Abstract: 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.

Key words: Nursing, ICU patients, Humanistic care, Curriculum construction, Delphi method