The Effectiveness of Serious Games in Improving Nursing Students' Clinical Reasoning in Vietnam
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 104
- 试验地点
- 1
- 主要终点
- Clinical reasoning
研究概览
简要总结
This randomized controlled trial aims to evaluate the effectiveness of serious game-based learning compared with conventional learning in improving clinical reasoning among nursing students in Vietnam. Additionally, the study will assess students' self-confidence in pediatric nursing care, intrinsic motivation, and satisfaction with the learning experience. A minimum of 104 second-year nursing students will be randomly assigned to either the intervention group (serious game-based learning) or the control group (conventional learning). Both groups will receive six teaching sessions based on the content of the Pediatric Care Nursing curriculum, conducted outside the formal curriculum, with each session lasting approximately three hours. Outcomes will be measured at multiple time points, while learning satisfaction will be assessed immediately after completion of the intervention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Second-year undergraduate nursing students.
- •Students who have not previously taken the Pediatric Care Nursing course
排除标准
- •Students who do not agree to participate in the study.
- •Students who are repeating the Pediatric Care Nursing course.
研究组 & 干预措施
Serious Games
Participants assigned to this group will receive serious game-based learning based on the content of the Pediatric Care Nursing course. The intervention will be delivered over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours.
干预措施: Serious game - based learning (Behavioral)
Conventional Teaching
Participants assigned to this group will receive conventional learning based on the same Pediatric Care Nursing course content over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours.
干预措施: Conventional teaching (Behavioral)
结局指标
主要结局
Clinical reasoning
时间窗: Baseline, immediately after intervention, and follow up at one-month post intervention.
This study will use the Vietnamese version of the 16-item Clinical Reasoning Scale (CRS) to measure nursing students' clinical reasoning ability. Each item is rated on a five-point Likert scale. Total scores range from 16 to 80, with higher scores indicating greater clinical reasoning ability.
clinical reasoning
时间窗: Baseline, immediately after intervention, and follow-up at one-month post-intervention.
This study will use the Clinical Reasoning Performance Rubric (CRPR) to provide an objective assessment of nursing students' clinical reasoning. The rubric consists of eight domains, each rated from 0 to 3. Total scores range from 0 to 24, with higher scores indicating better clinical reasoning.
次要结局
- Confidence(Baseline, immediately after intervention, and follow-up at one-month post-intervention.)
- motivation(Baseline, immediately after intervention, and follow-up at one-month post-intervention.)
- Student Satisfaction(Immediately after intervention)
研究者
Do Thi Kim Chi
Principal Investigator
Taipei Medical University