Kotp Mohamed Hashem, Bassyouny Hasan Ahmed Awad, Aly Mohamed Ahmed, Ibrahim Rasha Kadri, Hendy Abdelaziz, Attia Ahmed Shaaban, Mekdad Ahmed Khalaf, Hafez Ahmed Ali, Farghaly Abdelaliem Sally Mohammed, A Baghdadi Nadiah, Hendy Ahmed, Ismail Hossam Ali
Nursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Prince Sattam Bin Abdulaziz University, Wadi Addawasir, Saudi Arabia.
BMC Nurs. 2025 May 27;24(1):602. doi: 10.1186/s12912-025-03253-z.
Gamification has emerged as a transformative approach in nursing education, especially within simulation-based learning environments. It is recognized for enhancing student engagement, knowledge retention, and confidence. Despite its potential, limited research has explored the perceptions and confidence of nurse educators and students, as well as the challenges encountered during its implementation. The study aimed to assess the perceptions and confidence of nurse educators and nursing students towards integrating gamification into simulation-based nursing education, identify implementation barriers, and develop and validate two psychometric tools: the Gamification Perception Assessment Tool and the Nurse Educator Confidence Tool.
A convergent mixed-methods design was utilized, involving 115 nurse educators and 317 nursing students from eight nursing institutions in Cairo. Quantitative data were collected using the newly developed tools, which underwent rigorous validation through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and reliability testing. Qualitative data were collected via semi-structured questionnaires and interviews with nurse educators and analyzed thematically to explore implementation challenges.
The overall mean perception score was 34.8 ± 8.4 for nursing students and 36.3 ± 7.9 for nurse educators, with the majority of participants in both groups showing a high perception level (61.7% for educators and 58.9% for students). Nurse educators displayed moderate to high confidence, which was significantly influenced by their experience and prior training. A strong positive correlation (r = 0.711, p = 0.001) was found between perception and confidence. The psychometric tools demonstrated high reliability (Cronbach's α = 0.68-0.85) and model fit. Thematic analysis revealed barriers such as institutional policy gaps, limited IT support, and lack of training.
Gamification is positively perceived and fosters educator confidence in simulation-based nursing education. However, successful implementation requires institutional support, faculty training, and standardized evaluation tools to overcome existing challenges and optimize educational outcomes. The study provides validated tools and empirical insights into gamification in nursing education.
Not applicable.
游戏化已成为护理教育中的一种变革性方法，尤其是在基于模拟的学习环境中。它因能提高学生参与度、知识保留率和自信心而受到认可。尽管具有潜力，但对护士教育工作者和学生的看法及信心，以及实施过程中遇到的挑战的研究有限。本研究旨在评估护士教育工作者和护理专业学生对将游戏化融入基于模拟的护理教育的看法和信心，识别实施障碍，并开发和验证两种心理测量工具：游戏化感知评估工具和护士教育工作者信心工具。
采用了收敛性混合方法设计，涉及开罗八所护理机构的115名护士教育工作者和317名护理专业学生。使用新开发的工具收集定量数据，这些工具通过探索性因素分析（EFA）、验证性因素分析（CFA）和信度测试进行了严格验证。通过半结构化问卷收集定性数据，并与护士教育工作者进行访谈，然后进行主题分析以探索实施挑战。
护理专业学生的总体平均感知得分为34.8±8.4，护士教育工作者为36.3±7.9，两组中的大多数参与者都表现出较高的感知水平（教育工作者为61.7%，学生为58.9%）。护士教育工作者表现出中等至高信心，这受到他们的经验和先前培训的显著影响。感知与信心之间存在很强的正相关（r = 0.711，p = 0.001）。心理测量工具显示出高信度（Cronbach'sα = 0.68 - 0.85）和模型拟合度。主题分析揭示了机构政策差距、信息技术支持有限和缺乏培训等障碍。
游戏化在基于模拟的护理教育中得到了积极认可，并增强了教育工作者的信心。然而，成功实施需要机构支持、教师培训和标准化评估工具，以克服现有挑战并优化教育成果。该研究为护理教育中的游戏化提供了经过验证的工具和实证见解。
不适用。
