Araştırma Makalesi
BibTex RIS Kaynak Göster

Mobile Serious Game on Nursing Students’ Knowledge, Motivation, Satisfaction, and Views: Tracheostomy Care Example

Yıl 2023, Cilt: 4 Sayı: 2, 118 - 129, 27.08.2023
https://doi.org/10.58770/joinihp.1318855

Öz

This study is a pre-post test without control group intervention research conducted to determine the effect of mobile game application for tracheostomy care on the knowledge, motivation and satisfaction of nursing students. The study was conducted between May-June, 2019. The population of the study consisted of the fourth year students of the Nursing Department, and the sample consisted of 24 students who had the opportunity to practice tracheostomy care on the patient. The data were collected with descriptive features form prepared by the researchers, tracheostomy care knowledge test, mobile learning scale, motivation scale related to teaching material, application evaluation and satisfaction form. Permission from the ethics committee and institution, and consent from students was obtained. Students who completed the descriptive features form and the tracheostomy care knowledge test (pre-test) were loaded with a mobile game of approximately 10 minutes and six stages prepared by the researchers on their mobile phones, and a four-week period was given for them to play. At the end of the period, the students completed the knowledge test (post-test), mobile learning scale, motivation scale about teaching material, application evaluation and satisfaction form. Average measurements and Wilcoxon test were used to evaluate the data. A statistically significant difference was determined between the preliminary and final knowledge test scores of students playing mobile games (p ˂ 0.001). It was determined that the average score of the students from the mobile learning scale was 169.04±18.19 (maximum: 190) and the average score they got from the motivation scale related to the teaching material was 134.1250±15.31 (maximum: 165). It was determined that the satisfaction averages of the students in remembering the game and care were 7.66±1.71 (0-10). Mobile educational games allow students to repeat their knowledge whenever and wherever they want. Therefore, it is recommended to develop and implement similar applications.

Destekleyen Kurum

Gazi University Scientific Research Projects Unit

Proje Numarası

project no. 47/2017-11.

Teşekkür

The authors would like to thank to students who training at 4. Class, from Department of Nursing, Faculty of Health Sciences, University.

Kaynakça

  • [1] D. McEnroe-Petitte, C. Farris, “Using gaming as an active teaching strategy in nursing education”, Teaching and Learning in Nursing, vol. 15, pp. 61-65, 2020. https://doi.org/10.1016/j.teln.2019.09.002
  • [2] J. Kang, E. E. Suh, “Development and evaluation of “chronic illness care smartphone apps” on nursing students’ knowledge, self-efficacy, and learning experience”, Computers, Informatics, Nursing, vol. 36, no. 11, pp. 550-559, 2018. 10.1097/CIN.0000000000000447
  • [3] Y. Ordu, N. Çalışkan, “The effects of virtual gaming simulation on nursing stude’ts' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial”, Nurse Education in Practice, vol. 68, no. 103593, 2023. https://doi.org/10.1016/j.nepr.2023.103593
  • [4] P. Poláková, B. Klímová, “Mobile technology and Generation Z in the English language classroom—A preliminary study”, Education Sciences, vol. 9, no. 3, pp. 203, 2019. https://doi.org/10.3390/educsci9030203
  • [5] G. Haoran, E. Bazakidi, E. N. Zary, “Serious games in health professions education: review of trends and learning efficacy”, Yearbook of Medical Informatics, vol. 28, no. 01, pp. 240-248, 2019. 10.1055/s-0039-1677904
  • [6] A. Min, H. Min, S. Kim, “Effectiveness of serious games in nurse education: A systematic review”, Nurse education today, vol. 108, no. 105178, 2022. https://doi.org/10.1016/j.nedt.2021.105178
  • [7] S. K. Ghoman, S. D. Patel, M. Cutumisu, P. von Hauff, T. Jeffery, M. R. Brown, G. M. Schmölzer, “Serious games, a game changer in teaching neonatal resuscitation? A review”. Archives of Disease in Childhood-Fetal and Neonatal Edition, vol. 105, no. 1, pp. 98-107, 2020. http://dx.doi.org/10.1136/archdischild-2019-317011
  • [8] M. A. Maheu-Cadotte, S. Cossette, V. Dube, G. Fontaine, A. Lavallee, P. Lavoie, P. M. F. Deschenes, “Efficacy of serious games in healthcare professions education: a systematic review and meta-analysis”, Simulation in Healthcare, vol. 16, no. 3, pp. 199-212, 2021. https://doi.org/10.1016/j.nepr.2021.102967
  • [9] M. Verkuyl, J. L. Lapum, O. St-Amant, M. Hughes, D. Romaniuk, “Curricular uptake of virtual gaming simulation in nursing education”, Nurse Education in Practice, vol. 50, no. 102967, 2021. https://doi.org/10.1016/j.nepr.2021.102967
  • [10] T. E. Coleman, A. G. Money, “Student-centred digital game–based learning: a conceptual framework and survey of the state of the art”, Higher Education, vol. 79, pp. 415-457, 2020. https://doi.org/10.1007/s10734-019-00417-0
  • [11] X. Yang, R. H., Xie, S. Chen, W. Yu, Y. Liao, D. Krewski, S.W. Wen, “Using video feedback through smartphone instant messaging in fundamental nursing skills teaching: Observational Study”. JMIR M health and U health, vol. 7, no. 9, pp. 1-7, 2019. doi:10.2196/15386
  • [12] J. H. Kim, H. Park, “Effects of smartphone-based mobile learning in nursing education: a systematic review and meta-analysis”, Asian Nursing Research, vol. 13, no. 1, pp. 20-29, 2019. https://doi.org/10.1016/j.anr.2019.01.005
  • [13] P. Kotruchin, P. Phungoen, T. Mitsungnern, “Effects of pre-course preparation using a serious smartphone game on advanced life support knowledge and skills-A randomized controlled trial”. European Heart Journal, vol. 41, pp. 946-3451, 2020. https://doi.org/10.1093/ehjci/ehaa946.3451
  • [14] A. Demirtas, T. Basak, G. Sahin, M. Ç. Sonkaya, “The serious game and integrated simulator for cardiopulmonary resuscitation training in nursing students”, Simulation & Gaming, vol. 53, no. 2, pp. 97-110, 2022. https://doi.org/10.1177/10468781211073162
  • [15] A. H. Chang, P. C, Lin, Y. C, Lin, Y. Kabasawa, C. Y. Lin, H. L. Huang, “Effectiveness of virtual reality-based training on oral healthcare for disabled elderly persons: a randomized controlled trial”. Journal of Personalized Medicine, vol. 12, no. 2, pp. 218, 2022. https://doi.org/10.3390/jpm12020218
  • [16] H. Yildiz, A. Demiray, “Virtual reality in nursing education 3D intravenous catheterization E-learning: A randomized controlled trial”, Contemporary Nurse, vol. 1, no.13, pp. 125-137, 2022. https://doi.org/10.1080/10376178.2022.2051573
  • [17] S. Sarvan, E. Efe, “The effect of neonatal resuscitation training based on a serious game simulation method on nursing students' knowledge, skills, satisfaction and self-confidence levels: A randomized controlled trial”, Nurse Education Today, vol. 111, no. 105298, 2022. https://doi.org/10.1016/j.nedt.2022.105298
  • [18] S. Kardong-Edgren, K. Breitkreuz, M. Werb, S. Foreman, A. Ellertson, “Evaluating the usability of a second-generation virtual reality game for refreshing sterile urinary catheterization skills”, Nurse Educator, vol. 44, no. 3, pp. 137-141, 2019. 10.1097/NNE.0000000000000570
  • [19] S. Biyik Bayram, N. Caliskan, “Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial”, Nurse Education Today, vol. 79, pp. 25-31, 2019. https://doi.org/10.1016/j.nedt.2019.05.010
  • [20] S. Biyik Bayram, N. Caliskan, “The use of virtual reality simulations in nursing education, and patient safety”, In Contemporary Topics in Patient Safety-Volume 1. IntechOpen. 2022.
  • [21] H. Kizil, M. Sendir, “Innovative approaches in nursing education”, Journal of Human Sciences, vol. 16, no. 1, pp. 118-125, 2019.
  • [22] K. Demir, E. Akpınar, “Development of attitude scale towards mobile learning”, Educational Technology Theory and Practice, vol. 6, no. 1, pp. 59-79, 2016.
  • [23] S. Dincer, A. Doganay, “Turkish adaptation study of Instructional Materials Motivation Survey (IMMS)”, Elementary Education Online, vol. 15, no. 4, 2016.
  • [24] P. Chia, “Using a virtual game to enhance simulation-based learning in nursing education”, Singapore Nursing Journal, vol. 40, no. 3, pp. 21-26, 2013.
  • [25] J. A Woodworth, “Escape room teaching pedagogy in the didactic learning environment for nursing”, Nurse Educator, vol. 46, no. 1, pp. 39-42, 2021. 10.1097/NNE.0000000000000847
  • [26] E. Garrison, S. Colin, O. Lemberger, M. Lugod, “Interactive learning for nurses through gamification”, JONA: The Journal of Nursing Administration, vol. 51, no. 2, pp. 95-100, 2021. 10.1097/NNA.0000000000000976
  • [27] Y. Xu, Y. Lau, L. J. Cheng, S. T Lau, “Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review”, Nurse Education Today, vol. 107, no. 105139, 2021. https://doi.org/10.1016/j.nedt.2021.105139
  • [28] Y. Ordu, N. Çalışkan, “An innovative approach to game-based learning in nursing education: Virtual gaming simulation: Hemşirelik eğitiminde oyun temelli öğrenmede yenilikçi bir yaklaşım: Sanal oyun simülasyonu”, Journal of Human Sciences, vol. 18, no. 4, pp. 657-664, 2021. https://doi.org/10.14687/jhs.v18i4.2021
  • [29] W. E. M. E. Idrissi, G. Chemsi, K. E Kababi, M. Radid, “The Impact of Serious Game on the Nursing Students’ Learning, Behavioral Engagement, and Motivation”. International Journal of Emerging Technologies in Learning (IJET), vol. 17, no. 1, pp. 18-35, 2022. https://doi.org/10.3991/ijet.v17i01.26857
  • [30] I. Epstein, M. Bertram, “Using students’ smartphones to learn a nursing skill: Students’ perspectives”, Journal of Nursing Education and Practice, vol. 9, no. 5, pp. 24-31, 2019. https://doi.org/10.5430/jnep.v9n5p24
Yıl 2023, Cilt: 4 Sayı: 2, 118 - 129, 27.08.2023
https://doi.org/10.58770/joinihp.1318855

Öz

Proje Numarası

project no. 47/2017-11.

Kaynakça

  • [1] D. McEnroe-Petitte, C. Farris, “Using gaming as an active teaching strategy in nursing education”, Teaching and Learning in Nursing, vol. 15, pp. 61-65, 2020. https://doi.org/10.1016/j.teln.2019.09.002
  • [2] J. Kang, E. E. Suh, “Development and evaluation of “chronic illness care smartphone apps” on nursing students’ knowledge, self-efficacy, and learning experience”, Computers, Informatics, Nursing, vol. 36, no. 11, pp. 550-559, 2018. 10.1097/CIN.0000000000000447
  • [3] Y. Ordu, N. Çalışkan, “The effects of virtual gaming simulation on nursing stude’ts' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial”, Nurse Education in Practice, vol. 68, no. 103593, 2023. https://doi.org/10.1016/j.nepr.2023.103593
  • [4] P. Poláková, B. Klímová, “Mobile technology and Generation Z in the English language classroom—A preliminary study”, Education Sciences, vol. 9, no. 3, pp. 203, 2019. https://doi.org/10.3390/educsci9030203
  • [5] G. Haoran, E. Bazakidi, E. N. Zary, “Serious games in health professions education: review of trends and learning efficacy”, Yearbook of Medical Informatics, vol. 28, no. 01, pp. 240-248, 2019. 10.1055/s-0039-1677904
  • [6] A. Min, H. Min, S. Kim, “Effectiveness of serious games in nurse education: A systematic review”, Nurse education today, vol. 108, no. 105178, 2022. https://doi.org/10.1016/j.nedt.2021.105178
  • [7] S. K. Ghoman, S. D. Patel, M. Cutumisu, P. von Hauff, T. Jeffery, M. R. Brown, G. M. Schmölzer, “Serious games, a game changer in teaching neonatal resuscitation? A review”. Archives of Disease in Childhood-Fetal and Neonatal Edition, vol. 105, no. 1, pp. 98-107, 2020. http://dx.doi.org/10.1136/archdischild-2019-317011
  • [8] M. A. Maheu-Cadotte, S. Cossette, V. Dube, G. Fontaine, A. Lavallee, P. Lavoie, P. M. F. Deschenes, “Efficacy of serious games in healthcare professions education: a systematic review and meta-analysis”, Simulation in Healthcare, vol. 16, no. 3, pp. 199-212, 2021. https://doi.org/10.1016/j.nepr.2021.102967
  • [9] M. Verkuyl, J. L. Lapum, O. St-Amant, M. Hughes, D. Romaniuk, “Curricular uptake of virtual gaming simulation in nursing education”, Nurse Education in Practice, vol. 50, no. 102967, 2021. https://doi.org/10.1016/j.nepr.2021.102967
  • [10] T. E. Coleman, A. G. Money, “Student-centred digital game–based learning: a conceptual framework and survey of the state of the art”, Higher Education, vol. 79, pp. 415-457, 2020. https://doi.org/10.1007/s10734-019-00417-0
  • [11] X. Yang, R. H., Xie, S. Chen, W. Yu, Y. Liao, D. Krewski, S.W. Wen, “Using video feedback through smartphone instant messaging in fundamental nursing skills teaching: Observational Study”. JMIR M health and U health, vol. 7, no. 9, pp. 1-7, 2019. doi:10.2196/15386
  • [12] J. H. Kim, H. Park, “Effects of smartphone-based mobile learning in nursing education: a systematic review and meta-analysis”, Asian Nursing Research, vol. 13, no. 1, pp. 20-29, 2019. https://doi.org/10.1016/j.anr.2019.01.005
  • [13] P. Kotruchin, P. Phungoen, T. Mitsungnern, “Effects of pre-course preparation using a serious smartphone game on advanced life support knowledge and skills-A randomized controlled trial”. European Heart Journal, vol. 41, pp. 946-3451, 2020. https://doi.org/10.1093/ehjci/ehaa946.3451
  • [14] A. Demirtas, T. Basak, G. Sahin, M. Ç. Sonkaya, “The serious game and integrated simulator for cardiopulmonary resuscitation training in nursing students”, Simulation & Gaming, vol. 53, no. 2, pp. 97-110, 2022. https://doi.org/10.1177/10468781211073162
  • [15] A. H. Chang, P. C, Lin, Y. C, Lin, Y. Kabasawa, C. Y. Lin, H. L. Huang, “Effectiveness of virtual reality-based training on oral healthcare for disabled elderly persons: a randomized controlled trial”. Journal of Personalized Medicine, vol. 12, no. 2, pp. 218, 2022. https://doi.org/10.3390/jpm12020218
  • [16] H. Yildiz, A. Demiray, “Virtual reality in nursing education 3D intravenous catheterization E-learning: A randomized controlled trial”, Contemporary Nurse, vol. 1, no.13, pp. 125-137, 2022. https://doi.org/10.1080/10376178.2022.2051573
  • [17] S. Sarvan, E. Efe, “The effect of neonatal resuscitation training based on a serious game simulation method on nursing students' knowledge, skills, satisfaction and self-confidence levels: A randomized controlled trial”, Nurse Education Today, vol. 111, no. 105298, 2022. https://doi.org/10.1016/j.nedt.2022.105298
  • [18] S. Kardong-Edgren, K. Breitkreuz, M. Werb, S. Foreman, A. Ellertson, “Evaluating the usability of a second-generation virtual reality game for refreshing sterile urinary catheterization skills”, Nurse Educator, vol. 44, no. 3, pp. 137-141, 2019. 10.1097/NNE.0000000000000570
  • [19] S. Biyik Bayram, N. Caliskan, “Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial”, Nurse Education Today, vol. 79, pp. 25-31, 2019. https://doi.org/10.1016/j.nedt.2019.05.010
  • [20] S. Biyik Bayram, N. Caliskan, “The use of virtual reality simulations in nursing education, and patient safety”, In Contemporary Topics in Patient Safety-Volume 1. IntechOpen. 2022.
  • [21] H. Kizil, M. Sendir, “Innovative approaches in nursing education”, Journal of Human Sciences, vol. 16, no. 1, pp. 118-125, 2019.
  • [22] K. Demir, E. Akpınar, “Development of attitude scale towards mobile learning”, Educational Technology Theory and Practice, vol. 6, no. 1, pp. 59-79, 2016.
  • [23] S. Dincer, A. Doganay, “Turkish adaptation study of Instructional Materials Motivation Survey (IMMS)”, Elementary Education Online, vol. 15, no. 4, 2016.
  • [24] P. Chia, “Using a virtual game to enhance simulation-based learning in nursing education”, Singapore Nursing Journal, vol. 40, no. 3, pp. 21-26, 2013.
  • [25] J. A Woodworth, “Escape room teaching pedagogy in the didactic learning environment for nursing”, Nurse Educator, vol. 46, no. 1, pp. 39-42, 2021. 10.1097/NNE.0000000000000847
  • [26] E. Garrison, S. Colin, O. Lemberger, M. Lugod, “Interactive learning for nurses through gamification”, JONA: The Journal of Nursing Administration, vol. 51, no. 2, pp. 95-100, 2021. 10.1097/NNA.0000000000000976
  • [27] Y. Xu, Y. Lau, L. J. Cheng, S. T Lau, “Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review”, Nurse Education Today, vol. 107, no. 105139, 2021. https://doi.org/10.1016/j.nedt.2021.105139
  • [28] Y. Ordu, N. Çalışkan, “An innovative approach to game-based learning in nursing education: Virtual gaming simulation: Hemşirelik eğitiminde oyun temelli öğrenmede yenilikçi bir yaklaşım: Sanal oyun simülasyonu”, Journal of Human Sciences, vol. 18, no. 4, pp. 657-664, 2021. https://doi.org/10.14687/jhs.v18i4.2021
  • [29] W. E. M. E. Idrissi, G. Chemsi, K. E Kababi, M. Radid, “The Impact of Serious Game on the Nursing Students’ Learning, Behavioral Engagement, and Motivation”. International Journal of Emerging Technologies in Learning (IJET), vol. 17, no. 1, pp. 18-35, 2022. https://doi.org/10.3991/ijet.v17i01.26857
  • [30] I. Epstein, M. Bertram, “Using students’ smartphones to learn a nursing skill: Students’ perspectives”, Journal of Nursing Education and Practice, vol. 9, no. 5, pp. 24-31, 2019. https://doi.org/10.5430/jnep.v9n5p24
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik Esasları
Bölüm Araştırma Makaleleri
Yazarlar

Şüle Bayram 0000-0002-9842-1588

Nurcan Çalışkan 0000-0002-4611-2230

Proje Numarası project no. 47/2017-11.
Yayımlanma Tarihi 27 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 2

Kaynak Göster

IEEE Ş. Bayram ve N. Çalışkan, “Mobile Serious Game on Nursing Students’ Knowledge, Motivation, Satisfaction, and Views: Tracheostomy Care Example”, Journal of Innovative Healthcare Practices, c. 4, sy. 2, ss. 118–129, 2023, doi: 10.58770/joinihp.1318855.