Effectiveness of Serious Games on Nursing Students' Clinical Reasoning
The Effectiveness of Serious Games in Improving Nursing Students' Clinical Reasoning in Vietnam
This randomized controlled trial aims to evaluate the effectiveness of serious game-based learning compared with conventional learning in improving clinical reasoning among nursing students in Vietnam. Additionally, the study will assess students' self-confidence in pediatric nursing care, intrinsic motivation, and satisfaction with the learning experience. A minimum of 104 second-year nursing students will be randomly assigned to either the intervention group (serious game-based learning) or the control group (conventional learning). Both groups will receive six teaching sessions based on the content of the Pediatric Care Nursing curriculum, conducted outside the formal curriculum, with each session lasting approximately three hours. Outcomes will be measured at multiple time points, while learning satisfaction will be assessed immediately after completion of the intervention.
Aperçu de l'étude
Statut
Les conditions
Intervention / Traitement
Type d'étude
Inscription (Estimé)
Phase
- N'est pas applicable
Contacts et emplacements
Coordonnées de l'étude
- Nom: Thi Kim Chi Do
- Numéro de téléphone: +84947360088
- E-mail: dochibvbm@gmail.com
Sauvegarde des contacts de l'étude
- Nom: Yeu-Hui Chuang
- Numéro de téléphone: +886 2 2736 1661
- E-mail: yeuhui@tmu.edu.tw
Lieux d'étude
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Hà Nội, Viêt Nam
- Bach Mai Medical college, Bach Mai hospital
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Contact:
- Thi Kim Chi Do
- Numéro de téléphone: +84947360088
- E-mail: dochibvbm@gmail.com
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Chercheur principal:
- Thi Kim Chi Do
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Critères de participation
Critère d'éligibilité
Âges éligibles pour étudier
- Enfant
- Adulte
- Adulte plus âgé
Accepte les volontaires sains
Sexes éligibles pour l'étude
La description
Inclusion Criteria:
- Second-year undergraduate nursing students.
- Students who have not previously taken the Pediatric Care Nursing course
Exclusion Criteria:
- Students who do not agree to participate in the study.
- Students who are repeating the Pediatric Care Nursing course.
Plan d'étude
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Autre
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Seul
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
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Expérimental: Serious Games
Participants assigned to this group will receive serious game-based learning based on the content of the Pediatric Care Nursing course. The intervention will be delivered over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours. |
Participants in the intervention group will receive six weekly serious game-based learning sessions. Each 3-hour session will include a lecture, serious game play, group presentation, discussion, and reflection. |
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Comparateur actif: Conventional Teaching
Participants assigned to this group will receive conventional learning based on the same Pediatric Care Nursing course content over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours. |
Participants in the control group will receive traditional teaching covering the same topics as the intervention group. The intervention will be delivered in one 3-hour session per week for up to 6 weeks. Each session will consist primarily of instructor-led lectures using presentation slides. Clinical scenarios will be presented by the instructor through lecture slides without small-group discussion. Question-and-answer activities will be conducted after the lecture. |
Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Clinical reasoning
Délai: Baseline, immediately after intervention, and follow up at one-month post intervention.
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This study will use the Vietnamese version of the 16-item Clinical Reasoning Scale (CRS) to measure nursing students' clinical reasoning ability. Each item is rated on a five-point Likert scale. Total scores range from 16 to 80, with higher scores indicating greater clinical reasoning ability. |
Baseline, immediately after intervention, and follow up at one-month post intervention.
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clinical reasoning
Délai: Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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This study will use the Clinical Reasoning Performance Rubric (CRPR) to provide an objective assessment of nursing students' clinical reasoning. The rubric consists of eight domains, each rated from 0 to 3. Total scores range from 0 to 24, with higher scores indicating better clinical reasoning. |
Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Confidence
Délai: Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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This study will use the Vietnamese version of the five-item Confidence Scale (C-Scale), adapted for pediatric nursing care, to measure nursing students' confidence in pediatric nursing care. Each item is rated on a five-point Likert scale ranging from 1 to 5. Total scores range from 5 to 25, with higher scores indicating greater confidence in pediatric nursing care. |
Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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motivation
Délai: Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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This study will use four items from the Enjoyment subscale of the Intrinsic Motivation Inventory (IMI) to measure nursing students' intrinsic motivation. Each item is rated on a five-point Likert scale. Total scores range from 4 to 20, with higher scores indicating greater intrinsic motivation. |
Baseline, immediately after intervention, and follow-up at one-month post-intervention.
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Student Satisfaction
Délai: Immediately after intervention
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This study will use the 12-item Student Satisfaction Questionnaire to assess nursing students' satisfaction with the assigned learning methods. Each item is rated on a five-point Likert scale . Total scores range from 12 to 60, with higher scores indicating greater satisfaction with the learning methods. |
Immediately after intervention
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Collaborateurs et enquêteurs
Parrainer
Les enquêteurs
- Chercheur principal: Thi Kim Chi Do, Taipei Medical University
Dates d'enregistrement des études
Dates principales de l'étude
Début de l'étude (Estimé)
Achèvement primaire (Estimé)
Achèvement de l'étude (Estimé)
Dates d'inscription aux études
Première soumission
Première soumission répondant aux critères de contrôle qualité
Première publication (Réel)
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
Dernière mise à jour soumise répondant aux critères de contrôle qualité
Dernière vérification
Plus d'information
Termes liés à cette étude
Mots clés
Autres numéros d'identification d'étude
- 670/BM-HĐĐĐ
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
Description du régime IPD
There is no plan to share individual participant data from this study.
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
Étudie un produit d'appareil réglementé par la FDA américaine
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