Mechanisms and Design Framework Study of Gamified Education in Professional Identity Formation for Medical Undergraduates
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 70
- 试验地点
- 1
- 主要终点
- Death Anxiety
研究概览
简要总结
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
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
- None
入排标准
- 年龄范围
- 18 Months 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •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)
研究组 & 干预措施
Gamified Education
Scenario-based puzzle game in group sessions
干预措施: Puzzle game (Other)
Manual Education
Standardized death education manual
干预措施: Manual Education (Other)
结局指标
主要结局
Death Anxiety
时间窗: 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
时间窗: 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)
次要结局
未报告次要终点
研究者
Wenna Qian
Doctoral Researcher, School of Nursing, China Medical University
China Medical University, China