Computer Simulation, Diet, Food, and Nutrition, Education, Nursing, Nutrition Assessment, Nutrition Therapy, Simulation Training, Teaching Innovation
Conditions
Keywords
Simulation Training, Computer Simulation, Diet, Food, and Nutrition, Nutrition Assessment, Nutrition Therapy, Education, Nursing, Teaching Innovation
Brief summary
The goal of this randomised controlled trial is to evaluate the effectiveness of training nursing students using interactive fiction and role-play simulations as teaching methodologies in improving learning and decision-making competencies related to dietary advice.
Interventions
OTHERInteractive fiction activities
The case studies were prepared using interactive fiction through Twine. Each case simulated a nursing consultation with a patient requiring dietary advice, and the patient's evolution depended on the students' choices. All cases created had similar structures, durations, and difficulties to avoid complexity-related bias. For each circumstance, three possible dietary advice options were offered to the patient: one option that would be ideal, one suitable option, and one unsuitable option.
OTHERRole-play simulation
Role-play activity of the nursing consultation on dietary advice according to Nemec et al. (2021) recommendations. Ten case studies of a nursing consultation on dietary advice involving a nurse and a patient were designed with the consensus of a group of nursing professionals with expertise in food and nutrition, health literacy, and communication. Each student was assigned a role and provided with the necessary information to play their character or understand their patient's context. The information provided was different according to the role assigned. They had to perform a simulation of eight minutes, similar to the time available in the student's primary care consultations in the referral health system. Thus, the patient and the family member had to explain the situation or health problem, the professional would analyse it, and together, they would try to reach a therapeutic agreement. After the consultation, a debriefing was carried out.
Sponsors
University of Cadiz
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
TRIPLE (Subject, Investigator, Outcomes Assessor)
Masking description
The researchers were blinded concerning the randomisation sequence and the allocation of participants to the interventions.
Intervention model description
This study is a two-stage simultaneous parallel (CG) and crossover (EG1 and EG2) randomised controlled trial.
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
* First year of the Degree in Nursing at a Spanish university who were enrolled in the subject Food, Nutrition and Dietetics.
Exclusion criteria
* Lack of attendance since the beginning of the course.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Learning | Pre-test (0 day), Post-test 1 (30th day), and Post-test 2 (60th day) | The assessment of the learning level during the intervention was measured by correcting the three unpublished case studies created using the interactive fiction methodology. Each case study consisted of 6 questions with 3 possible answers (1 point for the ideal answer, 0.5 points for the adequate answer and 0 points for the inadequate answer). For readability, the final scores were reconverted proportionally out of 10 before statistical analysis. |
| Decision-making | Pre-test (0 day), Post-test 1 (30th day), and Post-test 2 (60th day) | Measurement instrument: Clinical Decision-Making in Nursing Scale (CDMNS). It comprises the search for options or alternatives, information seeking and unbiased assimilation of new information, evaluation and re-evaluation of consequences, and probing of goals and values. |
| Quality of simulations | Post-test 1 (30th day), and Post-test 2 (60th day) | Measurement instrument: Simulation Design Scale (SDS). This scale measures students' perceptions of 5 dimensions related to simulation design: information, support, problem-solving, guided feedback and fidelity. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Enjoyable experience | Pre-test (0 day), Post-test 1 (30th day), and Post-test 2 (60th day) | Measurement instrument: Gameful Experience Gamification (GAMEX) scale. It measures 6 dimensions of students' experience in gamified experiences or environments involving interactive enjoyment mechanisms. |
| Satisfaction | Post-test 1 (30th day), and Post-test 2 (60th day) | Measurement instrument: Student Satisfaction and Self-Confidence in Learning Scale (SCLS). It has 5 items on student satisfaction with instructional methods, learning materials and instructors, as well as 8 items on self-confidence in learning. |
Countries
Spain
Outcome results
None listed