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.
Ma Lili
,
Yang Zhiyun
,
Lyu Jianhong
,
Zhang Yali
,
Qin Xiaohuan
,
Zhang Weiying
. Research on the construction of critical care in humanities training course based on ARCS learning motivation model[J]. Chinese Journal of Medical Education, 2025
, 45(8)
: 588
-595
.
DOI: 10.3760/cma.j.cn115259-20240529-00540
[1] Zhang J, Zhou X, Wang H, et al. Development and validation of the humanistic practice ability of nursing scale[J]. Asian Nurs Res (Korean Soc Nurs Sci), 2021,15(2):105-112. DOI: 10.1016/j.anr.2020.12.003.
[2] Nasirizad Moghadam K, Chehrzad MM, Reza Masouleh S, et al. Nursing physical workload and mental workload in intensive care units: are they related?[J]. Nurs Open, 2021,8(4):1625-1633. DOI: 10.1002/nop2.785.
[3] 周士博, 来青, 沈小玲. 以同质医疗理念为中心的创新型护理对ICU患者中的需求分析与实践应用[J].广东医学,2019,40(24):3442-3445. DOI: 10.13820/j.cnki.gdyx.20192548.
[4] 张亚丽, 李涤凡, 李诗嘉, 等. 基于ARCS模型视角下跨文化护理临终关怀微课程内容框架的构建[J].中华现代护理杂志,2021,27(11):1427-1432. DOI: 10.3760/cma.j.cn115682-20200803-04709.
[5] 李肖霞, 刘丽丽. 基于ARCS动机的网络课程教学设计探究[J].软件导刊,2010,9(2):176-178.
[6] 郑阿玉. 试析高中政治课情境探究活动激励机制[J]. 福建教育学院学报,2016,17(12):63-64. DOI:10.3969/j.issn.1673-9884.2016.12.025.
[7] 申庆楠. 基于ARCS动机理论的高校大学生项目式学习模型构建及实践研究[D]. 石家庄:河北师范大学,2021.
[8] Huan Xu. Innovative practice exploration of integrated marketing communication course based on ARCS motivation design model[J]. Academic Journal of Business & Management, 2021, 3(4): 51-54. DOI: 10.25236/AJBM.2021.030411.
[9] 许娟,莫蓓蓉,胡玉娜,等. 重症监护病房成人患者护理人文关怀专家共识[J]. 护理学杂志,2022,37(18):1-4. DOI:10.3870/j.issn.1001-4152.2022.18.001.
[10] 张婷, 杨青, 颜红艳等. 基于循证构建肿瘤营养临床管理敏感指标体系[J]. 肿瘤代谢与营养电子杂志, 2023, 10(1): 87-94. DOI:10.16689/j.cnki.cn11-9349/r.2023.01.013.
[11] 武晓茹, 颜巧元. 居家失能老人压力性损伤风险评估量表的编制及信效度检验[J].中华护理教育,2023,20(10):1253-1260. DOI: 10.3761/j.issn.1672-9234.2023.10.017.
[12] 王胜棋, 陈利芳, 钱玉秀, 等. 复合手术室护士岗位胜任力评价指标体系的构建[J].暨南大学学报(自然科学与医学版),2023,44(3):289-296. DOI: 10.11778/j.jdxb.20230053.
[13] 李峥,刘宇,李巍,等.护理学研究方法[M].2版.北京:人民卫生出版社,2019:52-55.
[14] 姚侃斐, 林音, 祝雪花. 突发公共卫生事件下公众自救能力评价指标体系的构建[J].护理管理杂志,2021,21(9):675-679. DOI: 10.3969/j.issn.1671-315x.2021.09.014.
[15] 杨满梅.持续性人文关怀理念对ICU病人的护理效果[J].蚌埠医学院学报, 2017,42(3):408-410. DOI:10.13898/j.cnki.issn.1000-2200.2017.03.039.
[16] 孙珊. ICU护理中采用持续性人文关怀理念的效果观察[J].国际护理学杂志,2018,37(15):2083-2086. DOI: 10.3760/cma.j.issn.1673-4351.2018.15.021.
[17] 向邱. 人文关怀护理对ICU行有创机械通气患者的影响[J].齐鲁护理杂志,2017,23(3):80-81. DOI: 10.3969/j.issn.1006-7256.2017.03.037.
