Effects of ARCS model-based motivational teaching strategies in community nursing: A mixed-methods intervention study

Background: Learning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking.Objectives: To apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability.Design: A mixed-methods study using a quasi-experimental design and descriptive qualitative analysis.Methods: Thirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis.Results: Students in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies.Conclusions: Applying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates.

Automated summary

This study applied the ARCS model-based motivational teaching strategies in a community nursing course. The results from both quantitative and qualitative assessments showed that students in the experimental group demonstrated significantly greater critical thinking and higher test scores compared to the control group. The self-learning ability and learning motivation of the students exposed to the ARCS model were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies.