Effect of Nursing Student's Learning Motivation, Self-Directed Learning Readiness, Academic Self-Efficacy in online-based Women’s Health Nursing class with the ARCS model

Objectives The purpose of this study was tried to provide basic data for future nursing education by identifying the effects of nursing student's learning motivation, self-directed learning readiness, academic self-efficacy in online-based class with the ARCS model. Methods In order to achieve this study was designed quasi-experimental study with a one group pre-test and post-test design. The subjects of this study were collected using an online questionnaire for two-year nursing students located in U city, and 138 students participated in the final. Data were analyzed using descriptive statistics, paired t-test with the IBM SPSS 22.0 program. Results The results of this study showed that learning motivation (t=-6.87, p<.001), self-directed learning readiness (t=-5.42, p<.001) and academic self-efficacy (t=-6.78, p<.001) increased statistically significantly after the online-based women's health nursing class with the ARCS model. Conclusions Through the results of this study, it was confirmed that online-based women’s health nursing class with the ARCS model was effective in improving the learning motivation, self-directed learning readiness and academic self-efficacy of nursing students. Therefore, online-based class with the ARCS model can be learning strategy that can improve that learning effect of nursing student’s major theory subject.