Tan Apphia Jia Qi, Lee Cindy Ching Siang, Lin Patrick Yongxing, Cooper Simon, Lau Lydia Siew Tiang, Chua Wei Ling, Liaw Sok Ying
National University Hospital, Singapore.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Nurse Educ Today. 2017 Aug;55:38-44. doi: 10.1016/j.nedt.2017.04.027. Epub 2017 May 6.
Preparing nursing students for the knowledge and skills required for the administration and monitoring of blood components is crucial for entry into clinical practice. Serious games create opportunities to develop this competency, which can be used as a self-directed learning strategy to complement existing didactic learning and simulation-based strategies.
To describe the development and evaluation of a serious game to improve nursing students' knowledge, confidence, and performance in blood transfusion.
An experiential gaming model was applied to guide the design of the serious game environment. A clustered, randomized controlled trial was conducted with 103 second-year undergraduate nursing students who were randomized into control or experimental groups. After a baseline evaluation of the participants' knowledge and confidence on blood transfusion procedure, the experimental group undertook a blood transfusion serious game and completed a questionnaire to evaluate their learning experience. All participants' clinical performances were evaluated in a simulated environment.
The post-test knowledge and confidence mean scores of the experimental group improved significantly (p<0.001) after the serious game intervention compared to pre-test mean scores and to post-test mean scores of the control group (p<0.001). However, no significance difference (p=0.11) was found between the experimental and control groups on the post-test performance mean scores. The participants evaluated the serious game positively.
The study provided evidence on the effectiveness of a serious game in improving the knowledge and confidence of nursing students on blood transfusion practice. The features of this serious game could be further developed to incorporate additional scenarios with repetitive exercises and feedback to enhance the impact on clinical performance. Given the flexibility, practicality, and scalability of such a game, they can serve as a promising approach to optimize learning when blended with high-fidelity simulation.
让护理专业学生掌握血液成分管理和监测所需的知识与技能，对于其进入临床实践至关重要。严肃游戏为培养这种能力创造了机会，可作为一种自主学习策略，以补充现有的理论教学和基于模拟的策略。
描述一款严肃游戏的开发与评估，以提高护理专业学生在输血方面的知识、信心和表现。
采用体验式游戏模型来指导严肃游戏环境的设计。对103名本科二年级护理专业学生进行了一项整群随机对照试验，将他们随机分为对照组和实验组。在对参与者关于输血程序的知识和信心进行基线评估后，实验组参与了一场输血严肃游戏，并完成一份问卷以评估他们的学习体验。所有参与者的临床表现在模拟环境中进行评估。
与预测试平均分数以及对照组的后测试平均分数相比，实验组在严肃游戏干预后的后测试知识和信心平均分数显著提高（p<0.001）。然而，实验组和对照组在后测试表现平均分数上未发现显著差异（p=0.11）。参与者对严肃游戏给予了积极评价。
该研究提供了证据，证明一款严肃游戏在提高护理专业学生输血实践知识和信心方面的有效性。这款严肃游戏的特点可以进一步开发，纳入更多带有重复练习和反馈的场景，以增强对临床表现的影响。鉴于此类游戏具有灵活性、实用性和可扩展性，当与高保真模拟相结合时，它们可以成为优化学习的一种有前景的方法。
