Student Research Committee, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Medical Surgical Nursing, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Vali-Asr Avenue, Cross of Vali-Asr Avenue and Hashemi Rafsanjani (Neiaiesh) Highway, Opposite to Rajaee Heart Hospital, 1996835119, Tehran, Iran.
BMC Med Educ. 2024 Mar 4;24(1):231. doi: 10.1186/s12909-024-05230-7.
Cardiopulmonary resuscitation (CPR) is one of the most fundamental skills a nursing student should be trained in. Gamification in education involves using game elements to increase motivation, engagement, and personalization of the learning process. The gamification method creates competition among students using various methods, comparing to the role-playing method which is a teaching method that allows individuals to actively engage in simulated scenarios. Therefore, this research aimed to compare the effect of CPR education using gamification and role-playing on the self-efficacy of nursing students.
This research was a quasi-experimental intervention type with three groups. A total of 154 nursing students participated in this study and were divided into intervention with role-playing (n = 53), gamification (n = 60) and conventional (lecture) (n = 41) groups. In the conventional method, CPR skills were taught to students using practical exercises. In the role-playing method, after training with moulages, a scenario was presented, and students were assigned roles. In the gamification method, after training with moulages, a scenario was presented, and after that, Kahoot software was used to create a sense of competition and excitement in the game. Self-efficacy scores were measured before and after interventions. Self-efficacy in CPR, knowledge, and skills of nursing students in CPR were assessed in each of the three groups using The Basic Resuscitation Skills Self- Efficacy Scale.
In the present study, 154 nursing students, including 92 females and 62 males, participated. There was a statistically significant difference in the mean self-efficacy scores before and after training in both the gamification and role-playing groups (P < 0.05). There was a statistically significant difference in the mean self-efficacy scores among the three groups (gamification, role-playing, and lecture) (P < 0.05).
Based on results it can be concluded that the teaching method used in CPR training affects the self-efficacy of CPR. Active methods, have a greater impact on CPR self-efficacy.
心肺复苏术（CPR）是护理学生应接受培训的最基本技能之一。教育中的游戏化涉及使用游戏元素来提高学习过程的动机、参与度和个性化。游戏化方法使用各种方法在学生之间创造竞争，而角色扮演方法是一种允许个人积极参与模拟场景的教学方法。因此，本研究旨在比较使用角色扮演和游戏化进行心肺复苏术教育对护理学生自我效能感的影响。
这是一项具有三个组的准实验干预研究。共有 154 名护理学生参与了这项研究，并分为角色扮演干预组（n=53）、游戏化干预组（n=60）和常规（讲座）干预组（n=41）。在常规方法中，使用实践练习向学生教授 CPR 技能。在角色扮演方法中，在使用模型进行培训后，呈现一个场景，并为学生分配角色。在游戏化方法中，在使用模型进行培训后，呈现一个场景，然后使用 Kahoot 软件在游戏中创造竞争和兴奋感。在干预前后测量自我效能感评分。在三个组中，使用《基本复苏技能自我效能量表》评估护理学生在心肺复苏术方面的自我效能感、知识和技能。
本研究共有 154 名护理学生，其中 92 名女性，62 名男性。在游戏化和角色扮演组中，培训前后自我效能感评分均有统计学差异（P<0.05）。在三个组（游戏化、角色扮演和讲座）中，自我效能感评分存在统计学差异（P<0.05）。
根据结果可以得出结论，CPR 培训中使用的教学方法会影响 CPR 自我效能感。积极的方法对 CPR 自我效能感的影响更大。
