Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.
Nurse Educ Today. 2021 Aug;103:104923. doi: 10.1016/j.nedt.2021.104923. Epub 2021 Apr 24.
With the development of information technology, game-based teaching has continuously attracted the attention of nursing educators. It has been proven that games, as an auxiliary tool of traditional teaching, can improve students' learning motivation and learning effects. However, compared with the traditional scenario simulation teaching, whether game-based teaching has obvious advantages is still unknown.
This study aimed to explore whether theme game-based teaching is more effective than scenario simulation in improving students' disaster nursing competency.
A randomized controlled trial.
The study was conducted at a provincial vocational college in Xiaogan, Hubei, China.
A total of 104 sophomore nursing students (intervention group = 51, control group = 53) participated.
After the participants were randomly assigned to the intervention group or control group, disaster-themed games were used in the intervention group, while multi-station disaster simulation was applied in the control group. Pre- and post-tests were conducted to assess the participants' disaster nursing competence using the Questionnaire of Disaster Rescue Ability.
After the intervention, disaster nursing competence levels were significantly higher in the intervention group than in the control group (4.04 ± 0.43 vs. 3.77 ± 0.45, P = 0.002). Three domains of disaster nursing competence, cognition (4.05 ± 0.56 vs. 3.75 ± 0.48, P = 0.004), skill (3.88 ± 0.50 vs. 3.62 ± 0.53, p = 0.008) and affective response (4.25 ± 0.42 vs. 4.02 ± 0.48, P = 0.010), were also significantly higher in the intervention group.
Compared with scenario simulation, theme game-based teaching is more effective in improving the disaster nursing competence of nursing students.
随着信息技术的发展，基于游戏的教学不断引起护理教育者的关注。已经证明，游戏作为传统教学的辅助工具，可以提高学生的学习动机和学习效果。然而，与传统的情景模拟教学相比，基于游戏的教学是否具有明显的优势尚不清楚。
本研究旨在探讨主题式游戏教学是否比情景模拟更能有效提高学生的灾难护理能力。
随机对照试验。
本研究在中国湖北省孝感市的一所省级职业学院进行。
共有 104 名大二护理学生（干预组=51 人，对照组=53 人）参与。
在参与者被随机分配到干预组或对照组后，在干预组中使用灾难主题游戏，而在对照组中应用多站灾难模拟。使用灾难救援能力问卷对参与者进行预测试和后测试，以评估他们的灾难护理能力。
干预后，干预组的灾难护理能力水平明显高于对照组（4.04±0.43 对 3.77±0.45，P=0.002）。灾难护理能力的三个领域，认知（4.05±0.56 对 3.75±0.48，P=0.004）、技能（3.88±0.50 对 3.62±0.53，P=0.008）和情感反应（4.25±0.42 对 4.02±0.48，P=0.010）在干预组也明显更高。
与情景模拟相比，主题式游戏教学更能有效提高护理学生的灾难护理能力。
