Sharing the decision about VBAC: introducing the ARCS-V motivational learning model

Abstract

Shared decision-making is considered key to influencing women's motivation to choose vaginal birth after caesarean section (VBAC), as when women's self-determination is respected, they are more likely to avoid intervention. However, the shared decision-making conversation can be challenging. This article introduces the ARCS-V (attention, relevance, confidence, satisfaction, volition), an model for understanding and responding to women's motivation to share the decision about VBAC vs repeat caesarean section. Each of the model's components are introduced, including the psychological basis for managing a shared conversation; capturing and holding women's attention on what they need to learn; matching the learning goals with women's personal goals; building their confidence to achieve their optimal birth; and ensuring they are satisfied with decision-making experience. When these educational conditions are met, women are more likely to use shared decision-making conversations to choose optimally.

Immersive 360° videos in health and social care education: a scoping review

“…Later, a fifth category, volition , was added to create the ARCS-V model [ 45 ] which implies that once the educational environment is designed, the audience is more likely to feel motivated and will self-regulate their behaviour to achieve their goals. The validity, reliability and impact of the ARCS model [ 42 – 44 ] have been tested in several different contexts, such as technology-supported learning, e-learning, user-orientated design and health and social care pedagogy [ 43 , 51 – 53 ]. The ARCS model [ 42 – 44 ] will frame the results sections in this review by way of uncovering what factors are facilitator and barriers of creating a motivational learning environment.…”