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The effect of game-based learning on the acquisition of intramuscular injection skills.

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Title: The effect of game-based learning on the acquisition of intramuscular injection skills.
Authors: Gokalp, Mucahide Gokcen1 (AUTHOR) mucahide.gokcen@amasya.edu.tr, Yucel, Sebnem Cinar1,2 (AUTHOR) sebnem.cinar@ege.edu.tr, Yilmaz, Ozgun1,3 (AUTHOR) ozgun.yilmaz@ege.edu.tr
Source: Nurse Education in Practice. Jan2025, Vol. 82, pN.PAG-N.PAG. 1p.
Subject Terms: *Educational outcomes, *Universities & colleges, *Nursing education, *Educational tests & measurements, *Pre-tests & post-tests, *Ability, *Clinical competence, *Problem-based learning, *Learning strategies, *Gamification, *Training, *Nursing students, Intramuscular injections, Statistical sampling, Questionnaires, Randomized controlled trials, Chi-squared test, Mann Whitney U Test, Descriptive statistics, Data analysis software
Geographic Terms: Türkiye
Abstract: This study aims to determine the efficiency of game-based learning in nursing students' IMI skills training. 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. A pretest-posttest randomized controlled experimental study design was used. 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. 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). Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing. [ABSTRACT FROM AUTHOR]
Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Education Research Complete
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  Data: The effect of game-based learning on the acquisition of intramuscular injection skills.
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  Data: This study aims to determine the efficiency of game-based learning in nursing students&#39; IMI skills training. 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. A pretest-posttest randomized controlled experimental study design was used. 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. After the Intramuscular Injection Game-Based Learning Practice (IMIGBLP), the mean score of IMIICL (61&#177;4.4) of the intervention group was significantly higher than the mean score of the control group (38&#177;2.1) (p&lt;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&lt;0.05). A significant difference was detected between the intervention and control group students in terms of their VCS scores after IMIGBLP (p&lt;0.05). Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182155211
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        Value: 10.1016/j.nepr.2024.104172
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      – Code: eng
        Text: English
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Nursing education
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Gamification
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      – SubjectFull: Training
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      – SubjectFull: Nursing students
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      – SubjectFull: Intramuscular injections
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      – SubjectFull: Türkiye
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              Text: Jan2025
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