The Effect of Serious Game and Video-Assisted Education on Nursing Students' Psychomotor Skill Development, Perception of Clinical Stress, Satisfaction and Self-Confidence in Learning
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 99
- 试验地点
- 1
- 主要终点
- Effect of Student Satisfaction and Confidence in Learning
研究概览
简要总结
Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning.
Material and Method: The study was carried out as a randomized controlled experimental research design between June 2023 and April 2025 at the Faculty of Nursing, İnönü University. All students enrolled in the Nursing Department during the Spring Semester of the 2023-2024 academic year constituted the study population. The sample consisted of 99 students (33 in the serious game group, 33 in the video group, and 33 in the control group), determined by power analysis. Data were collected using the "Psychomotor Skills Evaluation Checklists," the "Perceived Stress Scale for Nursing Students," and the "Student Satisfaction and Self-Confidence in Learning Scale."
详细描述
Serious games help to develop participants' problem solving, critical thinking and communication skills, while enriching the learning experience. Serious gaming is a learning-first approach that mimics reality using virtual simulation. These games can be used to optimise the acquisition of clinical skills, stimulate student motivation by completing the simulation and allow teachers to assess students' progress.Video-assisted learning provides learners with a visual tool that facilitates the understanding of abilities and skills. It is often used to illustrate how a teacher or expert addresses a topic, process or skill. The content can then be followed, learnt and applied by learners. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for parenteral drug adminstrantion practices were evaluated
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Basic Science
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 35 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a 1st year nursing student,
- •Receiving training on parenteral drug applications for the first time,
- •Not having any physical disabilities related to vision, hearing and motor skills,
- •Having a smart mobile phone with Android/IOS operating system, and
- •Volunteering to participate in the study.
排除标准
- •Students who made vertical transfer to the department with DGS because they may have taken the subject of parenteral drug applications in an associate degree programme before,
- •Students who did not have a smart mobile phone with Android / IOS operating system and
- •Students who did not volunteer to participate in the study were excluded from the study.
研究组 & 干预措施
Intervention
Serious game group
干预措施: Intervention 1 (Behavioral)
Intervention 2
Video asisted learning group
干预措施: Intervention 2 (Behavioral)
Control group
Control
结局指标
主要结局
Effect of Student Satisfaction and Confidence in Learning
时间窗: 2 weeks later
For the pre-test data, the students were given the "Individual Introduction Form" and the "Student Satisfaction and Confidence in Learning Scale" and asked to fill them in. At the end of the 2nd week, the "Student Satisfaction and Confidence in Learning Scale" was applied again to evaluate the satisfaction and self-confidence of the students who received training with different teaching methods for 2 weeks. The Student Satisfaction and Confidence in Learning Scale was developed to measure the satisfaction and self-confidence of nursing students who experience learning with simulation method. The Turkish validity and reliability study of the scale was conducted by Karaçay and Kaya in 2015. The scale consists of a total of 13 items and 2 sub-dimensions (satisfaction with learning and self-confidence). A score between 13-65 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates high 'student satisfaction and self-confidence'.
Effect of Perceived Stress
时间窗: 2 weeks later
For the pre-test data, the students were given the "Perceived Stress Scale for Nursing Students" and asked to fill them in. At the end of the 2nd week, the "Perceived Stress Scale for Nursing Students" was applied again to evaluate the stress of the students who received training with different teaching methods for 2 weeks. The Perceived Stress Scale for Nursing Students was developed to determine the level and type of stress perceived by nursing students in clinical practice. Turkish validity and reliability study was conducted in 2015. The scale consists of a total of 29 items and 6 sub-dimensions. A score between 0-116 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates a high degree of stress.
Effect of psychomotor skills
时间窗: 2 weeks later
In order to evaluate the psychomotor skill level of the students in the groups, the researcher and the independent observer evaluated the drug administration skills of each student individually and filled out the 'Psychomotor Skill Assessment Checklists for Drug administration'. The skill evaluation process of each student lasted 10-15 minutes. Skill checklists were developed to evaluate the skill performance of students on urinary system applications. Skill checklists are step-by-step checklists showing the skills expected to be performed by students and were prepared by reviewing the relevant current literature.
次要结局
未报告次要终点
研究者
Hakime Aslan
Principal Investigator
Inonu University