Enhancing Nursing Students' Interdisciplinary Competence via ARCS-Based Digital Health Care Design
Clinical Snapshot
PICO Framework
| P — Population | 40 first-year nursing students at Asia Eastern University of Science and Technology, Taiwan |
| I — Intervention | 6-week project-based course using ARCS motivational model (Attention, Relevance, Confidence, Satisfaction) with Figma digital platform for healthcare application design |
| C — Comparator | Pre-intervention baseline measurements (no control group apparent) |
| O — Outcomes | Learning motivation, digital platform usability (System Usability Scale), digital confidence, interdisciplinary collaboration skills, and ability to translate nursing knowledge into practical applications |
Bottom Line
This Taiwanese study demonstrates that a structured 6-week digital design course using the ARCS motivational model significantly improved nursing students' learning motivation and digital platform confidence. While the pre-post design limits causal inference, the large effect size (t=15.784, p<.001) and excellent usability ratings suggest practical educational value. The intervention addresses critical gaps in nursing digital literacy, particularly relevant as Australian healthcare increasingly adopts digital technologies. However, the single-institution convenience sample and lack of control group weaken generalisability. The approach appears feasible for Australian nursing programs, potentially supporting ANMAC digital competency requirements. Educators should consider replicating this model with stronger study designs, including control groups and longer follow-up periods to assess retention of digital skills and their translation into clinical practice.
Key Findings
P Value: p < .001
Effect Size: t = 15.784
Primary Outcome: Significant increase in learning motivation from baseline
Nnt Or Sensitivity: System Usability Scale score of 84.87 indicates 'excellent' usability (>80.3 threshold)
Confidence Interval: Not reported
Clinical Application
Requires access to digital design platforms and trained educators; 6-week timeframe appears manageable within standard curricula Highly relevant to Australian nursing education given ANMAC standards requiring digital health competencies; aligns with National Digital Health Strategy and could support PBS Digital Health initiatives First-year nursing students requiring digital literacy development, particularly in healthcare technology design
Abstract
BACKGROUND: Digital literacy is increasingly essential in modern nursing education, yet many students lack confidence and prior exposure to digital tools. METHOD: A 6-week project-based course, guided by the ARCS motivational model comprising Attention, Relevance, Confidence, and Satisfaction, engaged 40 first-year nursing students in designing health care applications using the Figma digital platform. The instructional process was organized into three progressive phases: motivational induction, design implementation, and final presentation. RESULTS: Students demonstrated a significant increase in learning motivation (t = 15.784, p < .001) and rated Figma's usability as excellent (System Usability Scale = 84.87). Reflections indicated enhanced digital confidence, interdisciplinary collaboration, and the ability to translate nursing knowledge into practical applications. CONCLUSION: Integrating motivational strategies with project-based learning and an intuitive digital platform effectively promoted student engagement, skill acquisition, and meaningful learning. This model offers a scalable approach for embedding digital competence into nursing curricula.
References
- 1.Chen, P. J. (2026). Enhancing nursing students' interdisciplinary competence via ARCS-based digital health care design. The Journal of Nursing Education, 65(5), 123-130. https://doi.org/10.3928/01484834-20250902-02
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