Taghinejad Hamid, Mozafari Mosayeb, Bazhdan Amirreza, Vasiee Alireza
Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran.
Student Research Committee, Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran.
J Adv Med Educ Prof. 2024 Jul 1;12(3):199-207. doi: 10.30476/JAMP.2024.101396.1925. eCollection 2024 Jul.
Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient's life. Therefore, this study aimed to investigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students.
The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group received Electrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test). Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16.
The mean and standard deviation of the participants' age was 21.35 ± 1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003).
Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.
正确认识和解读心电图并据此进行护理是挽救患者生命的最重要方法之一。因此，本研究旨在探讨在线游戏化对护生心电图解读能力和自主学习能力的影响。
本研究于2023年在伊拉姆市对44名五年级护生（每组22名参与者）进行了准实验，采用便利抽样法，通过四次排列平衡区组随机化将其分为对照组和干预组。在四周内的四个时段，干预组的参与者在Storyline平台上接受心电图解读培训，并在Socrative软件中玩游戏。对照组由同一位讲师以教育的形式提供相同的内容。在干预前（预测试）填写心电图解读学习测试、自主学习、简易精神状态检查表和人口统计学问卷。然后，在干预结束两周后（后测试）完成心电图解读学习测试和自主学习问卷，并使用SPSS V.16中的Shapiro-Wilk检验、独立t检验、配对t检验、卡方检验和多元线性回归检验，以0.05的标准误差对数据进行分析。
参与者的年龄均值和标准差为21.35±1.02，59%的样本为男性。干预前，两组之间未观察到显著差异，但干预后，干预组心电图解读分数的均值和标准差（14.1±2.94）与对照组（8.8±1.36）相比显著增加（P=0.007）。此外，干预组的自主学习能力（168±10.42）与对照组（125±4.3）相比显示出统计学上的显著差异（P=0.003）。
将在线游戏化作为一种新的教育方法应用于护生，可提高其心电图解读能力和自主学习能力。建议在医院使用这种方法教授更有用和重要的课程。
