Objective: The purpose of this study is to determine the effect of ARCS-based nursing education on skill levels, motivation, and self-efficacy in the physical examination of the cardiovascular system.
Background: In nursing education, it is crucial for students to acquire skills in comprehensive patient assessment and physical examination. Motivation and academic self-efficacy are key factors in education and academic success.
Methods: This study was conducted during the Spring Semester of 2025-2026 with 100 second-year students enrolled in the Department of Nursing at Tokat Gaziosmanpaşa University's Faculty of Health Sciences, as part of the Health Assessment course. Students who received cardiovascular system education using traditional methods were assigned to experimental and control groups. The experimental group also received training based on the ARCS motivation model. Data were collected using a Personal Information Form, a Cardiovascular System Examination Skills Assessment Form, the "Motivation Scale for Instructional Material," and the "Academic Self-Efficacy Scale." This randomized controlled experimental study was conducted and reported in accordance with the CONSORT guidelines
Inclusion Criteria:
Exclusion Criteria:
This method will prevent bias regarding group assignment among participants and data collectors, ensuring the study is conducted in accordance with the principles of blinding. To minimize the risk of bias, data analysis was performed by a statistician independent of the study. Although it is possible that the fact that participants were not blinded-due to the nature of the study-may have led to the Hawthorne effect, the fact that the control group's routine curriculum was maintained at high standards and that the OSCE (skills) assessors were kept completely blinded confirms that the high skill scores obtained stem from the structured pedagogical power of the ARCS model rather than from artificial motivation.
ARCS Model Training The experimental group received a total of two hours (120 minutes) of supplementary training, structured by the same instructor based on the ARCS (Attention, Relevance, Confidence, Satisfaction) Motivation Model. This training was conducted in accordance with the model's four components, using the following activities in sequence: Attention Component , Relevance Component , Confidence Component , Satisfaction Component
The control group received reinforcement training using the traditional question-and-answer method, conducted by the same instructor during the same time period (one week later). During this process, the instructor summarized and reviewed the topics covered in the four-hour basic training on cardiovascular system examination (history-taking, inspection, palpation, percussion, auscultation, heart sounds, peripheral pulse, and circulation assessment); the instructor verbally assessed the students' level of understanding by asking them questions in sequence. Based on the students' responses, any gaps or misunderstandings were verbally corrected; however, motivational and interactive activities-such as scenario-based exercises, role-playing, station-based activities, immediate feedback, or rewards-which were implemented in the experimental group, were not included. The control group's training was completed in the same amount of time (two hours) as the experimental group's but was conduct
Tokat Province, 60000, Turkey (Türkiye)
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