ARCS-Based Training to Improve Nursing Students' Communication, Motivation, and Self-Efficacy (ARCS-NCOMSE)

Cumhuriyet University

Status

Enrolling

Conditions

Educational Intervention

Motivation Model

Treatments

Other: The ARCS Motivation Model Education

Study type

Interventional

Funder types

Other

Identifiers

NCT07004205

Scü-Gop

Details and patient eligibility

About

This study explores the impact of an ARCS-based training program on nursing students' communication skills, learning motivation, and self-efficacy. Communication is essential in nursing for quality patient care and safety, yet students often struggle with it. The ARCS Motivation Model-focused on Attention, Relevance, Confidence, and Satisfaction-aims to boost motivation and improve learning outcomes. Using a randomized controlled design, the study compares an experimental group receiving ARCS-based training with a control group receiving traditional education. Key outcomes include improved communication skills, motivation, and self-efficacy. This research highlights the potential of the ARCS model in enhancing nursing education and student performance.

Full description

This study aims to examine the impact of an education program based on the ARCS Motivation Model on nursing students' communication skills, learning motivation, and self-efficacy levels. The nursing profession requires not only clinical knowledge and technical skills but also effective communication abilities, as communication plays a crucial role in enhancing patient care quality and ensuring patient safety. However, research has shown that nursing students often face deficiencies in their communication skills, which can negatively affect their professional development. Consequently, there is an increasing need for learner-centered and motivating educational approaches.

The ARCS Motivation Model, consisting of four key components-Attention, Relevance, Confidence, and Satisfaction-aims to enhance learning motivation. Literature suggests that this model positively impacts nursing students' learning processes. This study investigates whether ARCS-based training is effective in improving nursing students' communication skills, learning motivation, and self-efficacy.

The research will be conducted using a randomized controlled design with first-year nursing students from Tokat Gaziosmanpaşa University. The students will be randomly assigned to either an experimental or a control group. The experimental group will receive ARCS-based education, while the control group will receive traditional education. The study will evaluate whether there are significant differences in communication skills, learning motivation, and self-efficacy between the two groups at the end of the training process.

Data will be collected using the Effective Communication Skills Scale, Learning Motivation Scale, Self-Efficacy Scale, and a Demographic Information Form. These instruments will measure the participants' communication skills, motivation levels, and demographic characteristics. The ARCS model's four stages (Attention, Relevance, Confidence, and Satisfaction) will be applied through teaching materials and group activities during the intervention.

In conclusion, this study aims to explore the effects of an ARCS-based training model in improving nursing students' communication skills and motivation, providing insights into the effectiveness of motivation-enhancing educational methods.

Enrollment

60 estimated patients

Sex

All

Ages

18 to 20 years old

Volunteers

Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria

Must be enrolled in the 1st year of the Nursing Faculty
Must be participating in clinical practice (internship) for the first time
Must voluntarily agree to participate in the study and sign the informed consent form
Must agree to attend all designated sessions during the training period
Must have proficiency in reading and writing Turkish
Must have a suitable health condition for participation in individual and group activities

Exclusion Criteria:

Has previously participated in any clinical practice/internship

Has previously attended specialized training on communication skills, self-efficacy, or learning motivation
Unable to attend 2 or more sessions during the research process
Decides to withdraw from participation during the research or withdraws consent
Provides incomplete or incorrect responses to data (significant omissions in pre-test or post-test forms)