NCT06531187

Gamification Design in Evidence-Based Education for Clinical Nurses

Applying Innovative Gamification Education in Evidence-Based Practice for Clinical Nurses

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 102 (actual)
• Sponsor: Ling-Yu Chien · Academic / Other
• Sex: All
• Age: 20 Years – 65 Years
• Healthy volunteers: Accepted

Summary

The goal of this study is to compare the effectiveness of gamification versus group discussion in evidence-based practice (EBP) education for clinical nurses. It aims to improve learning outcomes and clinical application of EBP.

Detailed description

The main questions it aims to answer are: Does gamification enhance the knowledge acquisition of clinical nurses in EBP? What barriers to evidence-based practice do nurses face? How does gamification affect cognitive load, self-efficacy, and attitudes towards EBP? Researchers will compare gamification to traditional group discussion methods to evaluate their impact on clinical practice. Participants will: Be clinical nurses from Tri-Service General Hospital with varying ranks and experiences. Be randomly assigned to either the gamification group or the control group. Participate in EBP courses based on their clinical rank and experience. Complete pre- and post-intervention assessments and a six-month follow-up. Data collection will measure barriers to evidence-based practice, cognitive load, knowledge acquisition, self-efficacy, attitudes, course satisfaction, and practical application through written reports. Data analysis will use descriptive and inferential statistics to evaluate the effectiveness of the interventions. This study aims to provide evidence on the most effective teaching methods for EBP, contributing to improved educational strategies and better clinical practices for nurses.

Conditions

• Nursing Education
• Evidence-Based Practice

Interventions

Type	Name	Description
OTHER	Evidence-Based Practice (EBP) Teaching	The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019). The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).

Timeline

• Start date: 2020-04-09
• Primary completion: 2022-07-12
• Completion: 2022-07-12
• First posted: 2024-07-31
• Last updated: 2024-07-31

Locations

1 site across 1 country: Taiwan