och tillfredsställande av sin autonomi, kompetens och samhörighet. Tillfredsställda behov har en positiv inverkan på individens välmående, prestation och attityd mot organisationen. Dessa  behov främjas av intresse för sitt arbete, upplevd sakkunnighet och gemenskap. Studiens syfte var att undersöka hur upplevelsen av de grundläggande behoven (autonomi, kompetens och samhörighet) inom självbestämmandeteorin påverkar motivationen hos anställda i Försvarsmakten. I en kvalitativ studie med nio semistrukturerade intervjuer med heltidsanställda inom Försvarsmakten har jag som författare undersökt detta. Resultatet summerat genom en tematisk analys visar att anställda upplever sig motiverade genom ett varierande arbete med ansvar. Ett arbete som bidrar till att utveckla sin egen och andras sakkunnighet i ett öppet och stödjande arbetsklimat med god återkoppling. Sammanfattningsvis bidrar de till en positiv inverkan på arbetsmotivationen inom Försvarsmakten och tillfredsställer behoven autonomi, kompetens och samhörighet.

This qualitative study investigates how and why students pay attention and engage in a German Level One class in a public high school in Utah. Data were collected from surveys, classroom observations, video/audio recordings, and interviews. Findings indicate that three major factors influenced student engagement during this study-type of motivation (extrinsic or intrinsic), type of learning activity (individual, partner, or class), and the mode of activity (technology, paper, or speaking). Additional findings offer support for the idea that metacognition may enhance language learning.

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Our thesis revolves around how intrinsically motivational incentives can be created by using gameplay elements and features instead of creating motivation with extrinsically mediated rewards. We find problems with achievement systems being too focused on rewarding players extrinsically instead of adding to the increase in motivation along with the gameplay experience. Using theories from the psychology field on motivation we created a foundation from which we started to design a game that creates motivation through its features and mechanics. From the feedback we received on our user testing and interviews, all within an iterative design process, we found that users responded more positively to our suggested improvements concerning the high score list feature in particular, followed by general gameplay features like visual feedback.From the summarized data we have collected we have noticed that one of the main features people wanted in games was feedback on what and how they were doing, whether it was an action or where their competition was.

Research suggests that residential learning communities (RLCs) provide benefits for members of those communities. Although much research has been done on benefits for students in RLCs, there has been little research done on the benefits for faculty and student affairs staff members involved in RLCs. An unexplored dimension in both these areas is a comparison of the intrinsic and extrinsic benefits for faculty and staff members involved in RLCs. The present study was designed to address this gap in the existing literature on RLCs. The purpose of this study was to identify the benefits faculty members and student affairs staff members gain from being involved in RLCs and explore any differences between the two groups. Data were collected by administering the Residential Learning Community Faculty and Staff Benefits Survey to faculty and staff members involved in RLCs at institutions listed in the Association of College and University Housing Officers-International Institutional Database as offering learning communities. Results revealed that faculty and staff members report gaining intrinsic benefits more often that extrinsic benefits from their involvement in residential learning communities. The results also indicated statistically significant difference between faculty members and student affairs staff members on 2 of the 30 benefits examined. Student affairs staff members were more likely to have received opportunities to participate in professional conference presentations than their faculty member counterparts, while faculty members were more likely to have shared research interests with students outside of the classroom than their student affairs staff member counterparts. / Master of Arts