Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

3.1K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.1K
Nursing Ethical Principles II01:27

Nursing Ethical Principles II

883
Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
Initially, Mr. John's...
883
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

1.6K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.6K
Planning Nursing Care II01:29

Planning Nursing Care II

2.4K
A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
2.4K
Nursing Implementation01:15

Nursing Implementation

4.7K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
4.7K
Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

3.3K
There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
3.3K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Capillary refill time as a bedside perfusion indicator: associations with vital signs and triage acuity in the emergency department: a cross-sectional study.

BMC emergency medicine·2025
Same author

Disease Burden of the 2024-2025 Influenza Season in Children: Insights from a Tertiary Center in Turkey.

The Pediatric infectious disease journal·2025
Same author

Training of trainers program in interprofessional education for health professionals in Türkiye.

BMC medical education·2025
Same author

Enhancing knowledge and attitudes through the 'healthy nutrition' education program: a Solomon four-group experimental study with older adults at a social life campus.

BMC geriatrics·2025
Same author

First responders' experiences with major earthquakes in Türkiye: a qualitative study of innovation needs and challenges.

BMC emergency medicine·2025
Same author

An interprofessional education program based on the ARCS-V motivation model on the theme of "Chronic Disease Management and Patient Safety": action research.

BMC medical education·2025

Related Experiment Video

Updated: May 7, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.1K

'Paediatric Emergency Course' for nursing continuing professional development programme evaluation: ARCS Motivational

Aysel Başer1, Murat Anil2

  • 1Faculty of Medicine, Department of Medical Education, Izmir Democracy University, Izmir, Turkey.

Nursing in Critical Care
|January 7, 2025
PubMed
Summary

This study shows that the Paediatric Emergency Course (PEC) effectively improved nurses' knowledge and skills using the ARCS Motivational Design Model. Engaging training significantly boosts nurses' confidence and competence in paediatric emergency care.

Keywords:
ARCS Motivational Design Modelcontinuing professional developmentcritical care and emergency nursingmultiprofessional coursepaediatrics

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.1K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.3K

Related Experiment Videos

Last Updated: May 7, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.1K
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.1K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.3K

Area of Science:

  • Nursing Education
  • Pediatric Emergency Medicine
  • Healthcare Training

Background:

  • Paediatric emergency and critical care nurses require specialized skills but often lack motivation in continuing professional development.
  • Engaging, motivation-based training is crucial for sustaining interest and improving learning in high-stress environments.

Purpose of the Study:

  • To develop, implement, and evaluate a Paediatric Emergency Course (PEC) using the ARCS Motivational Design Model.
  • To enhance nurses' knowledge and skills for managing paediatric patients in emergency and critical care settings.

Main Methods:

  • A quasi-experimental pretest/post-test design was employed.
  • The PEC involved 57 nurses from June to December 2023.
  • Paired t-tests and logistic regression analyzed pre- and post-test scores and factors influencing course success.

Main Results:

  • Significant improvements were observed in post-lecture test scores (9.55 to 16.88) and overall course scores (7.21 to 17.14).
  • Higher post-lecture test scores increased the likelihood of course success by 22.5% (OR=1.225).
  • Motivational design significantly boosted course success likelihood by 433.3% (OR=5.333).

Conclusions:

  • The PEC, utilizing the ARCS Motivational Design Model, was successfully implemented, enhancing nurses' professional development.
  • Both knowledge acquisition and motivational factors are critical for improving course success in paediatric emergency care training.
  • Structured, motivation-enhancing training programs significantly improve nurses' clinical competencies, decision-making, and patient safety in high-pressure settings.