Introduction:

For nursing students, learning is complex and requires integrating theoretical, procedural and attitudinal contents during the training stage, which they will use further in real settings. Achievement of this knowledge must guarantee students the optimal performance expected from their training level.

Objective:

To identify the levels of motivation of Nursing students and their influence on such achievements, based on the teaching strategies used in the subject Nursing in Family and Community Health.

Methods:

A mixed methodology was used. The data collection was quantitative: the motivation and learning strategies questionnaire was applied to the students; and qualitative: a semi-structured interview was conducted with the professors of the subject.

Results:

A significant percentage of the students were found to have a wide dispersion regarding the assessment of intrinsic motivation, which was not observed for extrinsic motivation. The qualitative data allowed to infer that the active work on the part of the students was poorly developed and that the evaluations carried out by the professors were mainly summative and aimed at theoretical aspects.

Conclusions:

The high levels of extrinsic motivation among Nursing students are associated with traditional teaching strategies used by the faculty. The evaluation of competences in the training stage stimulates continuous improvement in the students’ professional performance.

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