The effectiveness of serious games designed for infection prevention and promotion of safe behaviors of senior nursing students during the COVID-19 pandemic

Calik, Afra; Çakmak, Betül; Kapucu, Sevgisun; İnkaya, Bahar

doi:10.1016/j.ajic.2022.02.025

Cited by 15 publications

(7 citation statements)

References 32 publications

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“…Incorporating insights from prior research, the study utilised a 25-item questionnaire to assess students’ knowledge levels before and after engaging with the COVID-19 serious game. Analysis of pre- and post-test results revealed statistically significant changes in students’ knowledge levels following gameplay, aligning with findings from previous COVID-19 serious game studies [ 27 , 28 , 29 , 30 , 46 , 47 ]. This highlights the potential of serious games as effective educational interventions for enhancing nursing students’ understanding of critical public health issues such as COVID-19.…”

Section: Discussionsupporting

confidence: 86%

“…Gamification, a strategy with enriched experiential learning, offers students dynamic and innovative avenues to explore various subjects, fostering deeper engagement and understanding [ 32 , 33 , 34 , 35 , 36 , 44 , 45 ]. This study’s findings illuminate how pre-registration nursing students’ interaction with the COVID-19 serious game enriched their understanding and awareness, empowering them to discern factual information from common misconceptions [ 46 , 47 ]. Despite the well-documented challenges posed by online learning, uptake and participation in this study was high.…”

Section: Discussionmentioning

confidence: 82%

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Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention

McConnell,

Duncan,

Stark

et al. 2024

Healthcare

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Background: This study aimed to evaluate the effectiveness of a digital serious game intervention about COVID-19 on pre-registration nursing student knowledge. Method: This study included 282 nursing students from a university in Northern Ireland, with 210 students providing comparable pre-test and post-test results. The ‘serious game’ aimed to debunk common COVID-19 myths and provide accurate information about the virus. Participants completed a 25-item questionnaire before and after engaging with the game, which included true/false items based on the World Health Organisation’s list of top COVID-19 myths. The data were analysed using paired t-tests to assess knowledge changes, and scores were calculated as percentages of correct answers. Results: A statistically significant improvement in COVID-19 knowledge was demonstrated among first-year nursing students who engaged with the serious game. The post-test scores (M = 92.68, SD = 13.59) were notably higher than the pre-test scores (M = 82.64, SD = 13.26), with a p-value less than 0.001. Conclusion: This research suggests that integrating serious games into undergraduate nursing education can effectively enhance COVID-19 knowledge. This approach is aligned with the evolving trend of employing technology and gamification in healthcare education.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 82%

Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention

McConnell,

Duncan,

Stark

et al. 2024

Healthcare

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“…[82][83][84] One hundred forty-four articles used technology to augment, or add to, the current teaching methods, giving extra opportunities for learning. Technologies used included social media, 51 virtual reality, 85 game-based learning [86][87][88][89] and mobile or web-based activities. 46,48,63,90,91 These augmentation-related articles tended to focus more on including additional learning activities, formative feedback or self-assessment for learning.…”

Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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“…Nursing education in schools should provide training and drills about similar crises for nursing students to strengthen their disaster-care competencies. Calik et al reported that a serious game, a type of technology-enhanced simulation, was beneficial for improving knowledge of infection and safe behaviors about COVID-19 among senior nursing students (97). This game was an effective teaching strategy and was free to use for purposes of research and education.…”

Section: Discussionmentioning

confidence: 99%

Experiences and needs of front-line nurses during the COVID-19 pandemic: A systematic review and qualitative meta-synthesis

Ding

Deng²,

Zhang

et al. 2022

Front. Public Health

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BackgroundFront-line nurses have played a critical role during the coronavirus disease 2019 (COVID-19) pandemic. A number of qualitative studies reported front-line nurses' experiences and needs in caring for patients with COVID-19. However, the application of evidence from a single qualitative study to guide clinical practice has limitations. This study aimed to explore front-line nurses' experiences and needs during the COVID-19 pandemic through a qualitative meta-synthesis.MethodsSeven databases were searched from 1 December 2019 to 20 January 2022, including PubMed, Web of Science, Cochrane COVID-19 study register, CINAHL, PsycINFO, MedRxiv, and bioRxiv. The quality of included studies was appraised using the Critical Appraisal Skills Program (CASP) qualitative research appraisal tool. Meta-synthesis was used to synthesize the data from included studies.ResultsA total of 70 studies were included, and five synthesized findings were developed: (1) Although nurses actively devoted themselves to fighting against COVID-19, considering their professional responsibility and historical previous experience with mankind, they were not invulnerable; (2) There were various difficulties and challenges in caring for patients with COVID-19, including fear related to providing patients with care, shortage of protective equipment and manpower, and negative attitude of family members; (3) Facing difficulties and challenges, nurses could only partly cope by using mixed means to overcome those, including media, learning, gaining skills, responding together, and organizational assistance; (4) To better respond to the COVID-19 pandemic, nurses' needs should be paid attention to. Counseling, training, information, resources, and investment are pivotal; (5) Despite the hardships, nurses became stronger and gained gratitude, positivity, mental peace, and confidence.ConclusionsThis study reveals that the psychological experiences of front-line nurses varied, and they faced a variety of challenges. Although nurses had some coping strategies, they still needed multifaceted support to meet the challenges.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/, PROSPERO: CRD42021255468.

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The effectiveness of serious games designed for infection prevention and promotion of safe behaviors of senior nursing students during the COVID-19 pandemic

Cited by 15 publications

References 32 publications

Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention

Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention

Learning technology in health professions education: Realising an (un)imagined future

Experiences and needs of front-line nurses during the COVID-19 pandemic: A systematic review and qualitative meta-synthesis

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