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

The Effect of Training Based on the ARCS Motivation Model on Nursing Students' Communication Skills, Learning Motivation, and Self-Efficacy: A Randomized Controlled Trial

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.

Study Overview

• Status: Recruiting
• Conditions: Educational Intervention; Motivation Model
• Intervention / Treatment: Other: The ARCS Motivation Model Education

Detailed 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.

• Study Type: Interventional
• Enrollment (Estimated): 60
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Hülya KOÇYİĞİT KAVAK, Phd; Phone Number: 90-555-040-88-76; Email: hkocyigit@cumhuriyet.edu.tr

Study Locations

• Turkey
  • Tokat, Turkey, 60000
    • Recruiting
    • Tokat Gaziosmanpaşa Universty
    • Contact: Şeyda Kazanç, phd; Phone Number: 90-545-724-73-56; Email: hkocyigit@cumhuriyet.edu.tr
    • Principal Investigator: Hülya KOÇYİĞİT KAVAK, Phd
    • Sub-Investigator: Şeyda Kazanç, Phd

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

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)

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Triple

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model; ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model-based training program on nursing students	Other: The ARCS Motivation Model Education; The ARCS Motivation Model Education-focused on Attention, Relevance, Confidence, and Satisfaction
No Intervention: Traditional Education; communication skills Traditional Education

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
communication skills	Communication Skills Measured by: Effective Communication Skills Scale (Range: 34-170; higher scores indicate better communication skills)	1 week before and 2 weeks after the intervention
learning motivation	MotivationMeasured by: Motivation Scale Related to Instructional Material (Range: 33-165; higher scores indicate better learning motivation)	1 week before and 2 weeks after the intervention
self-efficacy levels	Self-efficacy Measured by: Academic Self-Efficacy Scale (Range: 33-165; higher scores indicate better self-efficacy)	1 week before and 2 weeks after the intervention

Collaborators and Investigators

• Sponsor: Cumhuriyet University

Publications and helpful links

Helpful Links

• Related Info

Study record dates

Study Major Dates

• Study Start (Actual): May 26, 2025
• Primary Completion (Actual): June 10, 2025
• Study Completion (Estimated): June 20, 2025

Study Registration Dates

• First Submitted: May 12, 2025
• First Submitted That Met QC Criteria: June 3, 2025
• First Posted (Actual): June 4, 2025

Study Record Updates

• Last Update Posted (Actual): June 19, 2025
• Last Update Submitted That Met QC Criteria: June 16, 2025
• Last Verified: June 1, 2025

More Information

Terms related to this study

• Keywords: nursing students; communication skills; learning motivation; ARCS Motivation Model; self-efficacy levels
• Other Study ID Numbers: Scü-Gop

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: I would like to share it after the research is completed.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No