Investigating the Impact of Online Gamification on Nursing Students' Knowledge of Lung Diseases, Lung Sounds, and Self-Efficacy.
| Autor: | Najafi, Fatemeh, Mozafari, Mosayeb, Shohani, Masoumeh, Pakseresht, Maryam, Taghinezhad, Fakhredin, Pakzad, Reza, Bazhdan, Amirreza, Vasiee, Alireza |
|---|---|
| Předmět: |
RESPIRATORY organ sounds
SELF-efficacy T-test (Statistics) RESEARCH funding HEALTH occupations students STATISTICAL sampling SAMPLE size (Statistics) QUESTIONNAIRES SEX distribution EDUCATIONAL outcomes RANDOMIZED controlled trials CHI-squared test DESCRIPTIVE statistics ONLINE education LUNG diseases ABILITY COMPARATIVE studies DATA analysis software NURSING students GAMIFICATION TRAINING |
| Zdroj: | Journal of Basic Research in Medical Sciences; 2024, Vol. 11 Issue 3, p46-54, 9p |
| Abstrakt: | Introduction: Diagnosing and performing timely treatment for lung diseases is crucial for saving patients' lives. This study aims to investigate the effect of online gamification on nursing students' learning of lung diseases, lung sounds, and self-efficacy. Material & Methods: This semi-experimental study involved 68 sixth-semester nursing students, selected through convenient sampling and randomly allocated to control and intervention groups using dice throws. Over three weekly sessions, the intervention group received training on lung diseases and lung sounds via the Storyline platform and gamification through Kahoot, while the control group received the same content through lectures by the same instructor. Questionnaires assessing demographics, learning outcomes, and self-efficacy were administered before and two weeks after the intervention. Data were analyzed using Chi-square, independent t-tests, paired t-tests, and Kolmogorov-Smirnov tests in SPSS v.16, with a significance level of 0.05. Results: The participants had a mean age of 22.73 ± 1.29 years, and 63% were male. There were no significant differences between the two groups in learning assessment and self-efficacy before the intervention (P=0.193 and P=0.167, respectively). After the intervention, the intervention group showed a statistically significant improvement in learning assessment scores (P=0.031, 16.55±2.57) compared to the control group (P=0.086, 9.11±1.01). Similarly, self-efficacy scores in the intervention group (P=0.023, 65.29±3.97) were significantly higher than in the control group (P=0.084, 48.18±5.36). Conclusion: Online gamification significantly improves the learning of lung diseases, lung sounds, and self-efficacy in nursing students. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
| Externí odkaz: |
|