跨专业游戏化学习对患者安全事件中跨专业沟通与协作的认知负荷感知及自我效能的影响。
The effect of interprofessional game-based learning on perceived cognitive load and self-efficacy in interprofessional communication and collaboration in patient safety incidents.
作者信息
Hosseinpour Azam, Keshmiri Fatemeh
机构信息
Department of Operating Room, Faculty of Paramedical, Qom University of Medical Sciences, Qom, Iran.
Student Research Committee, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
出版信息
PLoS One. 2025 Apr 23;20(4):e0321346. doi: 10.1371/journal.pone.0321346. eCollection 2025.
BACKGROUND
This study aims to investigate the effect of the interprofessional game-based learning method on students' perceived cognitive load and self-efficacy in interprofessional communication and collaboration during patient safety incidents, in comparison to traditional instructional methods.
METHODS
The quasi-experimental study was conducted in 2023-2024. The educational objective was to improve the interprofessional collaboration of the students in patient safety incidents. Students in operating room nursing and anesthesia nursing (n = 60) participated in this study. Interprofessional game-based learning and traditional methods were used in the intervention group and the control group, respectively. Participants completed two questionnaires about cognitive load and self-efficacy two months after intervention. The data were analyzed using descriptive tests (mean, standard deviation, and percentage) and analytical tests (including ANCOVA and Student T-test).
RESULTS
The IP-GBL intervention significantly improved students' self-efficacy in the intervention group compared to the control group (F = 26.51, df = 1.57, p-value = 0.0001, Partial Eta Squared = 0.31). The IP-GBL method enhanced GCL and eliminated ECL and ICL compared to the traditional method. (p = 0.0001).
CONCLUSION
The IP-GBL enhanced germane cognitive load and decreased the intrinsic and extrinsic cognitive load, which facilitated students' learning. Patient safety training using interprofessional game-based learning has a favorable educational effect on students' self-efficacy. The findings indicated that the students' self-efficacy in interprofessional collaboration and communication regarding patient safety incidents in the surgical department significantly improved. Therefore, the interprofessional game-based learning method in formal and informal education of patient safety that requires collaboration between different professions is recommended.
背景
本研究旨在调查与传统教学方法相比，基于游戏的跨专业学习方法对学生在患者安全事件中的跨专业沟通与协作中感知到的认知负荷和自我效能的影响。
方法
本准实验研究于2023 - 2024年进行。教育目标是提高学生在患者安全事件中的跨专业协作能力。手术室护理和麻醉护理专业的学生（n = 60）参与了本研究。干预组和对照组分别采用基于游戏的跨专业学习和传统方法。参与者在干预两个月后完成了两份关于认知负荷和自我效能的问卷。数据采用描述性检验（均值、标准差和百分比）和分析性检验（包括协方差分析和学生t检验）进行分析。
结果
与对照组相比，IP - GBL干预显著提高了干预组学生的自我效能（F = 26.51，df = 1.57，p值 = 0.0001，偏 eta 平方 = 0.31）。与传统方法相比，IP - GBL方法增强了生成性认知负荷并消除了本质性认知负荷和人际认知负荷（p = 0.0001）。
结论
IP - GBL增加了相关认知负荷，降低了内在和外在认知负荷，促进了学生的学习。使用基于游戏的跨专业学习进行患者安全培训对学生的自我效能有良好的教育效果。研究结果表明，外科患者安全事件中跨专业协作与沟通方面学生的自我效能显著提高。因此，建议在需要不同专业协作的患者安全正式和非正式教育中采用基于游戏的跨专业学习方法。
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