The effect of gamified teaching material on nursing students' therapeutic communication skills and perception of nursing diagnoses in aggressive patient management: A randomized controlled study.

AIM

This study aimed to determine the effect of gamified teaching material on students' therapeutic communication skills and their perception of nursing diagnoses in aggressive patient management.

BACKGROUND

Gamified teaching materials are one of the active learning methods used to develop nursing students' knowledge and skills.

DESIGN

It is a randomized controlled study conducted in November-December 2024.

PARTICIPANTS

This study was conducted with 80 senior students enrolled in the nursing department of a state university in Türkiye. The students were randomly assigned to two groups: control (n = 43) and intervention (n = 37).

METHOD

Data were collected using the Participant Information Form, the Therapeutic Communication Skills Scale for Nursing Students and the Perception of Nursing Diagnoses Scale. After the theoretical training, all students completed the Therapeutic Communication Skills Scale for Nursing Students and the Perception of Nursing Diagnoses Scale (pre-test). Aggressive patient management was taught to students in the control group using a lecture and question-and-answer method and to students in the intervention group using gamified teaching materials. One week later, all students completed the Therapeutic Communication Skills Scale for Nursing Students and the Perception of Nursing Diagnoses Scale again (post-test).

RESULTS

It was determined that the gamified teaching material was not effective in students' perception of nursing diagnoses. It was found that the gamified teaching material created a significant difference in the therapeutic communication skills-1 sub-dimension.

CONCLUSIONS

It was found that gamified teaching material can be used to improve students' therapeutic communication skills. It is recommended that studies be repeated to examine the effect of gamified teaching material on students' learning.

GOV ID

NCT06649149.