Wuhan University School of Nursing, Wuhan, China.
Wuhan University School of Nursing, Wuhan, China.
Nurse Educ Today. 2023 Mar;122:105723. doi: 10.1016/j.nedt.2023.105723. Epub 2023 Jan 24.
Motivation is a crucial factor in determining the student-learning process. Integrating the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model into the Nursing English course has the potential to motivate nursing students and improve their learning outcomes.
To apply motivational tactics to the Nursing English course and explore the effects on the learning motivation, engagement, and performance of vocational college nursing students.
A quasi-experimental study.
The study was conducted at a vocational college in XXXX.
A total of 229 sophomore nursing students (experimental group = 114; comparison group = 115) participated.
Motivation-based teaching was applied to the experimental group, while traditional lecture-based teaching was used with the comparison group. The Course Interest Survey (CIS) was used to measure student learning motivation; the Utrecht Work Engagement Scale-Student (UWES-S) was used to assess student learning engagement (both pre- and posttest). Midterm and final examination scores were used to compare the learning performance between both groups.
There were no significant differences between both groups at the pretest in the CIS, UWES-S, and midterm examination scores. Significant group ∗ time interactions were found for CIS, UWES-S, and examination scores. The simple effect analysis showed that the experimental group's CIS, UWES-S, and examination scores were significantly higher than the comparison group at the posttest. Furthermore, the motivation-based teaching led to significant improvements in the CIS scores (from 3.12 [0.43] to 3.66 [0.34], p < 0.001), UWES-S scores (from 3.72 [0.53] to 4.05 [0.69], p < 0.001) and the CIS and UWES-S sub-scale scores of the experimental group. No changes were observed in the comparison group. The experimental group showed more remarkable improvement than the comparison group in examination scores.
Motivation-based teaching effectively improved learning motivation, learning engagement, and learning performance of students in the Nursing English course.
动机是决定学生学习过程的关键因素。将注意、关联、信心和满意（ARCS）动机模型融入护理英语课程，有可能激发护理学生的学习动力，提高他们的学习成果。
将激励策略应用于护理英语课程，探讨其对职业院校护理学生学习动机、参与度和表现的影响。
准实验研究。
XXXX 职业学院。
共有 229 名大二护理专业学生（实验组 114 人；对照组 115 人）参与。
实验组采用基于动机的教学方法，对照组采用传统的讲座式教学方法。采用课程兴趣调查（CIS）测量学生的学习动机；采用乌得勒支工作投入量表-学生版（UWES-S）评估学生的学习投入（前测和后测）。采用期中考试和期末考试成绩比较两组学生的学习成绩。
两组学生在前测的 CIS、UWES-S 和期中考试成绩方面无显著差异。CIS、UWES-S 和考试成绩均存在显著的组间时间交互作用。简单效应分析表明，后测实验组的 CIS、UWES-S 和考试成绩显著高于对照组。此外，基于动机的教学使 CIS 得分（从 3.12[0.43]提高到 3.66[0.34]，p<0.001）、UWES-S 得分（从 3.72[0.53]提高到 4.05[0.69]，p<0.001）和实验组 CIS 和 UWES-S 子量表得分均显著提高。对照组无变化。实验组在考试成绩方面的提高比对照组更为显著。
基于动机的教学有效提高了护理英语课程学生的学习动机、学习投入和学习成绩。
