School of Nursing, Jinan University, Guangzhou, China.
School of Nursing, Jinan University, Guangzhou, China.
Nurse Educ Today. 2022 Dec;119:105583. doi: 10.1016/j.nedt.2022.105583. Epub 2022 Sep 30.
Learning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking.
To apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability.
A mixed-methods study using a quasi-experimental design and descriptive qualitative analysis.
Thirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis.
Students in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies.
Applying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates.
学习动机对于学生掌握专业知识很重要。教学策略在促进学习动机和培养护生批判性思维方面起着重要作用。
将基于注意、相关、信心和满足（ARCS）模型的动机教学策略应用于社区护理课程中，评估其对学习动机、批判性思维和自主学习能力的影响。
采用准实验设计和描述性定性分析的混合方法研究。
将 36 名三年级护理学生分为两组。实验组在为期 12 周的社区护理课程中接受基于 ARCS 模型的动机教学策略。对照组接受传统教学。采用 t 检验比较学习成果，对学生的批判性思维、自主学习能力和学业成绩进行定量评估。通过半结构化访谈评估定性结果，并采用主题分析进行分析。
实验组学生的批判性思维和考试成绩明显高于对照组。接触 ARCS 的学生的自主学习能力和学习动机也得到了增强，学生对动机教学策略的满意度也很高。
将基于 ARCS 模型的动机教学策略应用于社区护理课程是可行的，可提高中国护理本科生的学习动机和学习成果。
