Chen Pao-Ju, Liou Wei-Kai, Chen Mei-Jyun
Department of Nursing, College of Healthcare and Management, Asia Eastern University of Science and Technology, New Taipei City 220303, Taiwan.
Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei City 106335, Taiwan.
Nurse Educ Pract. 2025 Feb;83:104261. doi: 10.1016/j.nepr.2025.104261. Epub 2025 Jan 18.
To determine the effects of a developed interactive e-book featuring various clinical scenarios based on the ARCS (attention, relevance, confidence and satisfaction) model of motivation on the learning motivation, self-efficacy and FHR interpretation skills of nursing students.
This study fills the digital gap in teaching foetal heart rate interpretation and will help expand obstetric nursing education for on-site and distance education.
A randomised controlled trial was conducted of nursing students assigned to the experimental group (n = 41) and control group (n = 39).
The experimental group used the developed e-book to learn about FHR interpretation, while those in the control group watched an instructional video and their learning outcomes were measured at baseline, immediately after the intervention and two weeks after the intervention.
Generalised estimating equations were applied to conduct the analyses revealing that the experimental group scored significantly higher than the control group in the immediate and two-week post-intervention tests on average regarding learning motivation and self-efficacy (p < .01). The experimental group also scored significantly higher in the immediate post-test for FHR interpretation skills (p < .001) and the significance lasted for two weeks after the intervention (p < .01).
The developed interactive e-book can effectively improve the learning motivation, self-efficacy and FHR interpretation skills of nursing students, confirming the potential of multimedia and interactive elements in digital learning, particularly regarding complex obstetric nursing concepts. This study provided empirical support for the use of interactive e-books in nursing education.
基于动机的ARCS（注意、相关性、信心和满意度）模型，确定一本以各种临床场景为特色的交互式电子书对护生学习动机、自我效能感和胎心率解读技能的影响。
本研究填补了胎儿心率解读教学中的数字空白，并将有助于拓展产科护理现场教育和远程教育。
对分配到实验组（n = 41）和对照组（n = 39）的护生进行随机对照试验。
实验组使用开发的电子书学习胎儿心率解读，而对照组观看教学视频，并在基线、干预后立即和干预后两周测量他们的学习成果。
应用广义估计方程进行分析，结果显示，在干预后立即和两周后的测试中，实验组在学习动机和自我效能感方面的平均得分显著高于对照组（p < 0.01）。实验组在干预后立即进行的胎儿心率解读技能测试中的得分也显著更高（p < 0.001），且这种显著性在干预后持续了两周（p < 0.01）。
开发的交互式电子书可以有效提高护生的学习动机、自我效能感和胎儿心率解读技能，证实了多媒体和交互式元素在数字学习中的潜力，特别是对于复杂的产科护理概念。本研究为交互式电子书在护理教育中的应用提供了实证支持。
