The Effect of Intravenous Injection Training Based on the ARCS-V Model on Levels of Learning Motivation and Self-Efficacy

The Effect of Intravenous Injection Training Based on the ARCS-V Model on Nursing Students' Learning Motivation and Self-Efficacy Levels: A Mixed-Methods Study

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.

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