Lin Chun-Chih, Han Chin-Yen, Huang Ya-Ling, Ku Han-Chang, Chen Li-Chin
Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, 2, West Sec. Jiapu Rd., Pu-tz City, Chiayi County 613, Taiwan; Department of Nursing, Chang Gung University of Science and Technology, New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, 2, West Sec. Jiapu Rd., Pu-tz City, Chiayi County 613, Taiwan.
Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, 261 Wenhua 1st Rd., Guishan Dist., Taoyuan 333, Taiwan; Department of Nursing, Chang Gung University of Science and Technology., New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, 261 Wenhua 1st Rd., Guishan Dist., Taoyuan 333, Taiwan.
Nurse Educ Pract. 2025 May;85:104384. doi: 10.1016/j.nepr.2025.104384. Epub 2025 Apr 30.
This study employed a descriptive phenomenological approach to explore the experiences of undergraduate nursing students in the context of gamified computerized learning.
In the post-pandemic era, the importance of developing innovative computerized approaches to nursing education has become apparent, particularly in relation to the acquisition of clinical care skills. However, only limited research is available to guide this development.
The study employed a descriptive phenomenological approach to explore undergraduate nursing students' perceptions and experiences with gamified computerized learning of care skills.
The first author conducted individual interviews with 12 participants between April and June 2024. These interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's seven-step method. The study's rigor was evaluated according to Guba and Lincoln's criteria of credibility, transferability, dependability, and confirmability.
Four sub-themes-learning support, visualizing learning in the mind, goal-oriented learning, and learning outcomes-were synthesized into the central theme of a Synergistic Learning Approach to the development of a teaching-learning plan. The Synergistic Learning Approach highlights the importance of robust support structures to guide learners through learning and ensure access to necessary resources and feedback.
The findings indicated that gamified computerized learning provided an effective approach to the development of care skills, although it cannot fully replace hands-on experience. In particular, it offers a simple, accessible, and enjoyable tool for reviewing theoretical care knowledge and skills, allowing learners to engage in trial-and-error practice without risk to patient safety.
本研究采用描述性现象学方法，探讨本科护理学生在游戏化计算机学习背景下的体验。
在疫情后时代，开发创新的计算机化护理教育方法的重要性已变得显而易见，尤其是在临床护理技能的获取方面。然而，仅有有限的研究可用于指导这一发展。
本研究采用描述性现象学方法，以探究本科护理学生对护理技能游戏化计算机学习的认知和体验。
第一作者在2024年4月至6月期间对12名参与者进行了个人访谈。这些访谈进行了录音，逐字转录，并使用科莱齐的七步法进行分析。根据古巴和林肯的可信度、可转移性、可靠性和可证实性标准对研究的严谨性进行了评估。
四个子主题——学习支持、在脑海中可视化学习、目标导向学习和学习成果——被整合到一个协同学习方法的中心主题中，以制定教学计划。协同学习方法强调了强大的支持结构对于引导学习者学习并确保获取必要资源和反馈的重要性。
研究结果表明，游戏化计算机学习为护理技能的发展提供了一种有效的方法，尽管它不能完全取代实践经验。特别是，它为复习理论护理知识和技能提供了一个简单、易用且有趣的工具，使学习者能够在不危及患者安全的情况下进行试错练习。
