英文摘要 |
"Purposes:This study investigated the changes in learning motivation of nurse practitioners who received standardized and virtual patient consultation training.Methods:A questionnaire survey with a single-group repeated measures design was conducted among nurse practitioners recruited from a regional teaching hospital in southern Taiwan. The participants first attended a traditional standardized patient consultation training session (T1), followed by a virtual patient consultation training session three months later (T2). After another three months, a second virtual patient consultation training session (T3) was conducted. At the end of each session, ARCS Model of Motivation-based learning scale and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to collect data. Differences reflecting the results from the scale and MSLQ between two groups with varying nursing experience (≥16 years and≤15 years) were analyzed by oneway repeated measures analysis of variance.Results:A total of 91 nurse practitioners participated in the study‒of these, 89 (97.8%) were female and 55 (60.4%) had≥16 years of experience. The scores in the four ARCS Model dimensions were not significantly different between T1 and T2, but were significantly lower at T3 when compared with those at T2. In addition, the participants with≤15 years of experience had a significantly higher score in the attention dimension of the model from T1 to T2 (p=0.021) with a moderate effect size (partialη2=0.059) when compared with their counterparts with≥16 years of experience. There were no significant differences between the two groups’scores in MSLQ’s self-efficacy, subject value, and exam anxiety domains.Conclusions:There was no significant change in the participants’learning motivation after the standardized and virtual patient consultation training, but there was a significant decrease in it with repeated virtual patient sessions. Future research should investigate how to maintain learners’learning motivation over repeated virtual patient training sessions. (Cheng Ching Medical Journal 2022; 18(1): 49-59)" |