The effect of stoma care teaching based on the ARCS motivation model on nursing students' learning motivation, self-efficacy and knowledge levels
Tubay Bozkurta, Ulviye Aydan Nacakb, Engin Karakaşc, Bahar Çiftçid✉
- aDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: tbozkurt@agri.edu.tr
- bDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: aydannacak42@gmail.com
- cDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: enginnn.karakas@gmail.com
- dDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: bahar.ciftci@atauni.edu.tr
- ✉Corresponding author
Papers open inside SciRah from the original publisher or repository; SciRah never hosts them.
Abstract
AIM 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. BACKGROUND 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. DESIGN The study employed a randomized controlled pre-test-post-test experimental design. METHODS 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. RESULTS 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. CONCLUSIONS 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.
TL;DRIt was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels. (Semantic Scholar)