Gamification in Disaster Nursing Education

NCT06380374 | Completed

• 1 other identifier: 2024\01
• Study Type: interventional
• Target: 72
• Locations: 1 country
• Sites: 1

Brief Summary

This research will be conducted as a randomized controlled study with a parallel design to evaluate the effectiveness of the disaster nursing training program prepared with a gamification strategy based on multiple intelligence theory for final-year public health nursing students. Research hypothesis "H1a: The disaster nursing knowledge level of the students participating in the program, which is prepared with a Gamification Strategy Based on Multiple Intelligence Theory, differs from the control group. H1b: The perception of volunteering towards disaster nursing differs for the students included in the Program Prepared with Gamification Strategy Based on Multiple Intelligence Theory compared to the control group. H1c: The self-efficacy level of students involved in the Program Prepared with Gamification Strategy Based on Multiple Intelligences Theory regarding disaster nursing differs from the control group."

Conditions

Gamification; Nursing Students; Multiple Intelligence Theory; Disaster Nursing

Keywords

Gamification; Nursing Students; Multiple Intelligence Theory; Disaster Nursing

Outcome Measures

Primary Outcomes (3)

• Level of knowledge related to disaster nursing services

  Knowledge Evaluation Test: Evaluation questions consist of 30 multiple-choice questions and several matching questions. Researchers prepared knowledge assessment questions for disaster nursing education issues. A specification table and scope-matching method were used in its preparation. There is only one correct answer to each question. While creating the Knowledge Assessment Test, expert opinion was taken, and content validity was increased. An increase in the total score indicates that disaster knowledge is high.

  From enrollment to the end of intervention at 4 weeks

• Volunteer intention to become a disaster nurse

  Two local and three international disaster events were selected to evaluate participants' willingness and perceived ability to respond to different disasters (Covid-19, February 6 Kahramanmaraş earthquake, Töhoku Earthquake and tsunami, Libya Daniel Hurricane and Kastamonu Flood disaster). Students were first asked to mark their willingness to volunteer among options ranging from (1) I am not volunteering, (4) I am volunteering, and then the level of confidence in their abilities, from (1) I am not confident to (4) I am definitely confident in their perceived abilities. The researchers prepared the questions based on the literature

  From enrollment to the end of intervention at 4 weeks

• Perception of self-efficacy related to disaster nursing

  Disaster Response Self-Efficacy Scale. It consists of a total of 19 items and three sub-dimensions, and the answers were taken on a 5-point Likert scale (1=No self-confidence, 2=basically not self-confident, 3=Somewhat self-confident, 4=Basically self-confident, 5=Full self-confident.). A high score indicates high disaster response self-efficacy. The Cronbach alpha coefficient of the entire scale was determined as 0.96. Cronbach's alpha values for the three dimensions were determined as on-site rescue competence = 0.93, disaster psychological nursing competence = 0.93, and the nature of the role undertaken in the disaster and adaptation competence = 0.93. The three sub-dimensions explain 70.222% of the total variance.

  From enrollment to the end of intervention at 4 weeks

Study Arms (2)

Gamification Group

EXPERIMENTAL

Program Prepared with Gamification Strategy Based on Multiple Intelligence Theory in Disaster Nursing Education

Other: Gamification in Disaster Nursing Education

Control Group

NO INTERVENTION

No intervention was be made to the students in the control group

Interventions

Gamification in Disaster Nursing Education OTHER

The contact information of the students who meet the inclusion criteria will be collected by the researchers. The topic of disaster nursing will be explained to all students enrolled in the course by the researcher in the classroom environment. Pre-tests will be taken from students attending the course on disaster nursing. Randomization will be carried out by the researcher, who does not have an active role in the research process. Students in the experimental and control groups will be hidden from the researchers, who will conduct the application until it begins. The Program will be carried out face-to-face. Students in the experimental group will be on the playground. Students will attend the sessions in groups of 6. Each student will compete independently within the group, and each group will have a winner. Students will encounter a total of 30 questions in each game round. The entire game process consists of 7 sessions. After the game process is completed, post-tests will be taken.

Also known as: Gamification Group

Gamification Group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteering to participate in research,
• Enrollment in the Public Health Nursing course,
• Not being absent when the subject of disaster nursing is explained.

You may not qualify if:

• Not know to speak Turkish very well,
• Not volunteering for research,
• Being an international student,
• Working as a nurse or healthcare personnel.

Sponsors & Collaborators

• Selcuk University: lead

Study Sites (1)

Selcuk University Faculty of Nursing

Konya, Selcuklu, 42000, Turkey (Türkiye)

Location

Related Links

• outcomes were used to determine sample size

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Study Record Dates

• First Submitted: April 2, 2024
• First Posted: April 23, 2024
• Study Start: May 9, 2024
• Primary Completion: June 4, 2024
• Study Completion: June 4, 2024
• Last Updated: April 15, 2025

Record last verified: 2025-04

Locations

TU (1)