The effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills: A randomized controlled trial

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-03-29 DOI:10.1016/j.nepr.2025.104341

Burcu Demi̇rcan , Hatice Kaya

{"title":"The effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills: A randomized controlled trial","authors":"Burcu Demi̇rcan , Hatice Kaya","doi":"10.1016/j.nepr.2025.104341","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine the effect of using digital games on knowledge, skills, satisfaction and self-confidence in teaching nursing students the skill of subcutaneous injection.</div></div><div><h3>Background</h3><div>Rapid changes in the technological field have also been reflected in nursing education and digital teaching technologies have begun to gain importance in the teaching of fundamental nursing skills.</div></div><div><h3>Design</h3><div>A pre-test post-test randomized controlled trial.</div></div><div><h3>Method</h3><div>The study was conducted between February 2023 and July 2023 with students enrolled in the Fundamentals of Nursing course at a university in Istanbul. A total of 72 nursing students were randomly assigned to the digital game group (n = 36) and the control group (n = 36). The research data were collected using the Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skill Checklist and The Student Satisfaction and Self-Confidence in Learning Scale.</div></div><div><h3>Results</h3><div>The digital game group had higher levels of skills, satisfaction and self-confidence (p < 0.05). There was no significant difference in knowledge scores between the digital game group and the control group (p > 0.05); however, the posttest knowledge scores of the digital game group increased (p < 0.001). Post-hoc analysis showed that knowledge had a power of 0.76, skills had a power of 0.99 and satisfaction and self-confidence had a power of 0.82.</div></div><div><h3>Conclusions</h3><div>It was observed that the use of digital games in teaching a critical skill such as subcutaneous injection can improve the effectiveness of traditional education. Digital games can offer time and space independent learning opportunities when resources are limited.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104341"},"PeriodicalIF":3.3000,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595325000976","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

This study was conducted to examine the effect of using digital games on knowledge, skills, satisfaction and self-confidence in teaching nursing students the skill of subcutaneous injection.

Background

Rapid changes in the technological field have also been reflected in nursing education and digital teaching technologies have begun to gain importance in the teaching of fundamental nursing skills.

Design

A pre-test post-test randomized controlled trial.

Method

The study was conducted between February 2023 and July 2023 with students enrolled in the Fundamentals of Nursing course at a university in Istanbul. A total of 72 nursing students were randomly assigned to the digital game group (n = 36) and the control group (n = 36). The research data were collected using the Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skill Checklist and The Student Satisfaction and Self-Confidence in Learning Scale.

Results

The digital game group had higher levels of skills, satisfaction and self-confidence (p < 0.05). There was no significant difference in knowledge scores between the digital game group and the control group (p > 0.05); however, the posttest knowledge scores of the digital game group increased (p < 0.001). Post-hoc analysis showed that knowledge had a power of 0.76, skills had a power of 0.99 and satisfaction and self-confidence had a power of 0.82.

Conclusions

It was observed that the use of digital games in teaching a critical skill such as subcutaneous injection can improve the effectiveness of traditional education. Digital games can offer time and space independent learning opportunities when resources are limited.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.