{"title":"The effect of game-based learning on the acquisition of intramuscular injection skills","authors":"Mucahide Gokcen Gokalp , Sebnem Cinar Yucel , Ozgun Yilmaz","doi":"10.1016/j.nepr.2024.104172","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to determine the efficiency of game-based learning in nursing students' IMI skills training.</div></div><div><h3>Background</h3><div>Today, with the unstoppable development of digital technologies, the skills required by modern health services and the needs of nursing students have changed. For this reason, new teaching methods have been researched instead of traditional methods. Game-based learning will choose a dynamic learning environment for the use of game design elements in the acquisition of knowledge and the teaching of psychomotor skills, based on the theory of experimental learning while improving learning experiences with active student participation. However, its use in nursing education is limited.</div></div><div><h3>Design</h3><div>A pretest-posttest randomized controlled experimental study design was used.</div></div><div><h3>Methods</h3><div>The study was conducted at Ege University Faculty of Nursing in western Turkey. The sample size was determined through stratified randomization method and 135 nursing students participated in the study. Data were gathered by questionnaire method with the Student Descriptive Characteristics Form (SDCF), Intramuscular Injection Knowledge Form (IMIKF), Intramuscular Injection Implementation Checklist (IMIIC), Student Satisfaction and Confidence in Learning Scale (SSCLS) and Visual Comparison (Comfort) Scale (VCS). The chi-square test, the Mann-Whitney U test and the Brunner Langer method were performed in the SPSS 25.0 program.</div></div><div><h3>Results</h3><div>After the Intramuscular Injection Game-Based Learning Practice (IMIGBLP), the mean score of IMIICL (61±4.4) of the intervention group was significantly higher than the mean score of the control group (38±2.1) (p<0.05). The mean score of the students in the intervention group was determined to be significantly higher than the mean score of the control group (p<0.05). A significant difference was detected between the intervention and control group students in terms of their VCS scores after IMIGBLP (p<0.05).</div></div><div><h3>Conclusion</h3><div>Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104172"},"PeriodicalIF":3.3000,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324003019","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
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Abstract
Aim
This study aims to determine the efficiency of game-based learning in nursing students' IMI skills training.
Background
Today, with the unstoppable development of digital technologies, the skills required by modern health services and the needs of nursing students have changed. For this reason, new teaching methods have been researched instead of traditional methods. Game-based learning will choose a dynamic learning environment for the use of game design elements in the acquisition of knowledge and the teaching of psychomotor skills, based on the theory of experimental learning while improving learning experiences with active student participation. However, its use in nursing education is limited.
Design
A pretest-posttest randomized controlled experimental study design was used.
Methods
The study was conducted at Ege University Faculty of Nursing in western Turkey. The sample size was determined through stratified randomization method and 135 nursing students participated in the study. Data were gathered by questionnaire method with the Student Descriptive Characteristics Form (SDCF), Intramuscular Injection Knowledge Form (IMIKF), Intramuscular Injection Implementation Checklist (IMIIC), Student Satisfaction and Confidence in Learning Scale (SSCLS) and Visual Comparison (Comfort) Scale (VCS). The chi-square test, the Mann-Whitney U test and the Brunner Langer method were performed in the SPSS 25.0 program.
Results
After the Intramuscular Injection Game-Based Learning Practice (IMIGBLP), the mean score of IMIICL (61±4.4) of the intervention group was significantly higher than the mean score of the control group (38±2.1) (p<0.05). The mean score of the students in the intervention group was determined to be significantly higher than the mean score of the control group (p<0.05). A significant difference was detected between the intervention and control group students in terms of their VCS scores after IMIGBLP (p<0.05).
Conclusion
Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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