目的 构建基于“注意力-相关性-自信心-满意感”(attention-relevance-confidence-satisfaction,ARCS)学习动机模型的重症护理人文培训课程,为开展重症护理人文培训提供参考和依据。方法 采用文献研究和德尔菲法构建课程。2024年3至4月,通过查阅文献,以ARCS学习动机模型为基础,以重症监护病房成人患者护理人文专家共识为指导,形成基于ARCS学习动机模型的重症护理人文培训课程初稿。邀请15名重症护理、人文护理、护理管理、护理教育等领域的专家进行2轮专家函询,形成课程终稿。结果 2轮专家函询问卷全部回收且均为有效问卷,判断系数、熟悉系数和权威系数分别为0.873、0.867和0.870。变异系数为0～0.18,协调系数W为0.152和0.162。最终形成包括5 个一级条目、14个二级条目、39个三级条目、69个四级条目的基于ARCS学习动机模型的重症护理人文培训课程。结论 基于ARCS学习动机模型的重症护理人文培训课程具备可靠性、科学性、创新性和必要性,但该课程尚处于理论成果阶段,仍需进一步的临床实证研究。
Objective To construct the critical nursing humanities training course based on ARCS learning motivation model to provide reference and basis for the critical nursing humanities training. Methods The curriculum was developed through literature research and the Delphi method. From March to April 2024, through literature consultation, the ARCS learning motivation model and the Expert Consensus on Nursing Humanities for Adult Patients in the Intensive Care Unit were utilized as guidance to formulate the draft of the ARCS learning motivation model-based intensive care humanities training course. Subsequently, 15 experts from the fields of intensive care, humanistic nursing, nursing management, and nursing education were invited to participate in two rounds of Delphi expert consultation, which ultimately led to the formation of the final draft of the course. Results All two rounds of expert consultation responses were returned and deemed valid. The judgment coefficient, familiarity coefficient, and authority coefficient were 0.873, 0.867, and 0.870, respectively. The coefficients of variation ranged from 0 to 0.18, and the coordination coefficients (W) were 0.152 and 0.162. Ultimately, an ARCS learning motivation model-based humanities training curriculum for critical care nursing was formulated, comprising 5 primary sections, 14 secondary sections, 39 tertiary sections, and 69 quaternary-level entries. Conclusions The critical care humanities training course based on ARCS learning motivation model has good reliability, science, innovation and necessity, but the course is still in the theoretical achievement stage of the course, and further clinical empirical research is still needed.
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