Mechanisms and Design Framework Study of Gamified Education in Professional Identity Formation for Medical Undergraduates
Trial Snapshot
- Phase
- Not Applicable
- Status
- Recruiting
- Enrollment
- 70
- Locations
- 1
- Primary Endpoint
- Death Anxiety
Study Overview
Brief Summary
Goal of this interventional study
The purpose of this research is to investigate the effects of a scenario-based puzzle educational game on death anxiety and meaning in life among nursing students. It aims to answer the following key questions:
Can the scenario-based puzzle educational game enhance nursing students' sense of meaning in life?
Can the scenario-based puzzle educational game reduce death anxiety in nursing students?
What are nursing students' experiences and perceptions of this educational game?
Study design Researchers will compare the intervention group (participating in the game) with a control group (receiving death education manuals) to evaluate the effectiveness of the game-based intervention.
Participants will:
Be recruited through campus posters
Be randomly assigned to either the intervention or control group and complete baseline questionnaires
In the control group: Receive death education manuals twice weekly for 3 weeks
In the intervention group: Participate in group sessions (5 students per group) to play the scenario-based puzzle game twice weekly for 3 weeks
Complete follow-up questionnaires and participate in qualitative interviews regarding their experiences with manual-based education or the game intervention after the 3-week intervention period
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Other
- Masking
- None
Eligibility Criteria
- Ages
- 18 Months to — (Child, Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Third-year full-time undergraduate nursing students
- •Completed clinical observation training but not yet entered clinical internship phase
- •Aged ≥18 years
- •Provide informed consent and voluntarily participate in the study
Exclusion Criteria
- •Participated in similar death education interventions within the past 3 months
- •Diagnosed with severe mental or psychological disorders
- •Currently on a leave of absence (academic or personal)
Arms & Interventions
Gamified Education
Scenario-based puzzle game in group sessions
Intervention: Puzzle game (Other)
Manual Education
Standardized death education manual
Intervention: Manual Education (Other)
Outcomes
Primary Outcomes
Death Anxiety
Time Frame: Week 0, Week 3
A 15-item self-report scale developed by psychologist Templer (1967/1970) measuring death-related distress. Dimensions: Affective (Items 1,3,10,13,14), Stress/Pain (Items 4,5,6,9,11), Time Awareness (Items 8,12), Cognitive (Items 2,7,15) Scoring: Dichotomous (Yes/No) with 9 forward-scored and 6 reverse-scored items (Items 2,3,5,6,7,16\*). Total score range: 0-15 (higher = greater anxiety). Reliability: Test-retest reliability (3-week) = 0.83; KR-20 = 0.76 (original English version).
Meaning in Life
Time Frame: Week 0, Week 3
A 10-item scale (Steger et al.) assessing two dimensions: Presence of Meaning (5 items): Perceived life purpose Search for Meaning (5 items): Active pursuit of meaning Scoring: 7-point Likert (1="Strongly Disagree" to 7="Strongly Agree"). Higher scores indicate stronger meaning. Reliability: Cronbach's α = 0.878 (total), 0.850 (Presence), 0.907 (Search)
Secondary Outcomes
No secondary outcomes reported
Investigators
Wenna Qian
Doctoral Researcher, School of Nursing, China Medical University
China Medical University, China