Author Affiliations: Faculty of Nursing, Université de Montréal (Drs Maheu-Cadotte, Dubé, and Lavoie); Montreal Heart Institute Research Center (Drs Maheu-Cadotte and Lavoie); CHUM Research Center (Drs Maheu-Cadotte and Dubé); and Center for Innovation in Nursing Education (Dr Lavoie), Montreal, Quebec, Canada.
Comput Inform Nurs. 2023 Jun 1;41(6):410-420. doi: 10.1097/CIN.0000000000000966.
Clinical reasoning is essential for nurses and nursing students to recognize and intervene when hospitalized patients present acute heart failure. Serious games are digital educational interventions that could foster the development of clinical reasoning through an engaging and intrinsically motivating learning experience. However, elements from a playful approach (eg, rewards, narrative elements) are often absent or poorly integrated in existing serious games, which may limit their contribution to learning. Thus, we developed and studied the contribution of a novel serious game on nursing students' engagement, intrinsic motivation, and clinical reasoning in the context of acute heart failure. We adopted a multimethod design and randomized 28 participants to receive two serious game prototypes in a different sequence, one that fully integrated elements of a playful approach (SIGN@L-A) and one that offered only objectives, feedback, and a functional aesthetic (SIGN@L-B). Through self-reported questionnaires, participants reported higher levels of engagement and intrinsic motivation after using SIGN@L-A. However, negligible differences in clinical reasoning scores were found after using each serious game prototype. During interviews, participants reported on the contribution of design elements to their learning. Quantitative findings should be replicated in larger samples. Qualitative findings may guide the development of future serious games.
临床推理对于护士和护理学生来说至关重要，当住院患者出现急性心力衰竭时，他们需要能够识别并进行干预。严肃游戏是一种数字化教育干预手段，通过引人入胜和内在激励的学习体验，可以促进临床推理的发展。然而，现有的严肃游戏往往缺乏或未能很好地融入游戏元素（例如奖励、叙事元素），这可能限制了它们对学习的贡献。因此，我们开发并研究了一种新型严肃游戏在急性心力衰竭背景下对护理学生参与度、内在动机和临床推理的影响。我们采用了多方法设计，将 28 名参与者随机分配到两种不同的严肃游戏原型中，一种完全整合了游戏元素（SIGN@L-A），另一种仅提供目标、反馈和功能美学（SIGN@L-B）。通过自我报告问卷，参与者在使用 SIGN@L-A 后报告了更高的参与度和内在动机。然而，在使用每个严肃游戏原型后，临床推理得分几乎没有差异。在访谈中，参与者报告了设计元素对他们学习的贡献。定量发现应在更大的样本中进行复制。定性发现可能会指导未来严肃游戏的开发。
