Effects of an ARCS-based interactive e-book featuring clinical scenarios on the learning motivation, self-efficacy and practical competence of nursing students in foetal heart rate interpretation

Abstract

Aim: To determine the effects of a developed interactive e-book featuring various clinical scenarios based on the ARCS (attention, relevance, confidence and satisfaction) model of motivation on the learning motivation, self-efficacy and FHR interpretation skills of nursing students. Background: This study fills the digital gap in teaching foetal heart rate interpretation and will help expand obstetric nursing education for on-site and distance education. Design: A randomised controlled trial was conducted of nursing students assigned to the experimental group (n = 41) and control group (n = 39). Methods: The experimental group used the developed e-book to learn about FHR interpretation, while those in the control group watched an instructional video and their learning outcomes were measured at baseline, immediately after the intervention and two weeks after the intervention. Results: Generalised estimating equations were applied to conduct the analyses revealing that the experimental group scored significantly higher than the control group in the immediate and two-week post-intervention tests on average regarding learning motivation and self-efficacy (p < .01). The experimental group also scored significantly higher in the immediate post-test for FHR interpretation skills (p < .001) and the significance lasted for two weeks after the intervention (p < .01). Conclusions: The developed interactive e-book can effectively improve the learning motivation, self-efficacy and FHR interpretation skills of nursing students, confirming the potential of multimedia and interactive elements in digital learning, particularly regarding complex obstetric nursing concepts. This study provided empirical support for the use of interactive e-books in nursing education. © 2025 Elsevier Ltd

Keywords

Author Keywords

self-efficacy Nursing students learning motivation ARCS model Foetal heart rate interpretation Interactive e-book Midwifery

Index Keywords

learning adult clinical competence female human male nursing student procedures psychology Humans Students, Nursing young adult self concept motivation Self Efficacy education controlled study nursing education randomized controlled trial Educational Measurement Education, Nursing, Baccalaureate distance learning Education, Distance fetus heart rate pregnancy Heart Rate, Fetal

Author Affiliations

Department of Nursing, Asia Eastern University of Science and Technology, New Taipei City, Taiwan

Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei, Taiwan

Department of Nursing, Far Eastern Memorial Hospital, New Taipei City, Taiwan, Department of Nursing, Hsin Sheng Junior College of Medical Care and Management, Taoyuan, Taiwan, Taiwan

Funding & Acknowledgements

Ministry of Education, MOE

Grant: PMN1122731

This study was supported in part by grants from the Ministry of Education [Project Number\uFF1APMN1122731] and Far Eastern Memorial Hospital, Taiwan [111-1-08-512].

Ministry of Education, MOE

This study was supported in part by grants from the Ministry of Education [Project Number\uFF1APMN1122731] and Far Eastern Memorial Hospital, Taiwan [111-1-08-512].

Grant: 111-1-08-512

This study was supported in part by grants from the Ministry of Education [Project Number\uFF1APMN1122731] and Far Eastern Memorial Hospital, Taiwan [111-1-08-512].

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Effects of an ARCS-based interactive e-book featuring clinical scenarios on the learning motivation, self-efficacy and practical competence of nursing students in foetal heart rate interpretation

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