SAGE Open Nursing · Published 2026-01-01 · DOI 10.1177/23779608261433262
Background Although e-learning has become routine in nursing education, many courses still lack explicit, structured guidance targeting students’ motivation in online environments. Evidence remains limited regarding whether such motivational guidelines improve objective learning achievement, particularly in maternity nursing. Objective To evaluate the effect of e-learning motivational guidelines on motivation and learning achievement among maternity nursing students. Methods A quasi-experimental design with intervention and control groups was conducted at the Faculty of Nursing during the 2021–2022 academic year. A systematic random sample of 261 students was assessed using three tools: (1) a computer skills assessment sheet, (2) a motivation for e-learning assessment sheet, and (3) an auditing checklist to evaluate learning achievement. The intervention group received an e-learning course integrated with structured motivational guidelines, whereas the control group received the usual e-learning course. Results Postintervention, 69.7% of the intervention group exhibited high motivation across all domains of total motivation for e-learning, compared with approximately 62% of the control group who demonstrated positive motivation across related items. A strong, statistically significant positive correlation was found between total learning achievement and total motivation in the intervention group ( r = .983, p < .001). Conclusion Embedding structured motivational guidelines within e-learning was associated with higher motivation and improved learning achievement among maternity nursing students, addressing a key gap by linking explicit motivational support to measurable academic outcomes in this specialty context.
Abstract from DOAJ. Public domain (CC0 1.0).
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