Nurse EducationNCT07691983
The Effect of Intravenous Injection Training Based on the ARCS-V Model on Levels of Learning Motivation and Self-Efficacy
A study testing ARCS-V Model Teaching in people with Nurse Education and Intravenous Catheters, run by Ataturk University.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nurse Education, Intravenous Catheters, INTRAVENOUS CATHETER APPLICATION
- What is being tested?
- ARCS-V Model Teaching
- Type of treatment
- Injection or infusion
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 76 participants
- Where
- No sites listed yet
- Study dates
- 15 Jul 2026to 26 Dec 2027
- 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 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 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
Who cannot join
- The desire not to take part in any stage of the research or to withdraw from the research
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official 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
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.
- Conditions
- Nurse Education, Intravenous Catheters, INTRAVENOUS CATHETER APPLICATION, Intravenous Therapy, Intravenous Therapy Complications
- Being tested
- ARCS-V Model Teaching
- Keywords
- ARCS-V, Nursing Education, Motivation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ARCS-V Model TeachingOther
Teaching Intravenous Injection Techniques Based on the ARCS-V Model
| Study group | Role | What they receive |
|---|---|---|
| Traditional Teaching Group | No intervention | traditional teaching |
| ARCS-V Initiative Group | Experimental | ARCS-V Model Teaching Receives: Other: ARCS-V Model Teaching |
What is being measured
The primary outcome is the main question the study is designed to answer.
Teaching Material Motivation Scale (TMMS)
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).
Measured: 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)
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.
Measured: 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
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted9 Jul 2026
- Study start15 Jul 2026 (estimated)
- Primary completion15 Sep 2026 (estimated)
- Study completion26 Dec 2027 (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 Nurse EducationStudies of the same condition, open and under way.
- More trials run by Ataturk UniversityThe sponsor's other registered studies.
- 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 76 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Ataturk University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Tubay Bozkurt, Ataturk University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07691983
- Sponsor's protocol ID
- B.30.2.ATA.0.01.TB
- Status last verified
- Jul 2026
- First submitted
- 1 Jul 2026
- Last updated
- 13 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Chen PJ, Liou WK, Chen MJ. 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. Nurse Educ Pract. 2025 Feb;83:104261. doi: 10.1016/j.nepr.2025.104261. Epub 2025 Jan 18.
PubMed 39855069
Study at a glance
From the registry record, last updated by the sponsor on 13 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official 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
- ClinicalTrials.gov ID
- NCT07691983
- Acronym / sponsor ID
- B.30.2.ATA.0.01.TB
- Conditions
- Nurse Education, Intravenous Catheters, INTRAVENOUS CATHETER APPLICATION, Intravenous Therapy, Intravenous Therapy Complications
- Keywords
- ARCS-V, Nursing Education, Motivation
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 76 participants (estimated)
- Lead sponsor
- Ataturk UniversityUniversity, hospital or other
- Study start
- 15 Jul 2026 (estimated)
- Primary completion
- 15 Sep 2026 (estimated)
- Study completion
- 26 Dec 2027 (estimated)
- First posted
- 9 Jul 2026 (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.
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.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Traditional Teaching Group | No intervention | –traditional teaching |
| ARCS-V Initiative Group | Experimental | Other: ARCS-V Model TeachingARCS-V Model Teaching |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (8 listed)
- 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,
Key exclusion criteria (1 listed)
- The desire not to take part in any stage of the research or to withdraw from the research
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 |
|---|---|---|
| ARCS-V Model TeachingTeaching Intravenous Injection Techniques Based on the ARCS-V Model | Other | ARCS-V Initiative Group |
Primary outcome
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.
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 13 Jul 2026.
- Background: PubMed 39855069Chen PJ, Liou WK, Chen MJ. 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. Nurse Educ Pract. 2025 Feb;83:104261. doi: 10.1016/j.nepr.2025.104261. Epub 2025 Jan 18.
- Individual participant dataSharing planned: No
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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.
Questions about this trial
What is this clinical trial studying?
A study testing ARCS-V Model Teaching in people with Nurse Education and Intravenous Catheters, run by Ataturk University.
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 8 inclusion and 1 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: opening soon, as of the sponsor's last update on 13 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
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 Tubay Bozkurt (+905414694588, bozkurt.tubay@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
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). The study lists 2 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 NCT07691983, 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 13 Jul 2026.