The Effect of Intravenous Injection Training Based on the ARCS-V Model on Levels of Learning Motivation and Self-Efficacy

Intravenous (IV) administration, one of the most fundamental and common practices carried out by nurses, is defined as the administration of medication directly into the circulatory system via a vein. Intravenous administration is one of the key clinical skills that must be performed using the correct technique. Supporting students' motivation to learn plays a significant role in the effective acquisition of this skill. The ARCS-V motivation model, which aims to enhance motivation during the teaching process, comprises the dimensions of attention, relevance, confidence, satisfaction and action. This study aims to investigate the effect of intravenous administration training based on the ARCS-V model on nursing students' levels of motivation and academic self-efficacy. The study will be conducted using a mixed-methods design incorporating both a randomised controlled trial and qualitative research methods. In the study, the experimental group will receive IV administration training structured according to the ARCS-V model, whilst the control group will be taught using the traditional teaching method. For the collection of quantitative data in this study, the "Demographic Information Form", the "Motivation Scale for Teaching Materials (ÖMMÖ)", the "Academic Self-Efficacy Scale (AÖÖ)" and the "Volition to Learn Scale (VFLS)" will be used. For the collection of qualitative data in the study, a "Semi-Structured Interview Form" will be used to determine the experiences of students in the experimental group regarding the learning process, and an audio recorder will be used to record the data. Whilst the quantitative data obtained will be analysed using statistical methods, the qualitative data will be evaluated through content analysis. It is anticipated that the findings of this research will demonstrate that teaching based on the ARCS-V model contributes to clinical skills training by supporting students' active participation in the learning process, as well as their motivation and will to learn.

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Key information

Conditions

Nurse Education INTRAVENOUS CATHETER APPLICATION Intravenous Catheters Intravenous Therapy Intravenous Therapy Complications

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

To be a student enrolled on the Turkish-language programme at the Faculty of Nursing,
Be aged 18 or over,
Have Turkish as your first language,
Be a first-year student,
Not be a student on an exchange programme such as Erasmus,
Be taking the 'Fundamentals of Nursing' course for the first time,
Not have previously received training in intravenous procedures
Not to have been absent during the period when research data will be collected, Not to hold a secondary school, foundation year or undergraduate degree in any health-related field

Exclusion criteria

The desire not to take part in any stage of the research or to withdraw from the research

Treatment and study plan

ARCS-V Model Teaching

Other

Teaching Intravenous Injection Techniques Based on the ARCS-V Model

Primary outcomes

Teaching Material Motivation Scale (TMMS)

Time frame: Assessments will be carried out at three time points. 1st assessment: before the training, 2nd assessment: one week after the training, as the final test, 3rd assessment: one week after the final test

Teaching Material Motivation Scale (TMMS): The Teaching Material Motivation Scale (TMMS) was developed based on Keller's (2009) ARCS Model and adapted into Turkish by Dinçer and Doğanay. The scale consists of 33 items designed to assess motivation towards teaching materials and covers four dimensions: attention, relevance, confidence and satisfaction. The original scale comprises 36 items. The Cronbach's alpha coefficients for the scale have been reported as 0.96 overall; 0.89 for the attention dimension; 0.81 for the relevance dimension; 0.90 for the trust dimension; and 0.92 for the satisfaction dimension. Assessment is carried out using a 5-point Likert-type scale, with a total score range of 33 to 165; an increase in score is interpreted as an increase in motivation levels. The scale's score ranges are classified from very low (33-37) to very high (161-165).
Academic Self-Efficacy Scale (AÖÖ)

Time frame: Assessments will be carried out at three time points. 1st assessment: before the training, 2nd assessment: one week after the training, as the final test, 3rd assessment: one week after the final test

Academic Self-Efficacy Scale (AÖÖ): Adapted into Turkish by Yılmaz, Gürçay and Ekici (2007). Developed as a four-point Likert-type scale, it has a unidimensional structure and consists of seven items. Scores on the scale range from 7 to 28, with higher scores indicating a higher level of academic self-efficacy. In the Turkish adaptation study, the scale's Cronbach's alpha internal consistency coefficient was reported as 0.79.

Study contacts

Contact information is provided by the study sponsor or research team.

Tubay Bozkurt

CONTACT

[email protected]

+905414694588

Sponsors and collaborators

Lead sponsor

Ataturk University

Other

Registry information

Official study title

The Effect of Intravenous Injection Training Based on the ARCS-V Model on Nursing Students' Learning Motivation and Self-Efficacy Levels: A Mixed-Methods Study

Important dates

Study start: 2026
Primary completion: 2026
Study completion: 2027
First posted: Jul 9, 2026
Registry last updated: Jul 13, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

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This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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