The Effect of a Game on the Development of Leadership Behaviors of Nursing Students

NCT06638203 | Completed DMC

• 1 other identifier: E-66777842-300-00003535955
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this randomized controlled trial is to examine the effect of a leadership role-playing computer game on nursing students' leadership practices. The main questions it aims to answer are: RQ1: Will participants in the intervention group perform better on the Five Practices of Exemplary Leadership Achievement Test (5PELAT) after the game?

• RQ1a: Is the average score of the intervention group on the Five Practices of Exemplary Leadership Achievement Test significantly higher than the average score of the control group after the game?
• RQ1b: Is the difference between pre-test and post-test scores on the Five Practices of Exemplary Leadership Achievement Test significantly greater in the intervention group compared to the control group? RQ2: Will participants in the intervention group report higher self-assessments of their own leadership practices after the game compared to the control group?
• RQ2a: Is the average score of the intervention group on the Student Leadership Practices Inventory (SLPI) significantly higher than the average score of the control group after the game?
• RQ2b: Is the difference between pre-test and post-test scores on the Student Leadership Practices Inventory significantly greater in the intervention group compared to the control group? Researchers will compare the leadership course \& game playing intervention to only getting the leadership course to see if the combined version works better in developing nursing students' transformational leadership. Participants will:
• Take the leadership course and play the leadership game or only take the course.
• Complete Five Practices of Exemplary Leadership Achievement Test (5PELAT) and the Student Leadership Practices Inventory (SLPI) before and after the intervention.

Conditions

Leadership

Keywords

Computer Games; Leadership; Nursing Students; Role Playing; Randomized Controlled Trial

Outcome Measures

Primary Outcomes (1)

• Transformational Leadership Development (Objective)

  Five Practices of Exemplary Leadership Achievement Test (5PELAT) The 5PELAT is a test developed by the authors, comprising 10 questions, each featuring 5 response options based on various sample scenarios. These scenarios are analyzed in alignment with the Five Practices of Exemplary Leadership model. Each question and its corresponding answers have been crafted in collaboration with subject matter experts and refined through feedback from an expert panel, ensuring their relevance and effectiveness in evaluating leadership. This development process aims to provide reliable insights into participants' understanding and application of exemplary leadership practices.

  Before the interventions, in both groups (baseline) 2 weeks after the interventions, in both groups. (1st measurement) 4 weeks after the interventions, in both groups. (2nd measurement) In total, time frame is 6 weeks.

Secondary Outcomes (1)

• Transformational Leadership Development (Perspective)

  Before the interventions, in both groups (baseline) 2 weeks after the interventions, in both groups. (1st measurement) 4 weeks after the interventions, in both groups. (2nd measurement) In total, time frame is 6 weeks.

Study Arms (2)

Intervention Group

EXPERIMENTAL

Participants who will complete the leadership course and then engage in the leadership game

Other: The 2-hour Exemplary Leadership Course (ELC); Other: The NurseLead in Progress Game

Control Group

ACTIVE COMPARATOR

Participants who will complete the leadership course only.

Other: The 2-hour Exemplary Leadership Course (ELC)

Interventions

The 2-hour Exemplary Leadership Course (ELC) OTHER

This two-hour course, based on the Five Exemplary Leadership Model, aims to refresh participants' theoretical understanding of leadership while providing insights into effective leader-follower interactions through practical scenarios. The session will begin with an exploration of the nature of leadership, including its philosophical and historical context. The significance of leadership in nursing will be emphasized, highlighting its impact on education, clinical practice, and the profession overall. Participants will examine the key roles of nurse leaders, focusing on modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. Content Outline: 1. The Nature and Definition of Leadership (5 minutes) 2. Leadership and Its Importance in Nursing (15 minutes) 3. Transformational Leadership and Its Components (40 minutes) 4. Positive Leader-Follower Interactions (15 minutes) 5. Case Study Discussions (45 minutes)

Control Group; Intervention Group

The NurseLead in Progress Game OTHER

Developed collaboratively by the author and a company, this unpublished game focuses on role-playing leader-follower interactions to navigate scenarios effectively. Designed for five students per session, the game consists of five sections, lasting approximately one hour, with each section corresponding to one of the Five Practices of Exemplary Leadership. In each section, one student takes on the role of leader while the other four act as followers. The main objective is to guide a newly appointed charge nurse in making sound decisions when facing challenges to achieve key goals. Following the game, a debriefing session will allow participants to analyze responses with experts. Performance will not be formally evaluated, as the game serves as a learning experience, enabling students to lead and engage as followers. This activity aims to activate the experiential learning phase of Kolb's Learning Model.

Intervention Group

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Participants must be between 18 and 25 years old.
• Informed consent must be obtained from the participant.
• Participants must have no visual and/or hearing impairments.
• Participants must be students in a four-year nursing bachelor's program.
• Participants must be in the 3rd or 4th year of their bachelor's program.
• Participants must have completed a leadership course during their bachelor's education.

You may not qualify if:

• Individuals who are younger than 18 or older than 25 years old.
• Individuals with visual and/or hearing impairments.
• Individuals who are currently receiving or have received training related to leadership outside of their program.
• Individuals holding a diploma in a field other than nursing.
• Individuals currently studying in a field other than nursing.
• Individuals who have suspended their bachelor's education.
• Individuals who are in the preparatory year, 1st, or 2nd year of the bachelor's program.
• Individuals who have not taken any leadership-related courses during their bachelor's education.
• Individuals with a conflict of interest due to close relationships with the researchers.

Sponsors & Collaborators

• Canberk Akdeniz: lead

Study Sites (1)

HEP-SEN Union - Ankara Prof. Dr. Perihan Velioglu Branch

Ankara, Cankaya, 06530, Turkey (Türkiye)

Location

Related Publications (13)

• Tunn R, Boutron I, Chan AW, Collins GS, Hrobjartsson A, Moher D, Schulz KF, de Beyer JA, Hansen Nejstgaard C, Ostengaard L, Hopewell S. Methods used to develop the SPIRIT 2024 and CONSORT 2024 Statements. J Clin Epidemiol. 2024 May;169:111309. doi: 10.1016/j.jclinepi.2024.111309. Epub 2024 Feb 29.

  PMID: 38428538 BACKGROUND

• Marath, U., Ramachandra, (2015). Impact of Leadership Development Package on Leadership Competencies of Undergraduate Nursing Students. Asian J. Nur. Edu. and Research 5(2): April-June 2015; Page221-228. doi: 10.5958/2349-2996.2015.00044.0

  BACKGROUND

• Kuruca Ozdemir E, Dinc L. Game-based learning in undergraduate nursing education: A systematic review of mixed-method studies. Nurse Educ Pract. 2022 Jul;62:103375. doi: 10.1016/j.nepr.2022.103375. Epub 2022 Jun 13.

  PMID: 35749962 BACKGROUND

• Kouzes, James M., Barry Z. Posner. (2017). The Leadership Challenge 6th ed. Hoboken, NJ: Wiley.

  BACKGROUND

• Kouzes, James M., Barry Z. Posner. (2013). The Student Leadership Challenge: Facilitation and Activity Guide. San Francisco: Jossey-Bass.

  BACKGROUND

• Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentice-Hall

  BACKGROUND

• Foli KJ, Braswell M, Kirkpatrick J, Lim E. Development of leadership behaviors in undergraduate nursing students: a service-learning approach. Nurs Educ Perspect. 2014 Mar-Apr;35(2):76-82. doi: 10.5480/11-578.1.

  PMID: 24783721 BACKGROUND

• Denney, Logan R., "Student Leadership Development: A Focus on Experiential Leadership Orientation Within Higher Education" (2013). Master of Arts in Higher Education (MAHE) Theses. 94. https://pillars.taylor.edu/mahe/94

  BACKGROUND

• Petit dit Dariel OJ, Raby T, Ravaut F, Rothan-Tondeur M. Developing the Serious Games potential in nursing education. Nurse Educ Today. 2013 Dec;33(12):1569-75. doi: 10.1016/j.nedt.2012.12.014. Epub 2013 Jan 16.

  PMID: 23332500 BACKGROUND

• Curtis EA, de Vries J, Sheerin FK. Developing leadership in nursing: exploring core factors. Br J Nurs. 2011 Mar 10-23;20(5):306-9. doi: 10.12968/bjon.2011.20.5.306.

  PMID: 21471879 BACKGROUND

• Boctor L. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract. 2013 Mar;13(2):96-100. doi: 10.1016/j.nepr.2012.07.010. Epub 2012 Aug 19.

  PMID: 22910398 BACKGROUND

• Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs. 2009 Feb;65(2):259-69. doi: 10.1111/j.1365-2648.2008.04843.x. Epub 2008 Nov 14.

  PMID: 19032512 BACKGROUND

• Akdeniz C, Duygulu S. Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students. Nurse Educ. 2024 May-Jun 01;49(3):E147-E152. doi: 10.1097/NNE.0000000000001540. Epub 2023 Nov 16.

  PMID: 37994497 BACKGROUND

Study Officials

• Canberk Akdeniz

  HEP-SEN Union (Senior Advisor)

  PRINCIPAL INVESTIGATOR

• Sergül Duygulu, Prof.

  Hacettepe University Nursing Faculty

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, INVESTIGATOR, OUTCOMES ASSESSOR
• Masking Details: Expert A will assess the students' eligibility based on predetermined inclusion and exclusion criteria. From those who qualify, Expert B will use specialized software to randomly select 50 participants through systematic random sampling. An independent Expert C will then randomly assign these 50 students to either the control or intervention groups using block randomization. Expert D will administer the pre- and post-tests, which will then be sent to statisticians for analysis. After the statistical results are received and reported, the researchers will know which students were in the control or intervention group. The intervention group will participate in the game first, while the control group will be placed on a waitlist and will play the game after the statistical analysis is completed. Although the control group will also have the opportunity to develop their leadership skills through the game, their performance will not be evaluated post-play.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Principal Investigator. PhD Candidate at Hacettepe University Institute of Health Sciences, Türkiye, enrolled in the Nursing Fundamentals and Management Integrated PhD Program.

Study Record Dates

• First Submitted: October 9, 2024
• First Posted: October 15, 2024
• Study Start: January 10, 2025
• Primary Completion: February 1, 2025
• Study Completion: February 1, 2025
• Last Updated: February 4, 2025

Record last verified: 2025-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, ANALYTIC CODE
• Time Frame: Beginning 1 year after publication with no end date
• Access Criteria: Individual participant data (IPD) will be made available upon request to researchers-excluding those affiliated with or funded by a company-who wish to conduct a systematic review, meta-analysis, or sample size calculations. Only the inventory scores (including score values but not item details-due to Wiley requirements) will be shared. Researchers seeking access to the IPD must contact both authors, and both must provide consent for data sharing.

Locations

TU (1)