The effect of serious game and problem-based learning on nursing students' knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.

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  • Additional Information
    • Source:
      Publisher: W.B. Saunders Country of Publication: United States NLM ID: 8607529 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-8449 (Electronic) Linking ISSN: 08825963 NLM ISO Abbreviation: J Pediatr Nurs Subsets: MEDLINE
    • Publication Information:
      Publication: 1989- : Philadelphia, Pa : W.B. Saunders
      Original Publication: [Orlando, FL] : Grune & Stratton, [c1986-
    • Subject Terms:
      Clinical Competence* ; Students, Nursing*/psychology ; Problem-Based Learning* ; Clinical Decision-Making* ; Pediatric Nursing*/education; Humans ; Female ; Male ; Transfusion Medicine/education ; Education, Nursing, Baccalaureate ; Young Adult ; Educational Measurement ; Health Knowledge, Attitudes, Practice ; Games, Experimental
    • Abstract:
      Purpose: Comparing the effect of serious game and problem-based learning on nursing students' knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
      Design and Methods: In this quasi-experimental study, 76 undergraduate nursing students were enrolled through a convenience sampling method, and were allocated to one of the three groups of serious game, problem-based learning, and control through the block randomization method. Data were collected using a valid and reliable 3-part researcher-made tool, completed before and two weeks after the intervention. Statistical analysis was performed using paired t-test, analysis of covariance, and Bonferroni post hoc test. A significance level of <0.05 was considered.
      Results: After the intervention, mean scores of both knowledge and clinical decision-making skill increased significantly in both intervention groups (p < 0.05). Mean post-test scores of both knowledge and clinical decision-making skill in the serious game group, and only clinical decision-making skill in the problem-based learning group were significantly higher than the control group (p < 0.05). However, no significant difference was observed regarding mean post-test scores of both knowledge and clinical decision-making skill between the intervention groups (p > 0.05).
      Conclusions: Both serious game and problem-based learning are proven to be effective in improving nursing students' knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
      Practice Implications: Since learning now occurs beyond classrooms and the new generation of students spend most of their time in virtual places, utilizing technology-based teaching methods like serious games can benefit both educators and students by providing continuous education, saving their time and expenses, etc.
      Competing Interests: Declaration of competing interest None.
      (Copyright © 2024. Published by Elsevier Inc.)
    • Contributed Indexing:
      Keywords: Clinical decision-making skill; Knowledge; Pediatric nursing; Problem-based learning; Serious game; Transfusion medicine
    • Publication Date:
      Date Created: 20240305 Date Completed: 20240509 Latest Revision: 20240620
    • Publication Date:
      20240621
    • Accession Number:
      10.1016/j.pedn.2024.01.010
    • Accession Number:
      38443211