Gamification Design in Evidence-Based Education for Clinical Nurses

NCT06531187 | Completed

• 1 other identifier: B202005016
• Study Type: interventional
• Target: 102
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Nursing Education; Evidence-Based Practice

Outcome Measures

Primary Outcomes (4)

• EBP Competence

  Measured using the ACE tool developed by Ilic et al. (2014).

  Baseline, immediately after the workshop, and 6 months follow-up

• Self-Efficacy and attitudes

  Assessed using the Taipei Evidence-Based Practice Questionnaire (TEBPQ) (Chen et al., 2014).

  Baseline, immediately after the workshop, and 6 months follow-up

• Participant Satisfaction with EBP Teaching

  Measured using a questionnaire designed specifically for this study.

  immediately after the workshop

• practicing applicability

  The patient care report was then submitted for a panel of experts' review.

  6 months follow-up

Secondary Outcomes (2)

• Cognitive Load

  Baseline, and 6 months follow-up

• Barriers

  Baseline, and 6 months follow-up

Study Arms (2)

gamified group

EXPERIMENTAL

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).

Other: Evidence-Based Practice (EBP) Teaching

conventional small group discussion

ACTIVE COMPARATOR

The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).

Other: Evidence-Based Practice (EBP) Teaching

Interventions

Evidence-Based Practice (EBP) Teaching OTHER

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).

conventional small group discussion; gamified group

Eligibility Criteria

• Age: 20 Years - 65 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Active clinical nurses aged 20-65. Clinical nurses within the hospital who registered for the workshop via e-learning.
• Nurses with more than three months of work experience and a signed contract.

You may not qualify if:

• Nurses with less than three months of work experience or without a signed contract.
• Participants cannot simultaneously attend both types of courses. Nurses at level N2 or above, nurses from other hospitals, nurse practitioners, or nursing supervisors are not included in this study.

Sponsors & Collaborators

• Ling-Yu Chien: lead

Study Sites (1)

National Defense Medical Center

Taipei, Taiwan

Location

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Officials

• Ling-Yu Chien

  National Defense Medical Center, Taiwan

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, CARE PROVIDER, OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Researcher

Study Record Dates

• First Submitted: July 28, 2024
• First Posted: July 31, 2024
• Study Start: April 9, 2020
• Primary Completion: July 12, 2022
• Study Completion: July 12, 2022
• Last Updated: July 31, 2024

Record last verified: 2024-07

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)