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Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention.
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- Author(s): McConnell, Hannah; Duncan, Debbie; Stark, Patrick; Anderson, Tara; McMahon, James; Creighton, Laura; Craig, Stephanie; Carter, Gillian; Smart, Alison; Alanazi, Abdulelah; Mitchell, Gary
- Source:
Healthcare (2227-9032); Jun2024, Vol. 12 Issue 11, p1066, 12p- Subject Terms:
T-test (Statistics); HEALTH occupations students; EDUCATIONAL outcomes; QUESTIONNAIRES; CLINICAL trials; QUANTITATIVE research; DESCRIPTIVE statistics; PRE-tests & post-tests; ONLINE education; VACCINE hesitancy; BACCALAUREATE nursing education; COLLEGE students; DATA analysis software; COVID-19; GAMIFICATION; NURSING students - Source:
- Additional Information
- Subject Terms:
- Abstract: 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Healthcare (2227-9032) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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