Pediatric Ward, King Hussein Cancer Center, Amman, The Hashimate kingdom of Jordan.
Asian Pac J Cancer Prev. 2022 Aug 1;23(8):2633-2642. doi: 10.31557/APJCP.2022.23.8.2633.
There were many educational methods used in teaching nursing students and nursing staff, such as traditional lecturing and game-based learning; there was no consensus in the literature on the best teaching method. The study aimed to investigate the effectiveness of game-based learning versus traditional lecturing on the knowledge acquisition of newly employed nurses.
Pretest and posttest quasi-experimental was used to conduct this study in an oncology center located in Amman, Jordan. 156 newly employed nurses participated in the study, 70 in the lecture group, and 86 in the game group, nurses from both groups were assigned to each learning group according to their employment time during orientation period (first month of employment). For lecture group, new employed nurses were assigned in two different times. For the game group, new employed nurses were assigned in four different times. We use an instrument composed of fifteen questions measuring nurse's knowledge acquisition regarding pressure injury, this instrument was used as pretest and posttest for both learning groups.
There was a significant difference between pretest and posttest scores in the lecture group (P= < 0.001), and there was a significant mean difference between pretest and posttest scores in the game group (P= < 0.001), which indicates that both educational methods had a positive impact on nurse's knowledge. However, there was a significant mean difference between the posttest scores between game group and lecture group to the favor of the lecture group (mean=8.17, 9.00 respectively, P =0.003).
The current study showed that lecture was more effective than the game in knowledge acquisition. More studies with a larger sample are needed to evaluate the game's effectiveness as an educational method versus lecture.
有许多教育方法用于教授护理学生和护理人员，例如传统的讲座和基于游戏的学习；文献中没有关于最佳教学方法的共识。本研究旨在调查基于游戏的学习与传统讲座对新入职护士知识获取的影响。
本研究采用预测试和后测试准实验设计，在约旦安曼的一个肿瘤中心进行。156 名新入职护士参与了这项研究，70 名护士在讲座组，86 名护士在游戏组，两组护士根据入职期间（入职第一个月）的入职时间被分配到每个学习组。对于讲座组，新入职护士被分配在两个不同的时间。对于游戏组，新入职护士被分配在四个不同的时间。我们使用了一个由 15 个问题组成的工具来衡量护士对压疮知识的获取情况，该工具被用作两个学习组的预测试和后测试。
讲座组的预测试和后测试分数之间存在显著差异（P < 0.001），游戏组的预测试和后测试分数之间也存在显著差异（P < 0.001），这表明两种教育方法都对护士的知识产生了积极影响。然而，游戏组和讲座组的后测分数之间存在显著差异，有利于讲座组（均值分别为 8.17 和 9.00，P = 0.003）。
本研究表明，讲座在知识获取方面比游戏更有效。需要更多具有更大样本量的研究来评估游戏作为一种教育方法与讲座相比的有效性。
