Educational InterventionARCS-NCOMSENCT07004205
ARCS-Based Training to Improve Nursing Students' Communication, Motivation, and Self-Efficacy
A study testing The ARCS Motivation Model Education in people with Educational Intervention and Motivation Model, run by Cumhuriyet University at 1 site in Turkey (Türkiye).
Trial summary
This study explores the impact of an ARCS-based training program on nursing students' communication skills, learning motivation, and self-efficacy. Communication is essential in nursing for quality patient care and safety, yet students often struggle with it. Read more about this study
- Who is it for?
- Ages 18 to 20 yearsHealthy volunteers can take part
- Conditions the study is for
- Educational Intervention, Motivation Model
- What is being tested?
- The ARCS Motivation Model Education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 26 May 2025to 20 Jun 2025
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 20 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Must be enrolled in the 1st year of the Nursing Faculty
- Must be participating in clinical practice (internship) for the first time
- Must voluntarily agree to participate in the study and sign the informed consent form
- Must agree to attend all designated sessions during the training period
- Must have proficiency in reading and writing Turkish
- Must have a suitable health condition for participation in individual and group activities
Who cannot join
- Has previously participated in any clinical practice/internship
- Has previously attended specialized training on communication skills, self-efficacy, or learning motivation
- Unable to attend 2 or more sessions during the research process
- Decides to withdraw from participation during the research or withdraws consent
- Provides incomplete or incorrect responses to data (significant omissions in pre-test or post-test forms)
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site, 1 recruiting
- Recruiting
Tokat Gaziosmanpaşa Universty
Tokat Province, Tokat Province, 60000
Şeyda Kazanç, phd, 90-545-724-73-56, hkocyigit@cumhuriyet.edu.tr
Hülya KOÇYİĞİT KAVAK, Phd
About this study
Official title: The Effect of Training Based on the ARCS Motivation Model on Nursing Students' Communication Skills, Learning Motivation, and Self-Efficacy: A Randomized Controlled Trial
This study explores the impact of an ARCS-based training program on nursing students' communication skills, learning motivation, and self-efficacy. Communication is essential in nursing for quality patient care and safety, yet students often struggle with it. The ARCS Motivation Model-focused on Attention, Relevance, Confidence, and Satisfaction-aims to boost motivation and improve learning outcomes. Using a randomized controlled design, the study compares an experimental group receiving ARCS-based training with a control group receiving traditional education. Key outcomes include improved communication skills, motivation, and self-efficacy. This research highlights the potential of the ARCS model in enhancing nursing education and student performance.
Read the detailed description
This study aims to examine the impact of an education program based on the ARCS Motivation Model on nursing students' communication skills, learning motivation, and self-efficacy levels. The nursing profession requires not only clinical knowledge and technical skills but also effective communication abilities, as communication plays a crucial role in enhancing patient care quality and ensuring patient safety. However, research has shown that nursing students often face deficiencies in their communication skills, which can negatively affect their professional development. Consequently, there is an increasing need for learner-centered and motivating educational approaches.
The ARCS Motivation Model, consisting of four key components-Attention, Relevance, Confidence, and Satisfaction-aims to enhance learning motivation. Literature suggests that this model positively impacts nursing students' learning processes. This study investigates whether ARCS-based training is effective in improving nursing students' communication skills, learning motivation, and self-efficacy.
The research will be conducted using a randomized controlled design with first-year nursing students from Tokat Gaziosmanpaşa University. The students will be randomly assigned to either an experimental or a control group. The experimental group will receive ARCS-based education, while the control group will receive traditional education. The study will evaluate whether there are significant differences in communication skills, learning motivation, and self-efficacy between the two groups at the end of the training process.
Data will be collected using the Effective Communication Skills Scale, Learning Motivation Scale, Self-Efficacy Scale, and a Demographic Information Form. These instruments will measure the participants' communication skills, motivation levels, and demographic characteristics. The ARCS model's four stages (Attention, Relevance, Confidence, and Satisfaction) will be applied through teaching materials and group activities during the intervention.
In conclusion, this study aims to explore the effects of an ARCS-based training model in improving nursing students' communication skills and motivation, providing insights into the effectiveness of motivation-enhancing educational methods.
- Conditions
- Educational Intervention, Motivation Model
- Being tested
- The ARCS Motivation Model Education
- Keywords
- ARCS Motivation Model, nursing students, communication skills, learning motivation, self-efficacy levels
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The ARCS Motivation Model EducationOther
The ARCS Motivation Model Education-focused on Attention, Relevance, Confidence, and Satisfaction
| Study group | Role | What they receive |
|---|---|---|
| ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model | Experimental | ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model-based training program on nursing students Receives: Other: The ARCS Motivation Model Education |
| Traditional Education | No intervention | communication skills Traditional Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
communication skills
Communication Skills Measured by: Effective Communication Skills Scale (Range: 34-170; higher scores indicate better communication skills)
Measured: 1 week before and 2 weeks after the intervention
learning motivation
MotivationMeasured by: Motivation Scale Related to Instructional Material (Range: 33-165; higher scores indicate better learning motivation)
Measured: 1 week before and 2 weeks after the intervention
self-efficacy levels
Self-efficacy Measured by: Academic Self-Efficacy Scale (Range: 33-165; higher scores indicate better self-efficacy)
Measured: 1 week before and 2 weeks after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted4 Jun 2025
- Study start26 May 2025
- Primary completion10 Jun 2025
- Study completion20 Jun 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Educational InterventionStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Intervention Group Training Program (2 Weeks) Location: Classroom setting (theoretical classroom/conference hall/seminar room) Week 1, Day 1 (60 minutes) - Attention \& Relevance * Introduction with background music and attention-grabbing case videos * Examples of nurse-patient communication (analysis of short scenarios containing communication errors) * Role-playing to demonstrate communication rules Week 1, Day 2 (60 minutes) - Confidence * Communication techniques (empathy, feedback, active listening) * In-group practices (role reversals) * Success-enhancing mini quizzes \& positive feedback Week 1, Day 3 (60 minutes) - Satisfaction * Reward-based case analysis (small in-class rewards) * Participant presentations and group evaluations * Feedback-focused case studies Week 1, Day 4 (90 minutes) - Reinforcement of Entire ARCS Application * Scenario practice (difficult patient, emotional patient) * Evaluation forms \& reflective journal exercises Week 2, Day 1 (60 minutes) - Follow-Up
- Masking
- Triple blind
- Who is masked
- Participant, Investigator, Outcomes assessor
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Cumhuriyet University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hulya Kocyigit, Cumhuriyet University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07004205
- Sponsor's protocol ID
- Scü-Gop
- Acronym
- ARCS-NCOMSE
- Status last verified
- Jun 2025
- First submitted
- 12 May 2025
- Last updated
- 19 Jun 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: I would like to share it after the research is completed.
Publications
Kavak HK, Kazanc S. The effect of ARCS motivational model-based education on nursing students' communication skills, learning motivation, and self-efficacy: a mixed-methods randomized controlled intervention study. BMC Med Educ. 2026 Feb 7;26(1):525. doi: 10.1186/s12909-026-08724-8.
PubMed 41654826
Study at a glance
From the registry record, last updated by the sponsor on 19 Jun 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Training Based on the ARCS Motivation Model on Nursing Students' Communication Skills, Learning Motivation, and Self-Efficacy: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07004205
- Acronym / sponsor ID
- ARCS-NCOMSE / Scü-Gop
- Conditions
- Educational Intervention, Motivation Model
- Keywords
- ARCS Motivation Model, nursing students, communication skills, learning motivation, self-efficacy levels
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- Cumhuriyet UniversityUniversity, hospital or other
- Study start
- 26 May 2025 (actual)
- Primary completion
- 10 Jun 2025 (actual)
- Study completion
- 20 Jun 2025 (estimated)
- First posted
- 4 Jun 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study explores the impact of an ARCS-based training program on nursing students' communication skills, learning motivation, and self-efficacy. Communication is essential in nursing for quality patient care and safety, yet students often struggle with it. The ARCS Motivation Model-focused on Attention, Relevance, Confidence, and Satisfaction-aims to boost motivation and improve learning outcomes. Using a randomized controlled design, the study compares an experimental group receiving ARCS-based training with a control group receiving traditional education. Key outcomes include improved communication skills, motivation, and self-efficacy. This research highlights the potential of the ARCS model in enhancing nursing education and student performance.
Detailed description
This study aims to examine the impact of an education program based on the ARCS Motivation Model on nursing students' communication skills, learning motivation, and self-efficacy levels. The nursing profession requires not only clinical knowledge and technical skills but also effective communication abilities, as communication plays a crucial role in enhancing patient care quality and ensuring patient safety. However, research has shown that nursing students often face deficiencies in their communication skills, which can negatively affect their professional development. Consequently, there is an increasing need for learner-centered and motivating educational approaches.
The ARCS Motivation Model, consisting of four key components-Attention, Relevance, Confidence, and Satisfaction-aims to enhance learning motivation. Literature suggests that this model positively impacts nursing students' learning processes. This study investigates whether ARCS-based training is effective in improving nursing students' communication skills, learning motivation, and self-efficacy.
The research will be conducted using a randomized controlled design with first-year nursing students from Tokat Gaziosmanpaşa University. The students will be randomly assigned to either an experimental or a control group. The experimental group will receive ARCS-based education, while the control group will receive traditional education. The study will evaluate whether there are significant differences in communication skills, learning motivation, and self-efficacy between the two groups at the end of the training process.
Data will be collected using the Effective Communication Skills Scale, Learning Motivation Scale, Self-Efficacy Scale, and a Demographic Information Form. These instruments will measure the participants' communication skills, motivation levels, and demographic characteristics. The ARCS model's four stages (Attention, Relevance, Confidence, and Satisfaction) will be applied through teaching materials and group activities during the intervention.
In conclusion, this study aims to explore the effects of an ARCS-based training model in improving nursing students' communication skills and motivation, providing insights into the effectiveness of motivation-enhancing educational methods.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind (participant, investigator, outcomes assessor)
- Number of arms
- 2
- Model description
- Intervention Group Training Program (2 Weeks) Location: Classroom setting (theoretical classroom/conference hall/seminar room) Week 1, Day 1 (60 minutes) - Attention \& Relevance * Introduction with background music and attention-grabbing case videos * Examples of nurse-patient communication (analysis of short scenarios containing communication errors) * Role-playing to demonstrate communication rules Week 1, Day 2 (60 minutes) - Confidence * Communication techniques (empathy, feedback, active listening) * In-group practices (role reversals) * Success-enhancing mini quizzes \& positive feedback Week 1, Day 3 (60 minutes) - Satisfaction * Reward-based case analysis (small in-class rewards) * Participant presentations and group evaluations * Feedback-focused case studies Week 1, Day 4 (90 minutes) - Reinforcement of Entire ARCS Application * Scenario practice (difficult patient, emotional patient) * Evaluation forms \& reflective journal exercises Week 2, Day 1 (60 minutes) - Follow-Up
| Arm | Type | Receives |
|---|---|---|
| ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model | Experimental | Other: The ARCS Motivation Model EducationARCS (Attention, Relevance, Confidence, Satisfaction) motivation model-based training program on nursing students |
| Traditional Education | No intervention | –communication skills Traditional Education |
Who may qualify
- Ages
- 18 to 20 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (6 listed)
- Must be enrolled in the 1st year of the Nursing Faculty
- Must be participating in clinical practice (internship) for the first time
- Must voluntarily agree to participate in the study and sign the informed consent form
- Must agree to attend all designated sessions during the training period
- Must have proficiency in reading and writing Turkish
Key exclusion criteria (5 listed)
- Has previously participated in any clinical practice/internship
- Has previously attended specialized training on communication skills, self-efficacy, or learning motivation
- Unable to attend 2 or more sessions during the research process
- Decides to withdraw from participation during the research or withdraws consent
- Provides incomplete or incorrect responses to data (significant omissions in pre-test or post-test forms)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| The ARCS Motivation Model EducationThe ARCS Motivation Model Education-focused on Attention, Relevance, Confidence, and Satisfaction | Other | ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model |
Primary outcome
communication skills
Time frame: 1 week before and 2 weeks after the intervention
Communication Skills Measured by: Effective Communication Skills Scale (Range: 34-170; higher scores indicate better communication skills)
learning motivation
Time frame: 1 week before and 2 weeks after the intervention
MotivationMeasured by: Motivation Scale Related to Instructional Material (Range: 33-165; higher scores indicate better learning motivation)
self-efficacy levels
Time frame: 1 week before and 2 weeks after the intervention
Self-efficacy Measured by: Academic Self-Efficacy Scale (Range: 33-165; higher scores indicate better self-efficacy)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 19 Jun 2025.
- Derived from this study: PubMed 41654826Kavak HK, Kazanc S. The effect of ARCS motivational model-based education on nursing students' communication skills, learning motivation, and self-efficacy: a mixed-methods randomized controlled intervention study. BMC Med Educ. 2026 Feb 7;26(1):525. doi: 10.1186/s12909-026-08724-8.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: No. I would like to share it after the research is completed.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing The ARCS Motivation Model Education in people with Educational Intervention and Motivation Model, run by Cumhuriyet University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 19 Jun 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Hülya KOÇYİĞİT KAVAK, Phd (90-555-040-88-76, hkocyigit@cumhuriyet.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
communication skills (time frame: 1 week before and 2 weeks after the intervention). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07004205, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 19 Jun 2025.