Gamification Design in Evidence-Based Education for Clinical Nurses

Applying Innovative Gamification Education in Evidence-Based Practice for Clinical Nurses

The goal of this study is to compare the effectiveness of gamification versus group discussion in evidence-based practice (EBP) education for clinical nurses. It aims to improve learning outcomes and clinical application of EBP.

Study Overview

• Status: Completed
• Conditions: Nursing Education; Evidence-Based Practice
• Intervention / Treatment: Other: Evidence-Based Practice (EBP) Teaching

Detailed Description

The main questions it aims to answer are:

Does gamification enhance the knowledge acquisition of clinical nurses in EBP? What barriers to evidence-based practice do nurses face? How does gamification affect cognitive load, self-efficacy, and attitudes towards EBP? Researchers will compare gamification to traditional group discussion methods to evaluate their impact on clinical practice.

Participants will:

Be clinical nurses from Tri-Service General Hospital with varying ranks and experiences.

Be randomly assigned to either the gamification group or the control group. Participate in EBP courses based on their clinical rank and experience. Complete pre- and post-intervention assessments and a six-month follow-up. Data collection will measure barriers to evidence-based practice, cognitive load, knowledge acquisition, self-efficacy, attitudes, course satisfaction, and practical application through written reports. Data analysis will use descriptive and inferential statistics to evaluate the effectiveness of the interventions.

This study aims to provide evidence on the most effective teaching methods for EBP, contributing to improved educational strategies and better clinical practices for nurses.

• Study Type: Interventional
• Enrollment (Actual): 102
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Taiwan
  • Taipei, Taiwan
    • National defense medical center

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Active clinical nurses aged 20-65. Clinical nurses within the hospital who registered for the workshop via e-learning.

Nurses with more than three months of work experience and a signed contract.

Exclusion Criteria:

• Nurses with less than three months of work experience or without a signed contract.

Participants cannot simultaneously attend both types of courses. Nurses at level N2 or above, nurses from other hospitals, nurse practitioners, or nursing supervisors are not included in this study.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Triple

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: gamified group; The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019).	Other: Evidence-Based Practice (EBP) Teaching; The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019). The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).
Active Comparator: conventional small group discussion; The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).	Other: Evidence-Based Practice (EBP) Teaching; The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019). The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
EBP Competence	Measured using the ACE tool developed by Ilic et al. (2014).	Baseline, immediately after the workshop, and 6 months follow-up
Self-Efficacy and attitudes	Assessed using the Taipei Evidence-Based Practice Questionnaire (TEBPQ) (Chen et al., 2014).	Baseline, immediately after the workshop, and 6 months follow-up
Participant Satisfaction with EBP Teaching	Measured using a questionnaire designed specifically for this study.	immediately after the workshop
practicing applicability	The patient care report was then submitted for a panel of experts' review.	6 months follow-up

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Cognitive Load	Assessed using items referenced from Albarqouni et al. (2018).	Baseline, and 6 months follow-up
Barriers	Measured using the Chinese Evidence-Based Practice Scales (Wang et al., 2012).	Baseline, and 6 months follow-up

Collaborators and Investigators

• Sponsor: Ling-Yu Chien
• Investigators: Study Director: Ling-Yu Chien, National Defense Medical Center, Taiwan

Study record dates

Study Major Dates

• Study Start (Actual): April 9, 2020
• Primary Completion (Actual): July 12, 2022
• Study Completion (Actual): July 12, 2022

Study Registration Dates

• First Submitted: July 28, 2024
• First Submitted That Met QC Criteria: July 28, 2024
• First Posted (Actual): July 31, 2024

Study Record Updates

• Last Update Posted (Actual): July 31, 2024
• Last Update Submitted That Met QC Criteria: July 28, 2024
• Last Verified: July 1, 2024

More Information

Terms related to this study

• Other Study ID Numbers: B202005016

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No