Breastfeeding Education, Nursing Education Research, Nursing Students
Conditions
Keywords
nursing education, learning motivation, Breastfeeding Education, Nursing Students, electronic picture books, RPG
Brief summary
This study aimed to explore the impact of electronic picture books combined with RPG on breastfeeding learning outcomes among nursing students. The study participants were third-year nursing students from a university in central Taiwan. A randomized controlled design was used, with the experimental group receiving electronic picture books combined with RPG, while the control group received traditional face-to-face instruction. Changes in students' breastfeeding knowledge, learning motivation, self-efficacy, and cognitive load were assessed. The expected results can provide a reference for innovative teaching models in nursing education and promote the future clinical application of breastfeeding.
Detailed description
Breastfeeding is widely considered to be the best source of nutrition for infants, helping to reduce infant morbidity and mortality, reduce the risk of infection and chronic diseases, and promote intellectual development. However, in current nursing education, how to effectively improve students' knowledge and skills of breastfeeding has yet to be developed. Common traditional face-to-face courses are limited by time and venue, which requires students to re-adapt and learn when entering the clinical internship stage, affecting learning efficiency and clinical application. This study adopts a randomized controlled experimental design and is expected to recruit 100 third-year nursing students from a university in central Taiwan, divided into an experimental group and a control group. The experimental group studied with electronic picture books combined with RPG on breastfeeding learning, and the control group took a traditional face-to-face course. Data were collected through a structured questionnaire, and changes in breastfeeding knowledge, learning motivation, self-efficacy, and cognitive load were assessed analyzed using descriptive and inferential statistics. The expected results showed that the interactive e-book not only significantly improved students' learning outcomes, but also helped overcome gender restrictions, enhance learning motivation, promote future clinical promotion of breastfeeding, and serve as an important reference for innovative nursing education models.
Interventions
BEHAVIORALElectronic picture books and Online RPG interactive adventure game
Integration of online RPG interactive adventure games with an electronic picture books learning mode for the instruction of breastfeeding.
BEHAVIORALface-to-face teaching
face-to-face teaching of breastfeeding
Sponsors
China Medical University Hospital
China Medical University, Taiwan
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
The study design will adopt a randomized controlled trial with repeated measures. A 60-minute intervention has been developed.Block randomization stratified by gender will be used, and eligible participants will be randomly assigned to either the experimental or control group in a 1:1 ratio using Random Allocation Software.Research assistants will code group assignments ("Group 1" and "Group 2") according to the randomization list, place the assignments into opaque sealed envelopes, and arrange them sequentially.On the day of the study, envelopes will be distributed in the order participants submit their consent forms. Participants will open the envelope themselves to learn their group assignment.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
1. It is expected to include 100 people. 2. A third-year nursing student. 3. Studying obstetrics and gynecology nursing this semester. 4. Agree to participate in this study and sign the research consent form.
Exclusion criteria
1. Students who are planning to take a leave of absence at the time of data collection. 2. Students who have not taken obstetrics and gynecology nursing this semester or have taken it in the past. 3. Students who are unable to use 3C products.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Breastfeeding Knowledge Questionnaire | The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention | This questionnaire consists of 10 multiple-choice questions. Each correct answer is scored 10 points, and each incorrect answer is scored 0 points, yielding a total score range of 0-100. The questions were self-developed in the form of clinical scenario-based multiple-choice items, focusing on the benefits of breastfeeding, breastfeeding positions, breast milk storage methods, breast milk expression (hand expression), and nursing interventions to maintain milk supply. |
| Breastfeeding Self-Efficacy Scale | The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention | Breastfeeding self-efficacy was evaluated using a 10-item Breastfeeding Self-Efficacy Scale. Each item is rated on a 4-point Likert scale, where 1 = not at all capable and 4 = expert level. The total score ranges from 10 to 40, with higher scores indicating greater self-efficacy in performing breastfeeding self-efficacy . |
| ARCS-Based Learning Motivation Scale | The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention | The scale assesses learners' motivation toward the educational materials across four dimensions: Attention (12 items), Relevance (9 items), Confidence (9 items), and Satisfaction (6 items), for a total of 36 items. Responses are rated on a 5-point Likert scale, ranging from 5 ("Strongly Agree") to 1 ("Strongly Disagree"). The total score ranges from 36 to 180 points, with higher scores indicating stronger learning motivation. |
| Cognitive Load Scale | The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention | The cognitive load of learners taking electronic picture books and RPGs or face-to-face courses was assessed using an 8-item cognitive load scale. All items were rated on a 1-point Likert scale, ranging from 5 ("strongly agree") to 1 ("strongly disagree"). The total score ranged from 8 to 40, with higher scores indicating stronger cognitive load. |
Contacts
CONTACTTing-Shan Chang
CONTACTYa-Ling Tzeng
Outcome results
None listed