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.
Keywords: ARCS model; Community nursing; Critical thinking; Motivational teaching strategies; Self-learning ability.
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