Gamification Design in Evidence-Based Education for Clinical Nurses
NCT ID: NCT06531187
Last Updated: 2024-07-31
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
102 participants
INTERVENTIONAL
2020-04-09
2022-07-12
Brief Summary
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Detailed Description
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Does gamification enhance the knowledge acquisition of clinical nurses in EBP? What barriers to evidence-based practice do nurses face? How does gamification affect cognitive load, self-efficacy, and attitudes towards EBP? Researchers will compare gamification to traditional group discussion methods to evaluate their impact on clinical practice.
Participants will:
Be clinical nurses from Tri-Service General Hospital with varying ranks and experiences.
Be randomly assigned to either the gamification group or the control group. Participate in EBP courses based on their clinical rank and experience. Complete pre- and post-intervention assessments and a six-month follow-up. Data collection will measure barriers to evidence-based practice, cognitive load, knowledge acquisition, self-efficacy, attitudes, course satisfaction, and practical application through written reports. Data analysis will use descriptive and inferential statistics to evaluate the effectiveness of the interventions.
This study aims to provide evidence on the most effective teaching methods for EBP, contributing to improved educational strategies and better clinical practices for nurses.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
TRIPLE
Study Groups
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gamified group
The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019).
Evidence-Based Practice (EBP) Teaching
The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019).
The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).
conventional small group discussion
The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).
Evidence-Based Practice (EBP) Teaching
The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019).
The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).
Interventions
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Evidence-Based Practice (EBP) Teaching
The experimental group will receive a 4-hour gamified instructional design course focused on teaching Evidence-Based Practice (EBP), based on the Octalysis Framework of game elements proposed by Chou (2019).
The active comparator group will participate in 4-hour conventional small group discussions focused on teaching Evidence-Based Practice (EBP).
Eligibility Criteria
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Inclusion Criteria
Nurses with more than three months of work experience and a signed contract.
Exclusion Criteria
Participants cannot simultaneously attend both types of courses. Nurses at level N2 or above, nurses from other hospitals, nurse practitioners, or nursing supervisors are not included in this study.
20 Years
65 Years
ALL
Yes
Sponsors
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Ling-Yu Chien
OTHER
Responsible Party
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Ling-Yu Chien
Researcher
Principal Investigators
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Ling-Yu Chien
Role: STUDY_DIRECTOR
National Defense Medical Center, Taiwan
Locations
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National Defense Medical Center
Taipei, , Taiwan
Countries
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Other Identifiers
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B202005016
Identifier Type: -
Identifier Source: org_study_id