Clinical Reasoning
Conditions
Keywords
clinical reasoning, serious games, nursing students, nursing education
Brief summary
This randomized controlled trial aims to evaluate the effectiveness of serious game-based learning compared with conventional learning in improving clinical reasoning among nursing students in Vietnam. Additionally, the study will assess students' self-confidence in pediatric nursing care, intrinsic motivation, and satisfaction with the learning experience. A minimum of 104 second-year nursing students will be randomly assigned to either the intervention group (serious game-based learning) or the control group (conventional learning). Both groups will receive six teaching sessions based on the content of the Pediatric Care Nursing curriculum, conducted outside the formal curriculum, with each session lasting approximately three hours. Outcomes will be measured at multiple time points, while learning satisfaction will be assessed immediately after completion of the intervention.
Interventions
BEHAVIORALSerious game - based learning
Participants in the intervention group will receive six weekly serious game-based learning sessions. Each 3-hour session will include a lecture, serious game play, group presentation, discussion, and reflection.
BEHAVIORALConventional teaching
Participants in the control group will receive traditional teaching covering the same topics as the intervention group. The intervention will be delivered in one 3-hour session per week for up to 6 weeks. Each session will consist primarily of instructor-led lectures using presentation slides. Clinical scenarios will be presented by the instructor through lecture slides without small-group discussion. Question-and-answer activities will be conducted after the lecture.
Sponsors
Do Thi Kim Chi
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
Two teaching methods will be compared: serious game-based teaching as the intervention and conventional teaching as the control.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Second-year undergraduate nursing students. * Students who have not previously taken the Pediatric Care Nursing course
Exclusion criteria
* Students who do not agree to participate in the study. * Students who are repeating the Pediatric Care Nursing course.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical reasoning | Baseline, immediately after intervention, and follow up at one-month post intervention. | This study will use the Vietnamese version of the 16-item Clinical Reasoning Scale (CRS) to measure nursing students' clinical reasoning ability. Each item is rated on a five-point Likert scale. Total scores range from 16 to 80, with higher scores indicating greater clinical reasoning ability. |
| clinical reasoning | Baseline, immediately after intervention, and follow-up at one-month post-intervention. | This study will use the Clinical Reasoning Performance Rubric (CRPR) to provide an objective assessment of nursing students' clinical reasoning. The rubric consists of eight domains, each rated from 0 to 3. Total scores range from 0 to 24, with higher scores indicating better clinical reasoning. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Confidence | Baseline, immediately after intervention, and follow-up at one-month post-intervention. | This study will use the Vietnamese version of the five-item Confidence Scale (C-Scale), adapted for pediatric nursing care, to measure nursing students' confidence in pediatric nursing care. Each item is rated on a five-point Likert scale ranging from 1 to 5. Total scores range from 5 to 25, with higher scores indicating greater confidence in pediatric nursing care. |
| motivation | Baseline, immediately after intervention, and follow-up at one-month post-intervention. | This study will use four items from the Enjoyment subscale of the Intrinsic Motivation Inventory (IMI) to measure nursing students' intrinsic motivation. Each item is rated on a five-point Likert scale. Total scores range from 4 to 20, with higher scores indicating greater intrinsic motivation. |
| Student Satisfaction | Immediately after intervention | This study will use the 12-item Student Satisfaction Questionnaire to assess nursing students' satisfaction with the assigned learning methods. Each item is rated on a five-point Likert scale . Total scores range from 12 to 60, with higher scores indicating greater satisfaction with the learning methods. |
Countries
Vietnam
Contacts
CONTACTThi Kim Chi Do
CONTACTYeu-Hui Chuang
PRINCIPAL_INVESTIGATORThi Kim Chi Do
Taipei Medical University
Outcome results
None listed