基于 ARCS 动机模型的造口护理教学对护生学习动机、自我效能感和知识水平的影响。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-01-01 DOI:10.1016/j.nepr.2024.104207

Tubay Bozkurt , Ulviye Aydan Nacak , Engin Karakaş , Bahar Çiftçi

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引用次数: 0

摘要

目的：探讨基于ARCS （Attention-Relationship-Confidence-Satisfaction）动机模型的造口护理教育对护生学习动机、自我效能感和知识水平的影响。背景：护理教育是确保学生获得提供优质护理所需的知识和技能的关键。动机和学业自我效能感是学生成功的关键因素。设计：本研究采用随机对照的前测后测实验设计。方法：本研究于2024年5月至7月在atatrk大学护理学院进行，包括46名参加护理基础课程的学生。参与者分为实验组和对照组，均接受传统的造口护理训练。实验组在此基础上进行基于ARCS动机模型的训练，旨在提高注意力、相关性、自信心和满意度。采用“介绍信息表”、“教材动机量表”、“学术自我效能量表”、“口腔护理实践知识水平评估表”进行数据收集。前测和后测包括动机、知识和学业自我效能。结果：实验组学生的“注意”、“相关性”、“信心”、“满意度”、“学业自我效能感”和“知识测试”的测试后得分显著提高（p ）。结论：基于ARCS动机模型的造口护理教学提高了护生的学习动机、自我效能感和知识水平。

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The effect of stoma care teaching based on the ARCS motivation model on nursing students' learning motivation, self-efficacy and knowledge levels

Aim

This study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels.

Background

Nursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success.

Design

The study employed a randomized controlled pre-test-post-test experimental design.

Methods

This study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy.

Results

Students in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p < 0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p < 0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p = 0.001), where the experimental group outperformed the control group.

Conclusions

As a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.