Ordu Yadigar, Aydın Adeviye
Necmettin Erbakan University, Faculty of Nursing, Department of Nursing, Konya, Turkey.
Nurse Educ Pract. 2025 Aug;87:104503. doi: 10.1016/j.nepr.2025.104503. Epub 2025 Aug 6.
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.
Gamified teaching materials are one of the active learning methods used to develop nursing students' knowledge and skills.
It is a randomized controlled study conducted in November-December 2024.
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).
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).
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.
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.
NCT06649149.
本研究旨在确定游戏化教材对学生治疗性沟通技巧以及他们在攻击性患者管理中对护理诊断的认知的影响。
游戏化教材是用于培养护理专业学生知识和技能的主动学习方法之一。
这是一项于2024年11月至12月进行的随机对照研究。
本研究对土耳其一所国立大学护理系的80名高年级学生进行。学生被随机分为两组：对照组（n = 43）和干预组（n = 37）。
使用参与者信息表、护生治疗性沟通技巧量表和护理诊断认知量表收集数据。理论培训后，所有学生完成护生治疗性沟通技巧量表和护理诊断认知量表（预测试）。对照组学生采用讲座和问答法教授攻击性患者管理，干预组学生使用游戏化教材教授。一周后，所有学生再次完成护生治疗性沟通技巧量表和护理诊断认知量表（后测试）。
确定游戏化教材在学生对护理诊断的认知方面无效。发现游戏化教材在治疗性沟通技巧-1子维度上产生了显著差异。
发现游戏化教材可用于提高学生的治疗性沟通技巧。建议重复研究以检验游戏化教材对学生学习的影响。
NCT06649149。
