Parozzi Mauro, Meraviglia Irene, Ferrara Paolo, Morales Palomares Sara, Mancin Stefano, Sguanci Marco, Lopane Diego, Destrebecq Anne, Lusignani Maura, Mezzalira Elisabetta, Bonacaro Antonio, Terzoni Stefano
Department of Biomedicine and Prevention, University of Rome "Tor Vergata", Via Montpellier 1, 00133 Rome, Italy.
Internal Medicine Unit, Rho Hospital, ASST Rhodense, 20017 Rho, Italy.
Nurs Rep. 2025 Sep 4;15(9):322. doi: 10.3390/nursrep15090322.
: Effective clinical handover is a critical component of nursing care, particularly in mental health settings, where the transfer of clinical and behavioral information is essential for both patients' and health personnel's safety. Gamification has emerged as a promising strategy to enhance clinical education, yet few interventions have focused specifically on mental health care contexts. This study aimed to evaluate the effectiveness of a serious game designed to teach the SBAR (Situation, Background, Assessment, Recommendation) handover framework to undergraduate nursing students through a psychiatric care unit scenario. : A quasi-experimental pre-post design was employed with a convenience sample of 48 nursing students from a Northern Italian university. Participants completed a test assessing their ability to organize clinical information according to the SBAR model before and after the game intervention. Students' experience was assessed using the Player Experience Inventory. : A statistically significant improvement in SBAR application was observed post-intervention. The majority of students reported a positive experience across PXI domains such as Meaning, Challenge, Progress Feedback, and Enjoyment. Comparisons with a previously validated video-based nursing serious game showed a consistent overall pattern in response trends. : The SG was an effective and engaging educational tool for improving structured handover skills in nursing students. Gamification may represent a valuable complement to traditional instruction in nursing education, especially in high-communication clinical areas such as mental health. Further research is needed to assess long-term retention and to explore more immersive formats.
有效的临床交接是护理工作的关键组成部分，尤其是在心理健康环境中，临床和行为信息的传递对患者和医护人员的安全至关重要。游戏化已成为一种有前景的策略来加强临床教育，但很少有干预措施专门针对心理健康护理背景。本研究旨在评估一款严肃游戏的有效性，该游戏旨在通过精神科护理单元场景向本科护理学生传授SBAR（情况、背景、评估、建议）交接框架。采用准实验前后设计，从意大利北部一所大学选取48名护理学生作为便利样本。参与者在游戏干预前后完成了一项测试，评估他们根据SBAR模型组织临床信息的能力。使用玩家体验量表评估学生的体验。干预后观察到SBAR应用有统计学上的显著改善。大多数学生在PXI的各个领域，如意义、挑战、进展反馈和乐趣方面都报告了积极的体验。与之前经过验证的基于视频的护理严肃游戏的比较显示，反应趋势总体一致。该严肃游戏是提高护理学生结构化交接技能的有效且引人入胜的教育工具。游戏化可能是护理教育中传统教学的宝贵补充，尤其是在心理健康等高沟通临床领域。需要进一步研究以评估长期记忆情况并探索更具沉浸感的形式。
