Gokalp Mucahide Gokcen, Yucel Sebnem Cinar, Yilmaz Ozgun
Department of Nursing, Faculty of Health Sciences, Amasya University, Amasya 05100, Turkey.
Department of Fundamentals of Nursing, Faculty of Nursing, Ege University, Izmir 35100, Turkey.
Nurse Educ Pract. 2025 Jan;82:104172. doi: 10.1016/j.nepr.2024.104172. Epub 2024 Nov 15.
This study aims to determine the efficiency of game-based learning in nursing students' IMI skills training.
Today, with the unstoppable development of digital technologies, the skills required by modern health services and the needs of nursing students have changed. For this reason, new teaching methods have been researched instead of traditional methods. Game-based learning will choose a dynamic learning environment for the use of game design elements in the acquisition of knowledge and the teaching of psychomotor skills, based on the theory of experimental learning while improving learning experiences with active student participation. However, its use in nursing education is limited.
A pretest-posttest randomized controlled experimental study design was used.
The study was conducted at Ege University Faculty of Nursing in western Turkey. The sample size was determined through stratified randomization method and 135 nursing students participated in the study. Data were gathered by questionnaire method with the Student Descriptive Characteristics Form (SDCF), Intramuscular Injection Knowledge Form (IMIKF), Intramuscular Injection Implementation Checklist (IMIIC), Student Satisfaction and Confidence in Learning Scale (SSCLS) and Visual Comparison (Comfort) Scale (VCS). The chi-square test, the Mann-Whitney U test and the Brunner Langer method were performed in the SPSS 25.0 program.
After the Intramuscular Injection Game-Based Learning Practice (IMIGBLP), the mean score of IMIICL (61±4.4) of the intervention group was significantly higher than the mean score of the control group (38±2.1) (p<0.05). The mean score of the students in the intervention group was determined to be significantly higher than the mean score of the control group (p<0.05). A significant difference was detected between the intervention and control group students in terms of their VCS scores after IMIGBLP (p<0.05).
Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing.
本研究旨在确定基于游戏的学习在护理专业学生肌内注射技能培训中的效果。
如今，随着数字技术的不断发展，现代医疗服务所需技能以及护理专业学生的需求发生了变化。因此，人们开始研究取代传统方法的新教学方法。基于游戏的学习将基于实验学习理论，在获取知识和教授心理运动技能时运用游戏设计元素，选择一个动态的学习环境，同时通过学生的积极参与来改善学习体验。然而，其在护理教育中的应用有限。
采用前测-后测随机对照实验研究设计。
本研究在土耳其西部的伊兹密尔埃杰大学护理学院进行。通过分层随机化方法确定样本量，135名护理专业学生参与了研究。采用问卷法收集数据，使用学生描述性特征表（SDCF）、肌内注射知识表（IMIKF）、肌内注射操作检查表（IMIIC）、学生学习满意度和信心量表（SSCLS）以及视觉比较（舒适度）量表（VCS）。在SPSS 25.0程序中进行卡方检验、曼-惠特尼U检验和布伦纳-兰格方法。
经过基于游戏的肌内注射学习实践（IMIGBLP）后，干预组的IMIICL平均得分（61±4.4）显著高于对照组的平均得分（38±2.1）（p<0.05）。干预组学生的平均得分显著高于对照组（p<0.05）。IMIGBLP后，干预组和对照组学生的VCS得分存在显著差异（p<0.05）。
考虑到研究结果，建议在护理专业的心理运动技能培训中使用基于游戏的学习方法。
