Stoma Care Education in Nursing Students, Gamification, Nursing Education, Ostomy - Ileostomy or Colostomy
Conditions
Keywords
gamification, nursing education, stoma care
Brief summary
his study aims to determine the effect of a gamification-based educational method on nursing students' learning of stoma care. The research will be conducted as a pretest-posttest, parallel-group randomized controlled experimental study. This research will be prepared under the guidance of the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) protocol, and the reporting of the randomized controlled study will be carried out under the Consolidated Standards of Reporting Trials (CONSORT). Participants will consist of fourth-year nursing students who voluntarily agree to participate in the study. After obtaining informed consent, participants will complete a descriptive characteristics form and the Stoma Care Knowledge Test. Randomization will be performed based on baseline knowledge levels, and participants will be assigned to experimental and control groups. Students' knowledge levels will be assessed using the "Stoma Care Knowledge Test," and their skills will be evaluated using a "Skills Checklist." Following baseline knowledge and skill assessment, the experimental group will receive gamified stoma care education, while the control group will receive standard education. The gamification intervention is designed based on the Werbach D6 Model and aims to enhance students' knowledge and skills in stoma care. Post-intervention knowledge and skill assessments will be conducted one week after the training. In addition, follow-up measurements will be performed four weeks later to evaluate the retention of knowledge and skills.
Interventions
OTHERGamification-Based Stoma Care Education
This intervention consists of a gamification-based stoma care education program designed according to the Werbach D6 Model. The game aims to enhance nursing students' knowledge and clinical skills in stoma care by increasing learning motivation and engagement.
Participants in the control group receive standard stoma care education based without any gamification components.
Sponsors
Gazi University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
17 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Nursing students who voluntarily agree to participate in the study * Students who are enrolled in the "Nursing Professional Practice" course for the first time * Students who have access to a mobile device (e.g., smartphone or tablet) and internet connection
Exclusion criteria
* Students who have previously participated in or used any game related to stoma care * Students who do not attend the theoretical course * Students who do not participate in demonstrations or group activities * Students who do not complete any stage of the knowledge assessment * Students who do not complete any stage of the skill assessment * Students who provide incomplete or careless responses to data collection forms * Students who do not use or complete the game-based intervention
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Stoma Care Knowledge Assessment Test Description | Timeframe: Before the intervention, one week after the intervention, and four weeks after the intervention | This test consists of 24 questions based on the literature regarding stoma care. The test is scored on a scale of 0 to 100; higher scores indicate a higher level of knowledge. The test is administered before the educational intervention and one week afterward; it is also administered again in the fourth week of the intervention for follow-up assessment. |
| Stoma Care Skills Checklist | Before the intervention, one week after the intervention, and four weeks after the intervention | This checklist, which focuses on stoma care skills, was designed by the researcher in accordance with the academic literature and aligned with the course content objectives and learning outcomes related to stoma care for nursing students. The stoma care skills checklist covers the assessment of the stoma and the procedural steps involved in changing the stoma bag. There are 39 procedural steps that students are expected to perform according to the skills checklist. The evaluation of procedure steps in the checklist is categorized as follows: "Performed the procedure" (2 points), "Performed (incomplete)" (1 point), "Performed (incorrect)" (1 point), and "Did not perform" (0 points). Students can score a minimum of 0 and a maximum of 78 points on the skill checklist. An increase in the student's score indicates an improvement in skill level. The skill assessment is administered before the educational intervention and one week afterward; it is also administered again during the fourth we |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Evaluation Form on Teaching Methods | Immediately post-intervention | This checklist, which focuses on stoma care skills, was designed by the researcher in accordance with the academic literature to align with the course content objectives and learning outcomes related to stoma care for nursing students. The teaching method evaluation form was prepared by the researcher based on the literature to assess students' views on the use of gamification in education. The response options for each item of the evaluation tool are designed as a 5-point Likert scale (1: Strongly disagree; 2: Disagree; 3: Undecided; 4: Agree; 5: Strongly agree). |
Contacts
CONTACTZeynep Mete Merdin
Outcome results
None listed