Gamification in Stoma Care Education for Nursing Students
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Gamification-Based Stoma Care Education, Traditional Education.
- Who it may be relevant to
- Registry conditions: Stoma Care Education in Nursing Students, Gamification, Nursing Education, Ostomy - Ileostomy or Colostomy. Basic parameters: from 17 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Center list to be confirmed — check the primary protocol.
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
The Effect of the Gamification Method on Nursing Students' Learning of Stoma Care
Overview
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
- Other Gamification-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. - Other Traditional Education
Participants in the control group receive standard stoma care education based without any gamification components.
Primary outcome measures
- Stoma Care Knowledge Assessment Test Description [Time frame: Timeframe: Before the intervention, one week after the intervention, and four weeks after the intervention]
- Stoma Care Skills Checklist [Time frame: Before the intervention, one week after the intervention, and four weeks after the intervention]
Secondary outcome measures (1)
- Student Evaluation Form on Teaching Methods [Time frame: Immediately post-intervention]
Eligibility criteria
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
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Double blind
- Primary purpose
- Other
Study locations
Center list to be confirmed — check the primary protocol.
Publications
- Tavares N. The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review. Nurse Educ Today. 2022 Oct;117:105484. doi: 10.1016/j.nedt.2022.105484. Epub 2022 Jul 27. PMID 35917707
- Kulakaç, N., & Çilingir, D. (2024). The effect of a serious game-based web application on stoma care education for nursing students: A randomized controlled trial. Teaching and Learning in Nursing, 19(1), e126-e132.
- Bayram, Ş., & Çalışkan, N. (2023). Mobile Serious Game on Nursing Students' Knowledge, Motivation, Satisfaction, and Views: Tracheostomy Care Example. Journal of Innovative Healthcare Practices, 4(2), 118-129.
- Abselam-Ali, K., Capilla-Díaz, C., Reina-Prego, R., & Parra-González, M. E. (2024). Knowledge, self-efficacy, satisfaction, and self-confidence of nursing students for stoma care using active learning methods: a controlled experimental study.
Identifiers
NCT: NCT07500857 · 1492837