Effectiveness of Serious Games on Nursing Students' Clinical Reasoning

NCT07806747 | Not Yet Recruiting

• 1 other identifier: 670/BM-HĐĐĐ
• Study Type: interventional
• Target: 104
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled trial aims to evaluate the effectiveness of serious game-based learning compared with conventional learning in improving clinical reasoning among nursing students in Vietnam. Additionally, the study will assess students' self-confidence in pediatric nursing care, intrinsic motivation, and satisfaction with the learning experience. A minimum of 104 second-year nursing students will be randomly assigned to either the intervention group (serious game-based learning) or the control group (conventional learning). Both groups will receive six teaching sessions based on the content of the Pediatric Care Nursing curriculum, conducted outside the formal curriculum, with each session lasting approximately three hours. Outcomes will be measured at multiple time points, while learning satisfaction will be assessed immediately after completion of the intervention.

Conditions

Clinical Reasoning

Keywords

clinical reasoning; serious games; nursing students; nursing education

Outcome Measures

Primary Outcomes (2)

• Clinical reasoning

  This study will use the Vietnamese version of the 16-item Clinical Reasoning Scale (CRS) to measure nursing students' clinical reasoning ability. Each item is rated on a five-point Likert scale. Total scores range from 16 to 80, with higher scores indicating greater clinical reasoning ability.

  Baseline, immediately after intervention, and follow up at one-month post intervention.

• clinical reasoning

  This study will use the Clinical Reasoning Performance Rubric (CRPR) to provide an objective assessment of nursing students' clinical reasoning. The rubric consists of eight domains, each rated from 0 to 3. Total scores range from 0 to 24, with higher scores indicating better clinical reasoning.

  Baseline, immediately after intervention, and follow-up at one-month post-intervention.

Secondary Outcomes (3)

• Confidence

  Baseline, immediately after intervention, and follow-up at one-month post-intervention.

• motivation

  Baseline, immediately after intervention, and follow-up at one-month post-intervention.

• Student Satisfaction

  Immediately after intervention

Study Arms (2)

Serious Games

EXPERIMENTAL

Participants assigned to this group will receive serious game-based learning based on the content of the Pediatric Care Nursing course. The intervention will be delivered over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours.

Behavioral: Serious game - based learning

Conventional Teaching

ACTIVE COMPARATOR

Participants assigned to this group will receive conventional learning based on the same Pediatric Care Nursing course content over six teaching sessions conducted outside the formal curriculum, with each session lasting approximately three hours.

Behavioral: Conventional teaching

Interventions

Conventional teaching BEHAVIORAL

Participants in the control group will receive traditional teaching covering the same topics as the intervention group. The intervention will be delivered in one 3-hour session per week for up to 6 weeks. Each session will consist primarily of instructor-led lectures using presentation slides. Clinical scenarios will be presented by the instructor through lecture slides without small-group discussion. Question-and-answer activities will be conducted after the lecture.

Conventional Teaching

Serious game - based learning BEHAVIORAL

Participants in the intervention group will receive six weekly serious game-based learning sessions. Each 3-hour session will include a lecture, serious game play, group presentation, discussion, and reflection.

Serious Games

Eligibility Criteria

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

You may qualify if:

• Second-year undergraduate nursing students.
• Students who have not previously taken the Pediatric Care Nursing course

You may not qualify if:

• Students who do not agree to participate in the study.
• Students who are repeating the Pediatric Care Nursing course.

Sponsors & Collaborators

• Do Thi Kim Chi: lead

Study Sites (1)

Bach Mai Medical college, Bach Mai hospital

Hà Nội, Vietnam

Location

Study Officials

• Thi Kim Chi Do

  Taipei Medical University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Thi Kim Chi Do

CONTACT

+84947360088; dochibvbm@gmail.com

Yeu-Hui Chuang

CONTACT

+886 2 2736 1661; yeuhui@tmu.edu.tw

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: SPONSOR INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Two teaching methods will be compared: serious game-based teaching as the intervention and conventional teaching as the control.

Study Record Dates

• First Submitted: September 1, 2026
• First Posted: September 8, 2026
• Study Start: September 20, 2026
• Primary Completion (Estimated): December 15, 2026
• Study Completion (Estimated): December 15, 2026
• Last Updated: September 25, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will not share

Locations

VN (1)