INTRAVENOUS CATHETER APPLICATION, Intravenous Catheters, Intravenous Therapy, Intravenous Therapy Complications, Nurse Education
Conditions
Keywords
ARCS-V, Nursing Education, Motivation
Brief summary
Intravenous (IV) administration, one of the most fundamental and common practices carried out by nurses, is defined as the administration of medication directly into the circulatory system via a vein. Intravenous administration is one of the key clinical skills that must be performed using the correct technique. Supporting students' motivation to learn plays a significant role in the effective acquisition of this skill. The ARCS-V motivation model, which aims to enhance motivation during the teaching process, comprises the dimensions of attention, relevance, confidence, satisfaction and action. This study aims to investigate the effect of intravenous administration training based on the ARCS-V model on nursing students' levels of motivation and academic self-efficacy. The study will be conducted using a mixed-methods design incorporating both a randomised controlled trial and qualitative research methods. In the study, the experimental group will receive IV administration training structured according to the ARCS-V model, whilst the control group will be taught using the traditional teaching method. For the collection of quantitative data in this study, the "Demographic Information Form", the "Motivation Scale for Teaching Materials (ÖMMÖ)", the "Academic Self-Efficacy Scale (AÖÖ)" and the "Volition to Learn Scale (VFLS)" will be used. For the collection of qualitative data in the study, a "Semi-Structured Interview Form" will be used to determine the experiences of students in the experimental group regarding the learning process, and an audio recorder will be used to record the data. Whilst the quantitative data obtained will be analysed using statistical methods, the qualitative data will be evaluated through content analysis. It is anticipated that the findings of this research will demonstrate that teaching based on the ARCS-V model contributes to clinical skills training by supporting students' active participation in the learning process, as well as their motivation and will to learn.
Interventions
OTHERARCS-V Model Teaching
Teaching Intravenous Injection Techniques Based on the ARCS-V Model
Sponsors
Ataturk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* To be a student enrolled on the Turkish-language programme at the Faculty of Nursing, * Be aged 18 or over, * Have Turkish as your first language, * Be a first-year student, * Not be a student on an exchange programme such as Erasmus, * Be taking the 'Fundamentals of Nursing' course for the first time, * Not have previously received training in intravenous procedures * Not to have been absent during the period when research data will be collected, Not to hold a secondary school, foundation year or undergraduate degree in any health-related field
Exclusion criteria
* The desire not to take part in any stage of the research or to withdraw from the research
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teaching Material Motivation Scale (TMMS) | Assessments will be carried out at three time points. 1st assessment: before the training, 2nd assessment: one week after the training, as the final test, 3rd assessment: one week after the final test | Teaching Material Motivation Scale (TMMS): The Teaching Material Motivation Scale (TMMS) was developed based on Keller's (2009) ARCS Model and adapted into Turkish by Dinçer and Doğanay. The scale consists of 33 items designed to assess motivation towards teaching materials and covers four dimensions: attention, relevance, confidence and satisfaction. The original scale comprises 36 items. The Cronbach's alpha coefficients for the scale have been reported as 0.96 overall; 0.89 for the attention dimension; 0.81 for the relevance dimension; 0.90 for the trust dimension; and 0.92 for the satisfaction dimension. Assessment is carried out using a 5-point Likert-type scale, with a total score range of 33 to 165; an increase in score is interpreted as an increase in motivation levels. The scale's score ranges are classified from very low (33-37) to very high (161-165). |
| Academic Self-Efficacy Scale (AÖÖ) | Assessments will be carried out at three time points. 1st assessment: before the training, 2nd assessment: one week after the training, as the final test, 3rd assessment: one week after the final test | Academic Self-Efficacy Scale (AÖÖ): Adapted into Turkish by Yılmaz, Gürçay and Ekici (2007). Developed as a four-point Likert-type scale, it has a unidimensional structure and consists of seven items. Scores on the scale range from 7 to 28, with higher scores indicating a higher level of academic self-efficacy. In the Turkish adaptation study, the scale's Cronbach's alpha internal consistency coefficient was reported as 0.79. |
Contacts
CONTACTTubay Bozkurt
Outcome results
None listed