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基于ARCS动机模型的教育对护理学生的沟通技巧,学习动机和自我效能的影响:一种混合方法随机控制干预研究
Hülya Koçyi̇ği̇t Kavak1, Şeyda Kazanç2
1Department of Nursing, Faculty of Health Science, Sivas Cumhuriyet University, Sivas, Turkey. hkocyigit@cumhuriyet.edu.tr.
BMC medical education
|February 7, 2026
概括
一个ARCS激励模式教育计划显著提高了护理学生的沟通技巧,学习动机和学术自我效能. 这种方法对改善护理教育和为患者护理做好学生准备有希望.
科学领域:
- 护理教育 护理教育
- 动机心理学 动机心理学
- 沟通技巧培训 培训 沟通技巧培训
背景情况:
- 有效的沟通,动机和自我效能对于高质量的患者护理至关重要.
- ARCS (注意力,相关性,信心,满意度) 激励模型为教育策略提供了一个框架.
- 这项研究调查了基于ARCS的课程对护理学生核心能力的影响.
研究的目的:
- 评估基于ARCS的教育计划的有效性.
- 评估该计划对护理学生的沟通技巧,动机和自我效能的影响.
- 探索参与ARCS培训的学生的质量经验.
主要方法:
- 一个混合方法随机对照试验,涉及64名一年级护理学生.
- 一个实验组接受了基于ARCS的沟通培训;一个控制组接受了标准指令.
- 通过经过验证的仪器收集的定量数据;来自反思性期刊的定性数据.
主要成果:
- 实验组在自我支持语言,积极倾听和同情心方面表现出显著的改善.
- 与对照组不同的是,ARCS组的学习动机和学术自我有效性在ARCS组显著增加.
- 定性主题显示了增强的情感同理心,感知相关性和满意度.
结论:
- 基于ARCS的教育有效地提高了护理学生的沟通,动机和自我效能.
- 情感和参与能力有所改善,但认知反思能力可能需要进一步干预.
- ARCS框架是护士教育的宝贵教学工具.
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