Development of the '1 Situation-5 Minutes' Game and Evaluation of Its Impact on Care Awareness and Empathy: A Mixed-Methods Study

Nursing education requires innovative, student-centered teaching strategies that support the development of clinical competence, critical thinking, clinical decision-making, communication skills, and patient-centered care. Health assessment is a fundamental component of nursing curricula, enabling students to systematically collect and interpret patient data, distinguish normal from abnormal findings, and plan appropriate nursing care. However, clinical learning may be challenged by limited practice opportunities, high levels of student stress and anxiety, fear of making errors, and difficulties integrating theoretical knowledge with clinical practice. These challenges highlight the need for accessible and engaging educational approaches that strengthen students' professional development. Game-based learning has emerged as a promising educational strategy for enhancing student motivation, active participation, knowledge acquisition, and clinical reasoning. In nursing education, it may also support the development of empathy, an essential component of patient-centered care. Empathy enables nursing students to understand patients' feelings, perspectives, and experiences and to incorporate this understanding into care delivery. Nevertheless, evidence regarding the combined effects of brief, practical game-based educational interventions on nursing students' care awareness and empathy remains limited. This study aims to develop the "One Situation-Five Minutes" game and evaluate its effects on nursing students' care awareness and empathy using a mixed-methods research design. The intervention is designed as a brief, accessible, and student-centered learning activity that encourages students to consider clinical situations, recognize patients' needs, and reflect on the emotional and professional dimensions of nursing care. The educational approach is informed by Self-Determination Theory, which emphasizes the importance of autonomy, competence, and relatedness in promoting intrinsic motivation and meaningful learning. The study will assess changes in nursing students' care awareness and empathy following participation in the game-based intervention. The qualitative component will explore students' experiences and perceptions of the intervention, providing further insight into its educational value and potential contributions to professional development. By integrating quantitative and qualitative findings, the study seeks to provide a comprehensive understanding of the intervention's effects and its applicability in nursing education. The findings are expected to contribute to the evidence base for game-based learning in nursing education and inform the development of innovative teaching strategies that promote care awareness, empathy, and patient-centered nursing practice.