Evaluation of an ARCS Model-Based Perinatal Genetic Nursing Education Program

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  • ARCSモデルを用いた周産期遺伝看護教育プログラムの評価
  • ARCS モデル オ モチイタ シュウサンキ イデン カンゴ キョウイク プログラム ノ ヒョウカ

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Abstract

<p>Purpose: The purpose of this study is to design a perinatal genetic nursing education program using the ARCS model as a support tool for midwifery care in the perinatal period and to evaluate the learning motivation of nurses participating in the program.</p><p>Method: A perinatal genetic nursing education program on maternal nursing was provided to 15 Nurse Specialists in women’s health with the aim of developing their nursing skills regarding the following six tasks: 1) learning about the basics of genetic testing and genetic disorders, 2) providing consultations about fetal health at an early stage of pregnancy in antenatal care settings, 3) providing nursing for mothers diagnosed with a fetal abnormality, 4) providing support for rearing children with a congenital anomaly, 5) providing grief care for mothers dealing with miscarriage or stillbirth, and 6) providing support for parents feeling anxious about the next pregnancy. The education program was developed using the ARCS model and 1) prior learning about the tasks, 2) group training, and 3) group meeting one month after the training and individual reflection three months after the training were conducted. The teaching method used in the program, the learning materials, and the participants’ understanding after the program were assessed with the Japanese Version of the CIS Scale (Kawakami and Kogo, 2013), the IMMS scale (Keller, 2009/Suzuki, 2010; Japanese translated version), and the basic knowledge test, respectively. To assess what the nurses had learned, an original questionnaire about the learning progress in the six tasks was created and implemented. The questionnaire survey was conducted five times: before, at the start and end of the program, and １ month and ３ months after the program.</p><p>Results: It was shown that the teaching method and education materials of the program attracted “interest” from the participants and allowed them to recognize a “relevance” between learning and nursing practice. In addition, the participants felt “satisfied” with their review of nursing practice and their own learning progress after participating in the program. They, however, had low “confidence” about the clinical practice and learning after the program and had a low level of “satisfaction” about the volume of learning and assignments. Therefore, adjustments for the volume of learning and assignments of the program are considered necessary. Moreover, it appears that at the beginning of clinical nursing practice, it is necessary to support the planning of nursing according to the condition of the target and to offer opportunities to experience successful nursing practice.</p>

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