Bozkurt Tubay, Nacak Ulviye Aydan, Karakaş Engin, Çiftçi Bahar
Department of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey.
Nurse Educ Pract. 2025 Jan;82:104207. doi: 10.1016/j.nepr.2024.104207. Epub 2024 Dec 2.
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.
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.
The study employed a randomized controlled pre-test-post-test experimental design.
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.
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.
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.
本研究旨在探讨基于ARCS（注意-关联-信心-满意）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。
护理教育对于确保学生获得提供优质护理所需的知识和技能至关重要。动机和学业自我效能感是学生取得成功的关键因素。
本研究采用随机对照前后测实验设计。
本研究于2024年5月至7月在阿塔图尔克大学护理学院进行，纳入了46名参加基础护理课程的学生。参与者被分为实验组和对照组，两组均接受传统的造口护理培训。实验组额外接受了基于ARCS动机模型的培训，旨在增强注意、关联、信心和满意。使用“基本信息表”、“教材动机量表”、“学业自我效能量表”、“造口护理实践知识水平评估表”收集数据。前测和后测涵盖动机、知识和学业自我效能感。
实验组学生在“注意”、“关联”、“信心”、“满意”、“学业自我效能感”和“知识测试”的后测分数显著提高（p<0.05）。在组间比较中，实验组在所有这些维度上的后测分数均显著高于对照组（p<0.05）。在“知识测试”结果中观察到最显著的差异（ES=4.786，p=0.001），实验组的表现优于对照组。
结果表明，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。
