Educational Game-Based Approach and Parenteral Medication Knowledge

NCT07892482 | Completed

• 1 other identifier: INONU-HEM-ZC-07
• Study Type: interventional
• Target: 77
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. The primary questions addressed were:

• Did an educational game-based teaching program improve nursing students' knowledge regarding parenteral medication administration?
• Was the effect of the educational game-based teaching program on knowledge maintained at the 15-day follow-up? Researchers compared students who received standard education with those who received standard education plus an educational game-based approach to evaluate changes in knowledge levels. Participants completed a pretest, posttest, and 15-day follow-up test. The experimental group received standard education plus educational game-based activities related to parenteral medication administration. The control group received standard education only.

Conditions

Education, Nursing Students

Keywords

Education, Nursing, Games, Experimental, Injections, Clinical Competence

Outcome Measures

Primary Outcomes (1)

• Students' knowledge of parenteral medication administration

  The primary outcome measures are students' knowledge of parenteral medication administration. Knowledge will be assessed using a post-test administered after the education and a follow-up test administered 15 days after the education. Scores will be compared between students receiving game-based education and those receiving standard education. Higher scores will indicate a higher level of knowledge. * Post-test knowledge score: The knowledge score obtained on the post-test after the education, compared between the game-based education and standard education groups. * 15-day follow-up knowledge score: The knowledge score obtained on the follow-up test 15 days after the education, compared between the two education groups.

  Data collection and the intervention were conducted over a three-week period, from 23 April to 14 May 2026. Students' knowledge was assessed using a post-test after the intervention and a follow-up test 15 days after the education.

Study Arms (2)

Control Group (Standard Training)

SHAM COMPARATOR

Students in the control group received theoretical training-consisting of traditional teaching methods (lectures, presentations, and question-and-answer sessions)-on parenteral medication administration, as part of the "Fundamentals of Nursing" course curriculum.

Other: Standard Training

Experimental Group (Educational Game-Based Training)

EXPERIMENTAL

Students in the experimental group received the same standard theoretical, laboratory, and clinical training as the control group. In addition to this, they participated in educational game-based training focused on parenteral medication administration. To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals.

Other: Educational game sessions

Interventions

Educational game sessions OTHER

To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. Educational game sessions, lasting between 60 and 90 minutes, were organized for each group. All game components were implemented as a single, holistic pedagogical approach rather than as isolated elements. The games used in the intervention were digitized via the Puzzel.org platform and consisted of the following components: * Crossword Puzzle (4 questions): Cognitive prompts designed to help students recall routes of medication administration. • Matching Activities (37 matching items): Tasks designed to establish connections between drug effects (8 items), dosage calculations (9 questions), fundamental principles of medication safety (10 principles), types of medication orders (4 questions), and complications related to parenteral administration (6 items). * Categorization Activity (25 characteristics): A task involving the c

Experimental Group (Educational Game-Based Training)

Standard Training OTHER

Following the theoretical instruction, they completed 4 hours of laboratory skills training on manikins under the guidance of an instructor, as well as 8 hours of clinical practice per week under the supervision of clinical charge nurses.

Control Group (Standard Training)

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Students who were enrolled in the Fundamentals of Nursing course for the first time, had access to online educational platforms, and voluntarily agreed to participate in the study were included.

You may not qualify if:

• Students who had previously participated in any game-based educational program related to parenteral medication administration were excluded from the study.

Sponsors & Collaborators

• Zeliha CENGİZ: lead

Study Sites (1)

Inonu University

Malatya, Malatya, 44000, Turkey (Türkiye)

Location

Related Publications (1)

• Chang YS, Hu SH, Kuo SW, Chang KM, Kuo CL, Nguyen TV, Chuang YH. Effects of board game play on nursing students' medication knowledge: A randomized controlled trial. Nurse Educ Pract. 2022 Aug;63:103412. doi: 10.1016/j.nepr.2022.103412. Epub 2022 Jul 13.

  PMID: 35926260 BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Associate Professor

Model Details: This study is a randomized, controlled, two-parallel-group experimental investigation that includes pre-test and post-test measurements, as well as a 15-day follow-up assessment.

Study Record Dates

• First Submitted: October 18, 2026
• First Posted: October 23, 2026
• Study Start: April 23, 2026
• Primary Completion: April 30, 2026
• Study Completion: May 14, 2026
• Last Updated: October 23, 2026

Record last verified: 2026-10

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)